Significant others in the lives of Latino first-generation college students: how social capital aids persistence

2016-04-15This study examines how successful Latino first-generation college students (LFGCS), all seniors at a large, highly-selective research university, integrated into chosen communities and built unique social networks to support their persistence in college. Utilizing integration and social capital frameworks, and analyzing the college life histories of 10 successful LFGCS, using ethnographic analysis methods, a micro-theory was generated to model the process by which these students build networks to support their persistence at an elite predominantly white university (PWI). Findings support the theory that LFGCS rely heavily on emotional support from similar peers in order to integrate into micro-communities in the college, building their sense of belonging. Only after some level of adjustment and integration are LFGCS able to develop relationships with “agencies” (support service offices and student collectives) and local apprentice agents that serve as bridges and guides to institutional agents. This study examines near peer models, peer mentors, and local opportunity brokers in a powerful new light. Where integration and social capital theory have previously disregarded the emerging social capital of student collectives, experienced students, and support agents with privileged knowledge of the university environment, this study uses social capital theory to explore the privileged local capital provided by apprentice agents and how that essential exchange supports persistence for LFGCS. In addition, the findings from this study illuminate the cyclical nature of sense of belonging as both input to integration and output, the unique way LFGCS describe reciprocity as a characteristic of social capital-building through a collective worldview lens, and the stratification of the significant others in their lives that provide emotional support and motivation, localized capital, and high-status social capital. By examining this unique population I was able to elicit a local student success model, make recommendations for institutional action, and propose a future research agenda. This study concludes with a guide to navigating the university, written in the voice of the study participants