This article presents results of a multiple case study involving four firstgeneration, working-class, white male college freshmen who discuss their perceptions of faculty support. These perceptions are analyzed using Tinto's theories of student retention, specifically as they relate to faculty-student interaction. The study found that first-generation, working-class students are intimidated by the idea of seeking out faculty for support, resulting in a lack of support from their faculty. Since Tinto's theories find a strong link between faculty support and student retention, this study suggests that colleges need to be more strategic and systematic in finding ways to develop faculty-student interactions for first-generation, working-class college students.First-generation college students undergo enormous transformations as they negotiate the difficult transition into the culture of academia. First-generation college students confront all the anxieties, dislocations, and difficulties of any other college students, and their experiences often involve cultural as well as social and academic transitions (Pascarella, Wolniak, Pierson, & Terenzini, 2003; Rendon, 1992). Compared with their peers, first-generation college students receive less assistance in preparing for college; feel less supported for attending college; and lack a sense of belonging to the college they attend (Choy

The findings from 3 qualitative research studies related to first-generation college students show themes of strains in family relationships and lack of practical familial support. One study reveals sources of resiliency and persistence of graduate students; another explores sense of belonging for undergraduates attending 3 types of private institutions; the final study features concerns of Latinos at a 2-year college. Together these studies show that creation of a student identity creates unique challenges for those transitioning into bicultural persons. Advisors who understand students coping with changing family status while attending college can proactively guide them toward the degrees they seek. Furthermore, administrators should provide programs and professional development that help advisors address the complex issues facing first-generation students.

In the previous issue, the final reference citation for this article should have been reported as Yosso, T. J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race, Ethnicity and Education, 8(1), 9-91. We regret the error.