This study utilizes Pierre Bourdieu's concept of cultural and social capital as a theoretical framework to understand student persistence. The research design is a mixed-methods approach, using data collected through the Social and Cultural Capital Questionnaire and interviews with select survey participants. The sample includes seniors who entered college in the fall of 2008 and have persisted towards degree attainment. The selected research sites are small, religiously affiliated, private colleges located in the Southeast. A description of student experiences will be beneficial in reviewing each of the site's current retention efforts and developing plans for future students. Their experiences will show the effect, if any, a student's social and cultural capital has on ability to persist. The final aim of this study is to make practical recommendations and contribute to the literature on the concept of cultural capital as the framework for understanding student persistence on a college campus.
","abstract_html":"<p>This study utilizes Pierre Bourdieu's concept of cultural and social capital as a theoretical framework to understand student persistence. The research design is a mixed-methods approach, using data collected through the Social and Cultural Capital Questionnaire and interviews with select survey participants. The sample includes seniors who entered college in the fall of 2008 and have persisted towards degree attainment. The selected research sites are small, religiously affiliated, private colleges located in the Southeast. A description of student experiences will be beneficial in reviewing each of the site's current retention efforts and developing plans for future students. Their experiences will show the effect, if any, a student's social and cultural capital has on ability to persist. The final aim of this study is to make practical recommendations and contribute to the literature on the concept of cultural capital as the framework for understanding student persistence on a college campus.</p>","abstract_has_math":false,"creators":["Banks, Hardil Kay"],"institution":null,"degree_name":"Ed.D.","degree_level":"Campus Access Dissertation","degree_discipline":"Educational Studies","degree_department":null,"school":null,"contributors":["beth Powers-Costello"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2012,"date_issued":"2012-01-01T08:00:00Z","date_published":"2012-01-01T08:00:00Z","updated_at":"2026-07-24T04:38:23Z","subjects":["Education","cultural capital","social capital"],"languages":[],"rights":["© 2012, Hardil Kay Banks"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarcommons.sc.edu/etd/930","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["beth Powers-Costello"]},{"key":"dc:creator","label":"Author","values":["Banks, Hardil Kay"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Campus Access Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D."]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education","cultural capital","social capital"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["© 2012, Hardil Kay Banks"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarcommons.sc.edu/etd/930"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study utilizes Pierre Bourdieu's concept of cultural and social capital as a theoretical framework to understand student persistence. The research design is a mixed-methods approach, using data collected through the Social and Cultural Capital Questionnaire and interviews with select survey participants. The sample includes seniors who entered college in the fall of 2008 and have persisted towards degree attainment. The selected research sites are small, religiously affiliated, private colleges located in the Southeast. A description of student experiences will be beneficial in reviewing each of the site's current retention efforts and developing plans for future students. Their experiences will show the effect, if any, a student's social and cultural capital has on ability to persist. The final aim of this study is to make practical recommendations and contribute to the literature on the concept of cultural capital as the framework for understanding student persistence on a college campus.
"]},{"key":"dc:title","label":"Title","values":["Why Did They Stay? A Mixed Methods Approach to Understand Student Persistence"]}]}],"canonical_facts":{"dc:contributor":["beth Powers-Costello"],"dc:creator":["Banks, Hardil Kay"],"dc:description.abstract":["This study utilizes Pierre Bourdieu's concept of cultural and social capital as a theoretical framework to understand student persistence. The research design is a mixed-methods approach, using data collected through the Social and Cultural Capital Questionnaire and interviews with select survey participants. The sample includes seniors who entered college in the fall of 2008 and have persisted towards degree attainment. The selected research sites are small, religiously affiliated, private colleges located in the Southeast. A description of student experiences will be beneficial in reviewing each of the site's current retention efforts and developing plans for future students. Their experiences will show the effect, if any, a student's social and cultural capital has on ability to persist. The final aim of this study is to make practical recommendations and contribute to the literature on the concept of cultural capital as the framework for understanding student persistence on a college campus.
"],"dc:identifier":["https://scholarcommons.sc.edu/etd/930"],"dc:rights":["© 2012, Hardil Kay Banks"],"dc:subject":["Education","cultural capital","social capital"],"dc:title":["Why Did They Stay? A Mixed Methods Approach to Understand Student Persistence"],"thesis:degree_discipline":["Educational Studies"],"thesis:degree_level":["Campus Access Dissertation"],"thesis:degree_name":["Ed.D."]},"updated_at":"2026-07-24T04:38:23Z"}