This study explores the role of social media in addressing educational inequity, focusing on prospective first-generation students' college exploration. The study answers two questions: (1) how do prospective first-generation students describe their social media usage related to college? (2) how do prospective first-generation students describe the role of social media in their college choice system? To achieve this goal, I employed interviews and social media diaries. Eleven high school seniors whose parents did not complete a 4-year college/university participated in the study. Social media diaries were adopted to capture participants' daily social media usage related to college. Interviews were conducted to delve into their lived experiences in detail. I analyzed the collected data using reflexive thematic analysis. For the first research question, I examined specific platforms participants utilize: Instagram, TikTok, YouTube, Facebook, Reddit, Discord, GroupMe, and Twitter. Among them, a subreddit r/A2C (Apply to College), the only niche social media site specifically designed for college information, was used by only one participant, implying the crucial role of a knowledgeable friend. The general pattern of network engagement showed that participants remained within their existing networks rather than forming new connections via social media. Participants explored diverse topics related to college, encompassing majors, options, applications, scholarships, and transitions. For the second research question, the findings revealed that participants were exposed to college information daily. Under the overall influence of social media, however, three contradictory subthemes were identified: vicarious experience vs. not your experience, thought-provoking vs. not leading to actions, and inspiring vs. distressing. The contradictory themes indicate the complex roles of social media in addressing educational inequity. The findings showed that social media plays a beneficial role in prospective first-generation students' college choice system, albeit with enduring boundaries and constraints. Such complex realities indicate that participants' digital experiences are not transcending the boundaries existing in their non-digital world but rather are deeply intertwined with them, underscoring the existing structural inequities that marginalized teens are faced with. The study suggests implications for research and practice to provide better support for prospective first-generation students' postsecondary educational opportunities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]