This qualitative study investigates the role of social capital in enabling low-income parents in New York City to support their children’s college application process, addressing a critical gap in educational equity research. Drawing on a phenomenological approach, the study explores the lived experiences of 20 parents residing in government-subsidized housing in New York City, utilizing semi-structured interviews to uncover their challenges, strategies, and perceptions. Grounded in social constructivism, the findings reveal social capital as both a barrier and a bridge, with five key themes: aspirations limited by sparse networks, informational deficits due to scarce mentors, time and resource constraints worsened by social isolation, cultural and linguistic challenges in a multicultural setting, and emotional burdens from absent supportive ties. These themes highlight how systemic inequities— poverty, residential segregation, and limited access to knowledgeable networks—restrict parental capacity, often confining support to emotional encouragement. Conversely, the rare presence of social capital empowers parents through access to information, emotional support, and practical guidance. The study proposes actionable interventions, including enhanced counselor support, simplified financial aid processes, community-based networks, and culturally tailored outreach, to foster social capital and dismantle barriers. Applicable to diverse contexts—rural areas, smaller cities, international families, and non-public housing settings—the findings advocate for systemic change to ensure college access reflects aspiration rather than circumstance. This dissertation contributes to theoretical advancements in social constructivism, empirical insights into urban educational equity, and practical strategies for policymakers and educators, offering a roadmap to transform college access for underserved families.