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In the United States, social class comprises economic, social, and cultural capital but is more commonly associated with economic capital (wealth). In higher education, social class is more visible to first-generation students because they come from financially disadvantaged backgrounds. For first-generation students, education is a ladder to a higher social class. However, research shows that it is challenging for first-generation to achieve this in a dominant middle-class environment in college because of the shock of differences between themselves and their peers, resulting in feelings of not belonging in their campus environment. First-generation students are more likely to arrive unprepared for college, are seen to have higher dropout rates and have a more challenging time adjusting to college life (Hurst 2010, 23). Scholarly research also illustrates that first-generation students are noted to describe difficulty in higher education due to racial and class-based stereotypes (Terenzini 1993,13). These challenges brought on by social class differences sometimes result in the development of "hybrid identities" (Bhabha,1994). Based on qualitative data, this study analyzed how first-generation students experience and manage their social class identities. This study used a series of qualitative interviews, using the snowballing technique, social media, and the TRIO Program to gain a large and diverse sample of participants at UNH, making it possible to analyze how first-generation students maintain and encounter their social identities. This study looked at all college levels of first-generation students (freshmen, sophomore, junior, senior and graduate students.), focusing on how social class identities affect their academic life, providing insight for educators to understand how first-generation students' identities are affected in higher education in the United States, particularly in Northern New England.