Making connections: cultivating social capital among low-income first-generation college students

This study examines characteristics of students and university environments as factors leading to cultivation of abundant social capital. Twenty-two student stories illustrate how varying identities as low-income and first-generation play key roles in cultivating social capital while at a university. It is hypothesized that in order to facilitate successful student engagement, a “two-way street” needs to be established in which both the student and the university seek to intentionally develop connections. Universities need to offer ample resources and support that is compassionate and understanding, while at the same time considering attributes students bring to the relationship and how those attributes will affect them accessing support. This requires an intimate understanding of the characteristics, attitudes and tendencies that seem to be most associated with success of low-income first-generation (LIFG) college students. Students’ experiences are interpreted through the lens of student engagement (Kuh, et al, 2010; Pascarella & Terenzini, 2005), resiliency (Morales, 2008; Masten, 2001) and Bourdieu’s (1987, 1984, 1977) social reproduction. This study expands on literature that demonstrates engagement in educationally purposeful experiences aids in a student’s academic success; by focusing on the role and characteristics of those relationships as well as how those relationships are established particularly by LIFG college students. This study was guided by the following questions: (1) What is the role of campus connections in a LIFG student’s academic success? (2) How are campus connections established for LIFG students? (3) What are characteristics of connections that LIFG students establish at a university?, (4) What are the characteristics of LIFG students who are making the most of their connections at university? Findings suggest there must be a “two-way street” when it comes to the role of student participation in fostering academic success of LIFG students. Students must take initiative to seek out purposeful connections, which are impacted by their own passion, independence, and resiliency while the university needs to provide access to ample opportunities which are caring and understanding of LIFG college students’ needs. This paper contributes to the conversation about how universities must respond to the needs of increasingly diverse student populations which include LIFG students.Ed.D.Includes bibliographical referencesby Kelly S. Hennessy-Himmelhebe