The landscape of higher education is changing. More diverse students are attending universities at higher numbers, yet these students are not graduating. This quantitative study uses linear regression, stepwise regression, and then exploratory factor analysis to examine three constructs-hope, academic self-efficacy, and sense of belonging-in first generation Latinx college students to see if these constructs made a difference in their intent to persist. While these constructs were positively statistically significant, their effect sizes were weak and do not explain the all the reasons why first generation Latinx college students intend to persist to graduation. In addition, there were differences in the role the constructs played when intersectional identities were concerned. More research, both quantitative and qualitative, must be done to validate and refine current theories in order to discover programs and environments that will motivate and support diverse students attending higher education to their final degree. xi