2026-09-20T20:28:00Z https://www.ideals.illinois.edu/oai-pmh

oai:www.ideals.illinois.edu:2142/121472 2023-12-13 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

Cope, William Cope, William Kalantzis, Mary Goodnight, Melissa Montebello, Matthew 2023-08 application/pdf en text Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2023-12-04 without embargo terms The student, Ryan Bartelmay, accepted the attached license on 2023-07-07 at 09:20. The student, Ryan Bartelmay, submitted this Dissertation for approval on 2023-07-07 at 09:31. This Dissertation was approved for publication on 2023-07-12 at 14:03. DSpace SAF Submission Ingestion Package generated from Vireo submission #19549 on 2023-12-04 at 17:01:01 Social capital and higher education success for first-generation college students Bartelmay, Ryan 2023-07-12 Social Capital Higher Education First-generation College Student The study will examine the ego networks (i.e. personal networks) of first-generation college students who started their first term of college during the AY2021-22 academic year at a private, non-profit, Hispanic Serving Institution (HSI) in an urban setting in the midwestern United States. The dissertation uses Lin’s (1999) definition of social capital: resources embedded in a social network that an actor uses for purposive action as well as Lin’s three phases of social capital: availability of social capital, access to social capital, and activation of social capital as an analytical framework to understand the role of social capital to aid a first-generation college students’ first term success. The study features social network analysis while taking a convergent mixed methods (Creswell & Creswell, 2018) approach to examine the role social capital plays in 14 first-generation college students. The study findings social capital scarcity is not an issue for first-generation college students and proposes a taxonomy of beneficial social capital for first-generation college students. Other findings include: first-generation college students turn to strong ties with whom they frequently interact, especially family, when accessing social capital, especially expressive social capital and have fear about forming new ties with classmates and institutional agents once arriving on campus. They’re able to overcome their fear to form new ties with institutional agents who provide access to necessary and valuable schoolwork social capital. Text eng https://hdl.handle.net/2142/121472 Copyright 2023 Ryan Bartelmay Ed.D. Dissertation Educ Policy, Orgzn & Leadrshp University of Illinois at Urbana-Champaign Educ Policy, Orgzn & Leadrshp