-Independent variables: generational status (first-gen or continuing-gen students), intervention condition (differrence-education or standard control)

-Dependent variables: end-of-year GPA, end-of-year survey on understanding of different perspectives, frequency of seeking help from professors, psychosocial measures

-Before the start of the semester, participants (college freshmen) attended an hour-long discussion panel with 8 senior student panelists who discussed their particular college experiences and provided advice on strategies for success

-In the difference-education condition, panelists attributed elements of their experience to their backgrounds (e.g., "Because my parents didn't go to college, they weren't able to provide me with the advice I needed... I learned that I needed to rely on my adviser more than other students."

-In the standard control condition, panelists made no such link of their experiences and advice to their backgrounds