What Aspects of Cultural Capital Help First-Generation African American Female Students Persist through Their Freshmen Year of College

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Autor/in	Smith, Sade M.
Titel	What Aspects of Cultural Capital Help First-Generation African American Female Students Persist through Their Freshmen Year of College
Quelle	(2017), (113 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The Chicago School of Professional Psychology
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3556-3373-3
Schlagwörter	Hochschulschrift; Dissertation; First Generation College Students; African American Students; Females; Academic Persistence; School Holding Power; Cultural Capital; Academic Advising; Peer Relationship; Socialization; Higher Education; Low Income; Institutional Characteristics; Whites; Student Attitudes; Student Organizations; Parent Role; Family Role; Cultural Activities; Fine Arts; School Counselors; Access to Education; High Schools; Disproportionate Representation + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Weibliches Geschlecht; Akademischer Rat; Peer-Beziehungen; Socialisation; Sozialisation; Hochschulbildung; Hochschulsystem; Hochschulwesen; Niedriglohn; White; Weißer; Schülerverhalten; Student organisations; Schülerorganisation; Studentenorganisation; Studentenvereinigung; Studentenvertretung; Parental role; Elternrolle; Cultural activity; Kulturelle Aktivität; Bildende Kunst; School counselor; Beratungslehrer; Pädagogischer Berater; Education; Access; Bildung; Zugang; Bildungszugang; High school; Oberschule
Abstract	Higher education institutions play an important role in the transmission of cultural capital which often emphasize the knowledge and skills that help students persist. Cultural capital is defined as the knowledge an individual develops over time from socialization that inform cultural skills and characteristics. According to the literature, providing low-income first-generation college students with the cultural capital valued in higher education supports their ability to persist toward earning a degree. Therefore, the researcher investigated which aspects of cultural capital among low-income first-generation African American female students utilized to help them persist through their freshmen year of college at a predominately White institution (PWI). Through qualitative research, individual interviews were conducted were students described characteristics of embodied cultural capital as helping them persist. All the students mentioned learning about college and how to navigate through college from their connection with advisors or positive peer relationships with members in their organizations. Furthermore, all the students referenced characteristics of institutionalized cultural as contributing to their college persistence. From their perspective either a parent or family member helped them persist in college. Moreover, all the students referenced accessing characteristics of objectified cultural capital by either accessing college resources on campus, accessing fine art material, or participating in cultural activities within or outside the college environment. However, no student stated the materials or these experiences helped them persist in college. Based on these findings, student participants identified embodied cultural capital as the key aspect of cultural capital identified by student participants as helping them persist through their freshmen year of college at a PWI. The researcher provided practical implications for college access leaders, school counselors, college counselors and advisors, to help bridge the gap between high school and college to support underrepresented students as they persist through college. [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://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01