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Many students experience a cultural mismatch between their college environment and their sense of self and the communities in which they identify. Many first-generation college students live in families and communities characterized by norms of interdependence, where community members "look out" for one another, which often contrasts with the. norms of independence that are prevalent in college environments. For example, on one study Latino first-generation students revealed that many experienced conflicts between their home and school values and responsibilities that interfered with their academic achievement and sense of well-being. Conflicts included providing assistance to family versus doing academic work and allocating funds to the family or for travel to see family versus allocating money for educational expenses. Likewise, some Latinos student report feeling guilt for attending college and not offering their families daily assistance.
Students' transition to and success in college are also influenced by the college environment. Institutions that are responsive to the academic, social, and cultural needs of students help them adjust to college and, ultimately, succeed. Reaching out to at-risk students during the first weeks of college can help them to feel connected to the institution. Colleges and universities can provide opportunities for faculty and students to interact and form connections, help students to develop study skills, and assist students in getting involved on campus. Students who live on campus, see faculty as concerned with their development, establish relationships with faculty and other students, and become involved in campus life are more likely to succeed and graduate from college. When students feel that they are part of a campus community they are more likely to persist and graduate.