Document Type
Article
Publication Date
Spring 2020
Abstract
Preventing attrition for racially minoritized, first-generation, and low SES postsecondary students continues to be a challenge despite significant efforts of educational researchers, college administrators, and high school teachers and counselors. Cultural capital (skills necessary to successfully navigate an environment) may help to explain and address this issue. Applying cultural capital and college readiness frameworks, we attempt to better understand the challenges four racially minoritized, first-generation, low-SES students face in attempting to get a "read" (understand the workings) on college. Students were in their second semester of their first year and on academic probation. Each participated in interviews and journal writing throughout one semester. Analysis revealed that cultural capital served as a foundation for reading the college environment in four key areas required for college readiness: understanding and calculating GPAs; computer literacy required for completing assignments; understanding the course listing and registration process; and finding other campus resources for addressing needs.
Recommended Citation
White, John W.; Aragon, Steven; and Pascale, Amanda, "Collegiate Cultural Capital and Integration into the College Community" (2020). Teaching, Learning, and Curriculum Faculty Research and Scholarship. 1.
https://digitalcommons.unf.edu/etlc_facpub/1
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http://rightsstatements.org/vocab/InC/1.0/
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Rights Statement
Comments
Published in College Student Affairs Journal 38(1), 34 - 52.
https://doi.org/10.1353/csj.2020.0002