The primary purpose of this study was to determine the differences in the levels of social engagement between first-generation and other college students enrolled in a STEM discipline at a Historically Black College and University.

A two-group ex post facto research design using a single questionnaire was used for the study. A stratified sample of 90 college students participated in the study. The data for the research questions were analyzed using descriptive and inferential statistics based upon the subscales of the College Student Experiences Questionnaire.

These findings indicated that there were significant differences among first- generation and other college students who were enrolled in a STEM discipline at a HBCU. Statistically significant differences between first-generation and other college students were found for 4 items in the social integration category: “met other students,” (p = .017, η2 = .063); “used campus recreational facilities,” (p = .050, η2 = .043); “identified with a character,” (p = .050, η2 = .044); and “became acquainted with student,” (p = .035, η2 = .050). Both groups felt that meeting others and identifying with a character would happen “often.” Both groups differ for using campus recreational facilities and becoming acquainted with students whose family background was different. First-generation students reported that “occasionally” and “often” whereas the other college students felt “often” and “very often” that using campus recreational facilities and becoming acquainted with students whose family background was different would happen.

The study documented the impact of the nurturing environment that exist at an HBCU and focused on the social engagement aspects of attending college. The study findings provide clues on ways that college administrators, teacher preparation programs and researchers can assist first-generation college students enrolled in a STEM discipline at a HBCU. Implications for future research and policymakers are discussed.