{"id":{"repo_id":"vt","oai_identifier":"oai:vtechworks.lib.vt.edu:10919/115059"},"canonical_url":"https://search.dev.ndltd.org/etd/vt/oai:vtechworks.lib.vt.edu:10919/115059","repository":{"repo_id":"vt","name":"Virginia Tech","base_url":"https://vtechworks.lib.vt.edu/oai/request"},"display":{"title":"The Impact of cultural and social capital on FTIC student persistence","abstract":"Both cultural and social capital have been used in the existing literature to understand the differences in student persistence. Bourdieu's theories (1986, 1993, 1973), through their various applications, have provided evidence that the influence of social and cultural capital on student achievement varies based on the context of the study (Sternberg et al. 2011; Farruggia et al. 2018; Grodsky 2007). This research will build on the existing research and expand the focus of the research to a broader application of both cultural and social capital together. Through this method, this dissertation examines differences in college readiness students possess when they enter Urban Center University. This research also examines differences in the type and level of social capital students report activating in their first semester of college, primarily measured through students' sense of belonging. Finally, it will examine differences in support for students' cultural communities as measured by academic/social support for their cultural community and strain with family and friends from home. A binary logistic regression operationalizes all three components of cultural and social capital to investigate the likelihood of the following: persistence to year two and year three, on-time graduation, and attainment of satisfactory academic performance (SAP) toward degree completion. Finally, high degrees of belonging for Latino/a students, men, and first-generation students are compared to overall persistence rates for these populations to examine how belonging impacts persistence for students who identify as members of these groups.","abstract_html":"Both cultural and social capital have been used in the existing literature to understand the differences in student persistence. Bourdieu's theories (1986, 1993, 1973), through their various applications, have provided evidence that the influence of social and cultural capital on student achievement varies based on the context of the study (Sternberg et al. 2011; Farruggia et al. 2018; Grodsky 2007). This research will build on the existing research and expand the focus of the research to a broader application of both cultural and social capital together. Through this method, this dissertation examines differences in college readiness students possess when they enter Urban Center University. This research also examines differences in the type and level of social capital students report activating in their first semester of college, primarily measured through students' sense of belonging. Finally, it will examine differences in support for students' cultural communities as measured by academic/social support for their cultural community and strain with family and friends from home. A binary logistic regression operationalizes all three components of cultural and social capital to investigate the likelihood of the following: persistence to year two and year three, on-time graduation, and attainment of satisfactory academic performance (SAP) toward degree completion. Finally, high degrees of belonging for Latino/a students, men, and first-generation students are compared to overall persistence rates for these populations to examine how belonging impacts persistence for students who identify as members of these groups.","abstract_has_math":false,"creators":["Still, George Robert"],"institution":"Virginia Tech","degree_name":"Doctor of Philosophy","degree_level":"doctoral","degree_discipline":"Sociology","degree_department":"Sociology","school":null,"contributors":[],"advisors":[],"committee_chairs":["Ovink, Sarah","Calasanti, Toni M."],"committee_members":["Zhu, Haiyan","Brunn, Rachelle J."],"year":2023,"date_issued":"2023-05-15","date_published":"2023-05-15","updated_at":"2026-07-22T22:18:53Z","subjects":["Social Capital","Cultural Capital","Student Persistence"],"languages":["en"],"rights":["Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International"],"rights_urls":["http://creativecommons.org/licenses/by-nc-nd/4.0/"],"identifier_entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["vt_gsexam:37373"],"render_values":[{"text":"vt_gsexam:37373","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/10919/115059","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.committeechair","label":"Committee Chair","values":["Ovink, Sarah","Calasanti, Toni M."]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Zhu, Haiyan","Brunn, Rachelle J."]},{"key":"dc:contributor.department","label":"Department","values":["Sociology"]},{"key":"dc:creator","label":"Author","values":["Still, George Robert"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2023-05-16T08:01:12Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2023-05-16T08:01:12Z"]},{"key":"dc:date.issued","label":"Date","values":["2023-05-15"]},{"key":"dc:publisher","label":"Institution","values":["Virginia Tech"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Sociology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Virginia Polytechnic Institute and State University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Social Capital","Cultural Capital","Student Persistence"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International"]},{"key":"dc:rights.uri","label":"Rights URI","values":["http://creativecommons.org/licenses/by-nc-nd/4.0/"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["vt_gsexam:37373"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/10919/115059"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Both cultural and social capital have been used in the existing literature to understand the differences in student persistence. Bourdieu's theories (1986, 1993, 1973), through their various applications, have provided evidence that the influence of social and cultural capital on student achievement varies based on the context of the study (Sternberg et al. 2011; Farruggia et al. 2018; Grodsky 