Edin, Kathryn JoGonzales, Destiny2025-07-312025-07-312025https://theses-dissertations.princeton.edu/handle/88435/dsp012514np94cStudents from wealthy backgrounds have long dominated elite universities in the United States. Still, in recent decades, institutions like Princeton have expanded financial aid to make college more accessible for low-income and first-generation college students. While these initiatives increase socioeconomic diversity, disparities in students' experiences persist, particularly in terms of social fit, access to resources, and institutional support. Existing research highlights the challenges low-income students face at elite institutions. Still, little attention has been given to the role of Adverse Childhood Experiences (ACEs) in shaping these students’ pathways to and through college. This study examines how Adverse Childhood Experiences (ACEs) influence the experiences of low-income students at Princeton. Drawing on survey data from 55 undergraduates and semi-structured interviews with 25 of these students, this research explores their backgrounds, motivations, and challenges in navigating university life. These findings reveal that while Princeton provides financial support, it does not capture students’ struggles with resource navigation, social belonging, and emotional well-being, highlighting gaps in our understanding of adverse childhood experiences in the context of resilience. This study highlights two areas for growth: universities must extend their efforts beyond providing financial access to students to achieve true inclusivity. While acknowledging that early-life adversity continues to have lasting implications in adulthood, the ACE scale does not account for other childhood adversity that underlies their experiences.en-USPrinceton University Senior Theses