The DOI matches its Crossref record; 76 of the 77 references it cites were found in a registry or an index.
Social Capital and Academic Motivation Among First-Generation Community College Students
Abstract
Social capital, the value of a relationship that provides support and assistance in a given social situation (Stanton-Salazar, 2001), is a useful theory for understanding the experiences of low-income adolescents who are the first in their families to attend college. According to social capital theory, networks of relationships can help students manage an unfamiliar environment by providing them with relevant information, guidance, and emotional support. Existing research on social capital in postsecondary institutions has focused on low-income, ethnic minority adolescents, finding that low socioeconomic status (low-SES) and first-generation ethnic minority students struggle in accessing beneficial social capital on campus (Prospero & Vohra-Gupta, 2007; Saunders & Serna, 2004). However, the academic and social adjustment of first-generation, low-income White students is an understudied phenomenon. Therefore, this study examined how White, working-class, first-generation community college students, enrolled at a community college in northern Nevada, managed to integrate themselves, both socially and academically, into college. A grounded theory approach was used to analyze the interview data (Corbin & Strauss, 2008). Overall, first-generation, working-class, White community college students face many obstacles to earning postsecondary degrees, and social capital in the form of relationships with institutional agents on campus may be able to help them further their academic goals.
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“educational researchers tend to focus on barriers encountered by FGC students, rather than on what contributes to their success (Garrison & Gardner, 2012;Moschetti & Hudley, 2015).”
From Understanding first-generation undergraduate engineering students’ entry and persistence through social capital theory (2020) · cites this paper as Moschetti & Hudley, 2015
In the citing paper
“Family support appears not only as tangible actions, such as providing financial help (Holland, 2010), but also as intangible aspects like emotional support (Holland, 2010;Moschetti & Hudley, 2015).”
From Understanding first-generation undergraduate engineering students’ entry and persistence through social capital theory (2020) · cites this paper as Moschetti & Hudley, 2015
Citations
Cites
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Research works printed but not linked: 3
- Choy, S. P. (2001). Findings from the Condition of Education 2001: Students whose parents did not go to college: Postsecondary access, persistence, and attainment (NCES 2001–136). Washington, DC: U.S. Government Printing Office.
- National Center for Education Statistics. (2012). The condition of education 2012 (NCES 2012– 045). Washington, DC: Office of Educational Research and Improvement, U.S. Department of Education.
- Nuñez, A., & Cuccaro-Alamin, S. (1998). First-generation students: Undergraduates whose parents never enrolled in postsecondary education (NCES 98-082). Washington, DC: National Center for Education Statistics, U.S. Department of Education.
Cited by
Sorted by citations
Jury, M., Smeding, A., Stephens, N. K., Nelson, J. E., Aelenei, C., & Darnon, C. (2017) · Journal of Social Issues · doi:10.1111/josi.12202 · Cited by 360
Martin, J. P., Stefl, S. K., Cain, L. W., & Pfirman, A. L. (2020) · International Journal of STEM Education · doi:10.1186/s40594-020-00237-0 · Cited by 144
Peer Mentoring as Social Capital for Latina/o College Students at a Hispanic-Serving Institution
Moschetti, R., Plunkett, S. W., Efrat, R., & Yomtov, D. (2017) · Journal of Hispanic Higher Education · doi:10.1177/1538192717702949 · Cited by 75
Self-citationMobley, C., & Brawner, C. E. (2018) · Community College Journal of Research and Practice · doi:10.1080/10668926.2018.1484823 · Cited by 78
Toutkoushian, R. K., May-Trifiletti, J. A., & Clayton, A. B. (2019) · Educational Policy · doi:10.1177/0895904818823753 · Cited by 94
Metadata
- Authors
- Moschetti, R. V., & Hudley, C.
- Affiliations
- California State University, Northridge (US)
- University of California, Santa Barbara (US)
- Corresponding author
- Moschetti, Roxanne Venus
- Venue
- Community College Journal of Research and Practice
- Publisher
- Informa UK Limited
- Published
- 2014-08-15
- Volume
- 39
- Issue
- 3
- Pages
- 235-251
- ISSN
- 1066-8926 (ISSN-L)
- 1521-0413
- OpenAlex
- W2045807005
- Cited by
- 114
- References
- 77
- Citations by year
- 2026: 5 · 2025: 10 · 2024: 11 · 2023: 16 · 2022: 9 · 2021: 13 · 2020: 17 · 2019: 11 · 2018: 6 · 2017: 9 · 2016: 5 · 2015: 1
- FWCI
- 25.69
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Community College Journal of Research and Practice (publishedVersion)
- Topics
- Social Sciences › Education › Higher Education Research Studies
- Social Sciences › Sociology and Political Science › Cultural Capital and Social Class
- Social Sciences › Sociology and Political Science › Social Capital and Networks
- Keywords
- social capital, first-generation college students, community college students, academic motivation, working-class students, social integration, academic adjustment, institutional relations, social networks
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