2007). This research will build on the existing research and expand the focus of the research to a broader application of both cultural and social capital together. Through this method, this dissertation examines differences in college readiness students possess when they enter Urban Center University. This research also examines differences in the type and level of social capital students report activating in their first semester of college, primarily measured through students' sense of belonging. Finally, it will examine differences in support for students' cultural communities as measured by academic/social support for their cultural community and strain with family and friends from home. A binary logistic regression operationalizes all three components of cultural and social capital to investigate the likelihood of the following: persistence to year two and year three, on-time graduation, and attainment of satisfactory academic performance (SAP) toward degree completion. Finally, high degrees of belonging for Latino/a students, men, and first-generation students are compared to overall persistence rates for these populations to examine how belonging impacts persistence for students who identify as members of these groups."]},{"key":"dc:description.abstractgeneral","label":"General Abstract","values":["Many students choose to attend a college or university and never graduate. This dissertation examines the ways that their high school experience, family and friends, and relationships forged at Urban Center impact their persistence and likelihood of graduating in four years. The research will combine several forms of relationships and academic measures in one model to understand the ways they interact to impact persistence. The research will help colleges and universities understand the way that both pre-college behaviors and academic effort, relationships forged in college, and maintaining home relationships impact the likelihood of persistence. The context for Urban Center was selected because it offers insight into a campus with a very diverse student body based on race, gender, sexual orientation, Pell Grant utilization, and status as the first in their immediate family to attend college."]},{"key":"dc:description.degree","label":"Dc Description Degree","values":["Doctor of Philosophy"]},{"key":"dc:format.medium","label":"Dc Format Medium","values":["ETD"]},{"key":"dc:title","label":"Title","values":["The Impact of cultural and social capital on FTIC student persistence"]}]}],"canonical_facts":{"dc:contributor.committeechair":["Ovink, Sarah","Calasanti, Toni M."],"dc:contributor.committeemember":["Zhu, Haiyan","Brunn, Rachelle J."],"dc:contributor.department":["Sociology"],"dc:creator":["Still, George Robert"],"dc:date.accessioned":["2023-05-16T08:01:12Z"],"dc:date.available":["2023-05-16T08:01:12Z"],"dc:date.issued":["2023-05-15"],"dc:description.abstract":["Both cultural and social capital have been used in the existing literature to understand the differences in student persistence. Bourdieu's theories (1986, 1993, 1973), through their various applications, have provided evidence that the influence of social and cultural capital on student achievement varies based on the context of the study (Sternberg et al. 2011; Farruggia et al. 2018; Grodsky 2007). This research will build on the existing research and expand the focus of the research to a broader application of both cultural and social capital together. Through this method, this dissertation examines differences in college readiness students possess when they enter Urban Center University. This research also examines differences in the type and level of social capital students report activating in their first semester of college, primarily measured through students' sense of belonging. Finally, it will examine differences in support for students' cultural communities as measured by academic/social support for their cultural community and strain with family and friends from home. A binary logistic regression operationalizes all three components of cultural and social capital to investigate the likelihood of the following: persistence to year two and year three, on-time graduation, and attainment of satisfactory academic performance (SAP) toward degree completion. Finally, high degrees of belonging for Latino/a students, men, and first-generation students are compared to overall persistence rates for these populations to examine how belonging impacts persistence for students who identify as members of these groups."],"dc:description.abstractgeneral":["Many students choose to attend a college or university and never graduate. This dissertation examines the ways that their high school experience, family and friends, and relationships forged at Urban Center impact their persistence and likelihood of graduating in four years. The research will combine several forms of relationships and academic measures in one model to understand the ways they interact to impact persistence. The research will help colleges and universities understand the way that both pre-college behaviors and academic effort, relationships forged in college, and maintaining home relationships impact the likelihood of persistence. The context for Urban Center was selected because it offers insight into a campus with a very diverse student body based on race, gender, sexual orientation, Pell Grant utilization, and status as the first in their immediate family to attend college."],"dc:description.degree":["Doctor of Philosophy"],"dc:format.medium":["ETD"],"dc:identifier.other":["vt_gsexam:37373"],"dc:identifier.uri":["http://hdl.handle.net/10919/115059"],"dc:language.iso":["en"],"dc:publisher":["Virginia Tech"],"dc:rights":["Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International"],"dc:rights.uri":["http://creativecommons.org/licenses/by-nc-nd/4.0/"],"dc:subject":["Social Capital","Cultural Capital","Student Persistence"],"dc:title":["The Impact of cultural and social capital on FTIC student persistence"],"dc:type":["Dissertation"],"thesis:degree_discipline":["Sociology"],"thesis:degree_level":["doctoral"],"thesis:degree_name":["Doctor of Philosophy"],"thesis:institution_name":["Virginia Polytechnic Institute and State University"]},"updated_at":"2026-07-22T22:18:53Z"}