International Journal of Education and Social Science (IJESS)

First-generation college (FGC) students start schools of higher education with lower academic skills and critical thinking skills (Terenzini et al., 1996) that impact their academic success and prospects of earning academic degrees (Davis, 2010; Katrevich & Aruguete, 2017). This study explored if diverse interactions with students from different races and ethnicities will help FGC students improve critical thinking skills so they can meet the academic demands of higher education. This study used a cross-sectional correlational research design. Participants completed assessments measuring their diverse interactions and critical thinking skills. The findings of non-parametric Spearman’s rank correlation test showed there was a moderate, positive, and statistically significant correlation between FGC students’ interactions with students from different races and ethnicities and critical thinking skills, r(33) = .34, p = .045. From a practical perspective, the research findings can be used to create out-of-class opportunities for FGC students for informal interracial and intercultural interactions with peers to promote the development of critical thinking.