The social capital first-generation students use to succeed in college: a qualitative investigation of the Educational Opportunity Fund program

First-generation students comprise nearly half of the college going population, but are also disproportionately more likely to drop out of college before their third year (RTI International, 2019). Scholars tend to argue that first-generation college students lack the social capital, or access to resource rich networks that can provide information about the kinds of knowledge, and behaviors valued within the higher education environment. Various programmatic supports have been developed at the federal, state, and university level to support these students, including the Educational Opportunity Fund (EOF), a state funded program that provides academic and personal resources for first-generation, low-income students throughout their college experience. Few studies have asked first-generation students themselves about their perceptions of and experiences in the EOF program, what aspects of the higher education environment support or challenge their persistence, and what kinds of social capital they draw on to be successful. The purpose of this qualitative interview study was to address these shortcomings, by exploring what forms of social capital first-generation students within the EOF Program perceived as beneficial for their retention and persistence. The research questions guiding this study were as follows: 1.) What are first generation student experiences as they navigate the college environment? 2.) What are the students' experiences and perceptions of the social capital the EOF program provides? 3.) How do students' experiences inform how EOF and other targeted support programs could provide social capital to better contribute to first-generation student success? Data analysis revealed three major themes: 1) participants families and backgrounds were sources of social capital that helped them get into and persist in college, 2.) that participants demonstrated agency in their college experiences in how they mobilized social capital within their networks to meet their specific needs, and 3.) the relationships participants formed within EOF were foundational to all students college experiences-regardless of their proximity to the program. The implications of these findings are considered for researchers and practitioners who support first-generation students, and recommendations for program modifications and assessment are offered.Ed.D.Includes bibliographical reference