Social Capital and First-Generation College Students

Examining the Relationship Between Mentoring and College Enrollment

Datos Bibliográficos

ID9729189
AutoresLeah E Gla (0000-0002-6725-8044, CUNY Graduate Center, New York, NY, USA, autor de correspondencia)
Año2023
Volumen55
Número2
Páginas143-174
Fecha de publicación2023-02-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaEducation and Urban Society (JOURNAL)
Identificadores de la revistaISSN: 0013-1245 • E-ISSN: 1552-3535
EditorialSAGE Publications (PUBLISHER • US)
DOI10.1177/00131245221076097
OpenAlexW4214872690
IdiomaEN
Citas recibidas11
Referencias citadas75

There is an increasingly large disparity in college graduation rates among low-income and first-generation college students. Research suggests that the main reason for this discrepancy is the lack of access to information and knowledge about the college process. First-generation students have fewer people in their social network who went to college and thus cannot help them navigate the difficult and multi-step process of finding, applying, and enrolling in college. Mentoring, however, has been proven to be a successful intervention for helping these populations navigate the post-secondary process. This paper evaluates a school-based hybrid mentoring program to attempt to measure the relationship between mentors and how students in New York City navigated the post-secondary process and enrolled in college. Findings show that program lessons, number of months matched, and meeting out of program are important program elements in increasing a student’s likelihood of graduating high school and enrolling on-time in college

Community college · Graduation (instrument · Intervention (counseling · Mathematics education · Medical education · Process (computing · Social capital · Sociology · Adolescent and Pediatric Healthcare · Computer Science · Higher Education Research Studies · Medicine · Mentoring and Academic Development · Psychology