A Grounded Theory Approach to Understanding the Persistence Issue that Exists for Lower-Socio Economic Status College Students
Despite decades of research and program implementation in both the K-12 and higher educational systems, students of low socio-economic status (SES) still have access to and persist in higher education at significantly lower numbers than their more affluent peers (Gollnick & Chinn, 2012; Perna, 2005). This study employed a grounded-theory approach in order to better understand why this gap between lower- and higher-SES college students continues to persist, despite such efforts. In addition, this study adds another dimension to the grounded-theory data analysis process called Theoretical Matching, as recommended by Goldkuhl and Cronholm (2010). Two theoretical lenses were used to narrow the research focus: Bourdieu’s Cultural Capital Theory (1977) and Tierney’s Model of Cultural Integrity (1999). In addition, Tinto’s Model of College Drop-Out (1975) was also used to inform the emerging theory. The theory that emerged: Knaggs’ Intra- and Extra-Institutional Integration Model of Persistence for Low-SES College Students, describes the process of integration both within the institution, and in the adult world outside of the university. Recommendations to institutions based on Knaggs’ theory include creating an environment that better validates the culture of all students, therefore increasing the likelihood that cultural integrity is possible. In addition, models of college-preparatory programs and full-service community K-12 schools are used to show higher education institutions how they might better help students, particularly those of low-SES, to integrate successfully into the Extra-Institutional Environment as a financially-independent adult.
Higher Education, low-SES students, cultural capital theory, cultural integrity. GEAR UP, persistence, grounded-theory
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