A difference-education intervention demonstrated a main positive effect on college students' academic performance, specifically leading to higher GPAs. In the study's standard control condition, a 0.30 GPA gap existed between first- and continuing-generation students. However, in the difference-education condition, this GPA gap was eliminated, resulting in no significant GPA difference between the two groups. The intervention's effect on GPA was mediated by resource-seeking behavior, as first-generation students in the difference-education condition sought marginally more resources than those in the control condition. Additionally, participants in the difference-education condition reported experiencing less stress and anxiety, alongside a greater appreciation for differences and perspective-taking, compared to those in the standard control condition.