Who Participates and Why It Matters: Understanding Demographic and Academic Differences in a College Campus-Support Program for Students with Foster Care Experience, Students Experiencing Homelessness, and Independent Students

College students who have experienced foster care, homelessness, or are otherwise independent face barriers in postsecondary education. Campus support programs (CSPs) provide specialized services, yet not all eligible students participate. Little is known about demographic or academic differences between CSP participants and eligible nonparticipants—information critical for strengthening outreach. This study examined the student characteristics that predict CSP participation, and whether participation is associated with improved first-year academic outcomes. University administrative records identified first-time CSP-eligible freshmen who entered a public Midwestern university between Fall 2021 and Fall 2024 ( n = 264). First-year outcomes included cumulative GPA and academic standing. The key independent variable was CSP participation. Covariates included gender, race, in-state residency, first-generation status, and cohort year. Bivariate and regression analyses were conducted. About 19% of eligible students participated in the CSP. Participants were significantly more likely to identify as Black and as first-generation college students than nonparticipants. Regression analyses showed that CSP participation was significantly associated with higher first-year GPA. Regardless of participation status, Black students and out-of-state students had lower GPAs than White and in-state students. CSP participation trended toward increasing the odds of good academic standing, but this effect did not reach statistical significance. Black students had lower odds of good academic standing than White peers. These early findings support the potential role of CSPs in supporting students with intersectional marginalized identities. Low participation rates underscore the need for more targeted outreach. Future research should include more rigorous evaluations of CSPs and long-term college outcomes.