The Effects of Different Types of Social Capital on Undergraduate Students' Motivation to Persist in College: Moderation Effect of First Generation Status

Background and Purpose: First Generation College Students (FGCS), whose parents do not have a college degree, face various challenges at postsecondary institutions such as lack of information, academic difficulties, and cultural isolation. Studies reported that most FGCS are from socially and economically disadvantaged backgrounds. Thus, they are less likely than Non-First Generation College Students (NFGCS) to complete their college; ultimately, they lack opportunities for social mobility. Moreover, previous studies reported that social capital positively affects college students’ persistence. However, much uncertainty still exists about what types of social capital (i.e., bonding, bridging, and linking) are more beneficial for supporting student academic success. This study examined the effects of different types of social capital on students’ motivation to persist in college. We also investigated how these effects differ between FGCS and NFGCS.

Method: Using availability sampling, undergraduate students (N=223) were recruited from an urban university and a college access program designed to prepare urban high school students for success at college. They completed either a paper-based or web-based survey. The survey included three sections: 1) desire to finish college (i.e., degree of motivation to persist in college), 2) three types of social capital: bonding (i.e., horizontal relationship on campus with peers from similar backgrounds); bridging (i.e., horizontal relationship with peers from different backgrounds); and linking (i.e., vertical relationships with institutional agents such as professors, administrative staff, and student support service representatives), and 3) background information (i.e., gender, ethnicity, study time per week, income, and college access program). The social capital instrument was developed by the research team (Chronbach’ alpha: .91). Hierarchical multiple regression analysis was used to test the hypotheses.

Results: Contrary to previous studies, there were no significant differences in bonding, bridging, and linking social capital between FGCS and NFGCS. However, students who participated in the college access program (CA) had significantly higher levels of bridging [CA (M=42.45, SD=7.88); Non-CA (M=39.94, SD=8.33); t=2.20, p<.05] and linking social capital [CA (M=31.56, SD=6.25); Non-CA (M=28.87, SD=8.330); t=3.00, p<.01]. The regression model testing our hypotheses showed that total study time was a significant predictor of desire to finish college (β =.36, p<.001). Additionally, this study found that bridging social capital (β =.26, p<.001) and linking social capital (β =.16, p<.05) were positively associated with desire to finish. In addition, there was an interaction effect between bridging social capital and first generation status (β =-.15, p<.10): positive impacts of bridging social capital on desire to finish college were stronger for NFGCS than FGCS.

Conclusions and Implications: The findings suggest several implications for school social work. School social workers at primary and secondary schools could consider the importance of social capital, especially bridging and linking social capital when providing college preparation assistance to students and their families. These findings also provide insights about dynamics of bridging social capital at colleges and universities, calling for greater attention to challenges that FGCS experience on campus.