Accessibility and Mobilisation of Social Capital in First-Generation Students' Social Networks--A Mixed-Methods Approach

Autor/inn/en	Wittner, Britta; Barthauer, Luisa; Kauffeld, Simone
Titel	Accessibility and Mobilisation of Social Capital in First-Generation Students' Social Networks--A Mixed-Methods Approach
Quelle	In: Journal of College Student Retention: Research, Theory & Practice, 25 (2023) 2, S.254-278 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wittner, Britta)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1521-0251
DOI	10.1177/1521025120979643
Schlagwörter	Foreign Countries; First Generation College Students; Social Capital; Social Networks; Social Support Groups; Undergraduate Students; Life Satisfaction; Grade Point Average; Psychological Patterns; Stress Variables; Self Efficacy; Beliefs; Time to Degree; Germany + Suchen Sie Ihr Suchwort? Ausland; Sozialkapital; Social network; Soziales Netzwerk; Social support; Soziale Unterstützung; Lebensvollendung; Self-efficacy; Selbstwirksamkeit; Belief; Glaube; Deutschland
Abstract	Social support is a crucial factor for first-generation students' (FGS) integration at university and their educational success. FGS are often assumed to lack social support and integration, but research shows mixed results. By means of a mixed-methods approach (combination of interviews and online survey), we aimed to shed light on the characteristics in FGS social networks that classify them as high-quality networks in order to obtain a deeper understanding of the structure and setup of the social contexts from which FGS receive support. Using these characteristics, we constructed types of socially supported students and related them to academic success. For that, we conducted N = 40 semi-structured interviews linked to Qualitative Social Network Analysis at an urban German University. Prior to the interviews, the interviewees filled out an online survey (1) consisting of demographic variables and psychological scales. During the interviews (2), we followed a problem-centred interview approach for the first part and then (3) asked about the FGS's support networks during the beginning of their bachelor's degrees. All the interviews were coded by applying content analysis. Network maps were analysed using qualitative structural analysis (QSA). Both maps and codes were used to build three types of support as received by the students. These types were in turn connected to the results of the support forms in content analysis and the psychometric scales to estimate how students perceive different structures in their networks as supportive. The results revealed three types: small and dense bijou networks, medium networks with emotionally close alters (close-knit networks), and large and diverse networks (have-it-all networks). The types show different results for university success and perceived support for their networks. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01