QUANTIFYING DIFFERENCES IN CULT URAL CAPITAL OF FIRST- AND CONTINUING-GENERATION UNDERGRADUATE S: PARENTAL SUPPORT, INVOLVEMENT, AND COMMUNICATION.
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| Title: | QUANTIFYING DIFFERENCES IN CULT URAL CAPITAL OF FIRST- AND CONTINUING-GENERATION UNDERGRADUATE S: PARENTAL SUPPORT, INVOLVEMENT, AND COMMUNICATION. |
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| Authors: | PEDERSEN, DAPHNE E. |
| Source: | College Student Journal. Sep2020, Vol. 54 Issue 3, p364-370. 7p. |
| Subjects: | College student orientation, College student development programs, Affective education, Self-perception, Psychology of college students |
| Abstract: | Although more of the U.S. population now attends college, a substantial proportion of students are the first in their families to pursue higher education. One significant way that first-generation students differ from their "continuing-generation" counterparts is the lack of relevant knowledge held by their parents about college life. Without this set of experiences from which to draw, such parents have a limited capacity to counsel their young adult children as they move through systems of higher education. This wealth of experience and knowledge, or cultural capital, works in both visible and invisible ways. Using data from a sample of undergraduates, this paper quantifies differences between first- and continuing-generation students in specific forms of cultural capital, including parental involvement, autonomy support, and how often students seek out the advice and support of their parents. Whereas most students reported discussing job/career plans with their parents and received encouragement to be responsible for their own choices, significant differences were found for nearly every other item measured: continuing-generation students benefited from more parental involvement, autonomy support, and communication about academic life than first-generation students. [ABSTRACT FROM AUTHOR] |
| Copyright of College Student Journal is the property of Project Innovation Austin LLC and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 146818480 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: QUANTIFYING DIFFERENCES IN CULT URAL CAPITAL OF FIRST- AND CONTINUING-GENERATION UNDERGRADUATE S: PARENTAL SUPPORT, INVOLVEMENT, AND COMMUNICATION. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22PEDERSEN%2C+DAPHNE+E%2E%22">PEDERSEN, DAPHNE E.</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22College+Student+Journal%22">College Student Journal</searchLink>. Sep2020, Vol. 54 Issue 3, p364-370. 7p. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22College+student+orientation%22">College student orientation</searchLink><br /><searchLink fieldCode="DE" term="%22College+student+development+programs%22">College student development programs</searchLink><br /><searchLink fieldCode="DE" term="%22Affective+education%22">Affective education</searchLink><br /><searchLink fieldCode="DE" term="%22Self-perception%22">Self-perception</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology+of+college+students%22">Psychology of college students</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Although more of the U.S. population now attends college, a substantial proportion of students are the first in their families to pursue higher education. One significant way that first-generation students differ from their "continuing-generation" counterparts is the lack of relevant knowledge held by their parents about college life. Without this set of experiences from which to draw, such parents have a limited capacity to counsel their young adult children as they move through systems of higher education. This wealth of experience and knowledge, or cultural capital, works in both visible and invisible ways. Using data from a sample of undergraduates, this paper quantifies differences between first- and continuing-generation students in specific forms of cultural capital, including parental involvement, autonomy support, and how often students seek out the advice and support of their parents. Whereas most students reported discussing job/career plans with their parents and received encouragement to be responsible for their own choices, significant differences were found for nearly every other item measured: continuing-generation students benefited from more parental involvement, autonomy support, and communication about academic life than first-generation students. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of College Student Journal is the property of Project Innovation Austin LLC and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=146818480 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 7 StartPage: 364 Subjects: – SubjectFull: College student orientation Type: general – SubjectFull: College student development programs Type: general – SubjectFull: Affective education Type: general – SubjectFull: Self-perception Type: general – SubjectFull: Psychology of college students Type: general Titles: – TitleFull: QUANTIFYING DIFFERENCES IN CULT URAL CAPITAL OF FIRST- AND CONTINUING-GENERATION UNDERGRADUATE S: PARENTAL SUPPORT, INVOLVEMENT, AND COMMUNICATION. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: PEDERSEN, DAPHNE E. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Text: Sep2020 Type: published Y: 2020 Identifiers: – Type: issn-print Value: 01463934 Numbering: – Type: volume Value: 54 – Type: issue Value: 3 Titles: – TitleFull: College Student Journal Type: main |
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