Even as access to higher education has widened considerably over the last century, diverse college students (i.e., first-generation, low-income, and racial minorities) face greater challenges regarding their access to college, choice of college, sense of belonging, and success in graduating from college (Choy, 2001; Fischer, 2007; Hossler, Schmit, & Vesper, 1999; Karabel & Astin, 1975; McDonough, 1997; Mauk & Jones, 2006; Mortenson, 2007; Pascarella & Terenzini, 2005; Paulsen & St. John, 2002; Smith, 2009; Walpole, 2007). According to Rendón, Jalomo, and Nora (2011): While traditional theories of student retention and involvement have been useful in providing a foundation for the study of persistence, they need to be taken further, as much more work needs to be done to uncover race, class, and gender issues (among others) that impact retention for diverse students in diverse institutions. (p. 244) Perhaps further documentation of ways to support diverse student populations could improve postsecondary outcomes. We propose that one area of emphasis might include documenting effective ways to involve underrepresented and diverse college students.