College to career transition-social capital network analysis and comparison of first-generation and continuing-generation college students

Researchers have been studying and comparing first-generation college students to their continuing-generation (or legacy) peers for almost 30 years now. Despite this fact, almost no attention has been given to the transition from college to career or post-graduation outcomes for first-generation college students, and how their experience after college compares to their peers. Recent research is finding that as first-generation college students graduate and enter the professional workforce, they experience challenges related to a lack in social capital like those acknowledged during the transition into college (i.e., navigating unfamiliar culture, information gap), which leads to inequality in job search success rates, employment levels, salary and career growth. This study set out test the hypothesis that junior and senior classification first-generation college students perceive to have less accessible or accumulated social capital than their continuing-generation peers. This topic merits investigation because of increasing interest in college student outcomes, particularly related to the value of higher education in our society today. Utilizing Lin’s Social Capital Network Theory and Framework as a guide, a cross-sectional comparative quantitative research design was used to examine the social capital networks of a fairly homogenous (i.e. race, gender, area of study) sample of 254 junior and senior classification level college students (166 continuing-gen and 88 first-gen) at a large, public, four-year research institution of higher education located in West Texas. Principal Factor Analysis (PCA) and Cronbach Alpha verified the use of adapted survey questions as a valid social capital measurement tool. Applying a network analysis lens to operationalize social capital, the four constructs of bonding, bridging, accessible, and mobilized, were examined both individually and on a total perceived accumulated social capital scale. Independent Sample t-Tests determined a statistical difference in the average mean scores between continuing-generation and first-generation college students. First-generation college students perceive to have significantly less bonding, accessible, and total perceived accumulated social capital than their continuing-generation peers. These initial results warranted further investigation into the network composition of both groups of students, and they were conducted using the highly utilized position generator social capital measurement methodology, accepted as a valid standard measure of social capital that is adaptable to various contexts and populations. Student identification of connections to fourteen occupations was analyzed through a social tie lens to determine the accessibility of prestige or status at predetermined category levels; high (advanced degree necessary to occupy), average (some form of higher education necessary to occupy) and low (no education beyond high school diploma needed to occupy). Social ties, as distinguished by the strength of the tie, were operationalized by the participant's relation to the incumbent of the occupation: relative friend or acquaintance. Regression Analysis, Chi-Square Goodness-of-Fit and Tests of Independence confirmed previous research findings that continuing-generation students have access to a “richer” social capital network in terms of higher levels of occupations (prestige/status- strength of position), thought to provide the best resources in terms of employment opportunities via close contacts such as family and friends (strength of ties). The position generator methodology measures determined first-generation college students self-identified that they have fewer family connections and less accessibility to social capital resources through occupational prestige for securing employment and opportunities to support their successful transition from college to career. This study contributes to other recent research that indicates the unique challenges of first-generation college students experienced when entering higher education may also be relevant as the leave to enter the professional workforce as college graduates as a result of limited social capital. The fact is that having college-educated family members often creates a professional network inherited by continuing-generation college students to capitalize on upon graduation. The population of students in this study attend an institution that is historically known specifically for supporting first-generation college students through purposeful programming from recruitment, through orientation and transition into the college years (stated in recent 2019 College Board Report- The Playbook: Understanding the Role of Race neutral Strategies in Advancing Higher Education Diversity Goals) . However, these findings, when combined with the recent research reports on job search success, salaries, and career advancement, raises questions about the equalizing ability of higher education for first-generation college students. Although first-generation college graduates generally are likely to surpass their parent’s level of income and career status or prestige, they may still fall behind that of their continuing-generation college graduate peers. In addition to adding to existing research and the body of knowledge for first-generation college students, the findings of this study suggest that social capital may indeed play a significant role in higher education employment outcomes, which has implications for other existing theoretical frameworks. Included are recommendations for future research and practices within the higher education setting.