Choy, Susan P. 2001. <em>Students Whose Parents Did Not Go to College: Postsecondary Access, Enrollment, and Persistence</em> (NCES 2001-126). Washington, D.C.: National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education.<br />
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Using data from the National Education Longitudinal Study (NELS: 1988/1994), the Beginning Postsecondary Students Longitudinal Study (BPS), and the Baccalaureate and Beyond Longitudinal Study (B&B), Choy argues that first-generation college-going students are more likely to come from African-American or Latino families, and from families in the lowest income quartile. The likelihood that a student will enroll in some form of postsecondary education is related to parents&#8218; educational attainment. The enrollment rate is 93 percent among those whose parents had at least a bachelor&#8218;s degree, compared to 59 percent of students whose parents did not go to college. The report concludes that first-generation students report lower educational expectations, are less prepared academically, receive less support from their families in college planning, and are likely to delay enrollment even if they are accepted at a four-year institution. Choy recommends policies that create rigorous high school curricula in order to negate the disadvantages of first-generation college-going status. Although the author does not address the availability and awareness of student financial aid, she claims that improving efforts in these areas could further remove barriers to college enrollment and degree persistence.<br />
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Luna De La Rosa, Mari. 2006. <em>Is Opportunity Knocking? Low-Income Students' Perceptions of College and Financial Aid.</em> American Behavioral Scientist 49(12): 1670&#8212;1686.<br />
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	Luna De La Rosa surveyed 11th and 12th graders in seven high schools in Los Angeles about how they learn about college and financial aid, and whether the information they receive impacts their college-going plans. The author finds that almost 80 percent of 11th and 12th graders rely on teachers, counselors, and coaches for financial aid information, followed closely by college representatives, family, and friends and classmates. The internet, media sources, and community organizations are less frequently cited as sources. Luna De La Rosa also suggests that parental educational levels can affect college aspirations and the likelihood that students will talk to them about financial aid. The author concludes that college and financial aid information create opportunities for low-income students to attend college, but this information must be integrated in the school and community to be effective.