WHY DID THEY STAY Sense of Belonging and Social Networks in High Ability Students H. Kay Banks, Ed.D. Clinical Assistant Professor Assistant Dean South Carolina Honors College University of South Carolina
STUDENT PERSISTENCE The student retention and the causes of why students leave college has been the focus of empirical research over the past 70 years with considerable progress occurring in the field since 1975. Persistence occurs when a first- year student returns to regular enrollment status in the first semester of their sophomore year, being likely to graduate from the institution The reason why students leave, if viewed through the lens of social reproduction, emphasizes early cultural experiences, which provide the social and cultural capital used to access different social levels within society (Kezar, 2011). Cultural experiences: exposure to museums, participation in extracurricular activities, reading literature or listening to classical music. Parental involvement: conversations between students and their parents about education and jobs is included as social connections that are a part of the cultural experience.
SOCIAL CAPITAL Pierre Bourdieu (1986) Simply stated, Pierre Bourdieu was concerned with the cultural rules, norms, or symbols that aid in the reproduction of and resistance to social inequality. Pierre Bourdieu defines social capital as personal relations that can be mobilized by an individual to pursue his/her own needs and improve his own social position. Robert Putnam (1996) Putnam views social capital as a set of features of social organization and sees it as evidence of the involvement of individuals in social networks, creation of reciprocity and generalized trust. Michael Woolcock (2001) Social Capital Networks Bonding Connect similar and equal individuals, groups or institutions, Bridging Connect dissimilar people at the same time Linking Connect individuals, groups and institutions to authority.
HOW DOES IT WORK? For many researchers, social capital is capital because it can be converted into other forms of capital; maintaining and reproducing it entails an investment of time and money on socializing, establishing relationships, understanding norms, etc. Research that reflects a more student centered network analytic perspective on social capital recognizes the emerging independence of adolescents and conceptualizes them as agents in their own educational attainment processes (Hill et.al, 2013). It is hypothesized that a functional relationship amongst college students could exist (Linn, 1999). Example: resource embedded in social networks enhance better grades, more friends to make connections for resume, organizations, etc. The promise behind the notion of social capital is that an investment in social relations with expected results.
Concept of Social and Cultural Capital in Higher Education The ovals are starting and completion points in the process. The diamond shapes represent decision paradigms as the student uses social and cultural capital in the college choice process and through his/her college experience toward degree completion. Habitus serves as the set of dispositions a student has acquired and he/she uses in the field. Field is the space in which cultural competence or knowledge of particular tastes, dispositions, is both produced and given a price.
SENSE OF BELONGING The student s perception of affiliation and identification with the university community (Strayhorn, 2013). The concept of belonging becomes the key to a person s sense of self and the feeling that his or her efforts are valued, both of which in turn impact student persistence and success in college. Uses Abraham Maslow s hierarchy of needs to point out that students fundamental needs and motivations (physiological necessities, safety, belonging, esteem, and self- actualization) depend on social spaces and the college environment, which in turn lead to outcomes that can manifest into either positive or negative experiences.
RESEARCH STUDY The objectives of this research project is to examine the use of social capital and the concept of sense of belonging has on a student s ability to persist towards degree completion in an honors college. Social capital used by individuals Using resources embedded in social networks to gain or generate a return How individuals invest in social relations Sense of belonging Engagement in honors college events and programs outside of residence life activities Meeting with honors advisor outside of regular advisement Using a mixed- methods approach, this study examined the use of the Social and Cultural Capital Questionnaire to measure capital, combined with student narrative experiences to gauge student persistence. Data Set 2011 Entering Honors College freshman 2012 Sophomore Survey distributed to honors college students before their junior year. 2015 Social and Cultural Capital survey distributed to seniors in April of Senior Year
RESULTS 75% return rate on the sophomore survey 67% return rate on social and cultural capital survey distributed in April of Senior Year Results demonstrate the value of social capital was higher than cultural capital. An analysis of the interviews from the participant s experiences provided four themes: faculty/professors, family, and self- motivation. Through the student interviews it was evident that social capital played an important role in student engagement, particularly as manifested in student- faculty interactions and interactions with peers. 64% graduating class (2015) completed all honors requirement
STUDENT OBSERVATIONS/COMMENTS The chance to take classes with like- minded students, in a smaller classroom setting, and with the best professors enhances my experience at the University of South Carolina I liked living in Honors because it allowed me to meet and work with other students, but I felt that Honors was sheltered from the rest of the university. It took moving out of HRH to meet non- honors students who have become close friends. If there was a way to make the Honors Residence less excluded, it would be ideal. The atmosphere of the Honors dorm was, in fact, very somber; but I didn't realize the degree to which the place would be a social dead- zone. The only way that it could have been better would be to increase involvement with the SCHC faculty and upperclassmen. The Honors College and its faculty really seem to care about the success and happiness of Honors students, and we receive so many opportunities to benefit from it - its classes, out- of- classroom experiences, advisement, and simply dropping by Harper- Elliot to chat. The only thing I would improve would be more frequent Honors bonding/educational activities. Additionally, being in the Honors College has allowed me access to other job opportunities because it is a well- known, well- rounded program. I have enjoyed my Honors experience thus far, though, and hope it will help me when I graduate and am ready to start my career. The honors college looks awesome on a resume. The seminar and small classes greatly enhance and broaden a student's education
CURRENT RESEARCH Longitudinal Study of the 2013, 2014, 2015 entering class. Fall 2017 Social Capital and Sense of Belonging Survey for entering 2013 class New questionnaire for students who have dropped or withdrawn from honors New Sophomore Survey distributed to 2014 and 2015 rising sophomores and juniors
IMPLICATIONS FOR PRACTICE Institutions of higher education must avoid the pitfall of trying to teach social capital when working with students from disadvantaged backgrounds. The social and cultural capital a student brings to the academy influence both the importance of relationships with faculty and the availability of those relationships. Social capital is implicitly understood and communicated and cannot be taught through campus programs designed to help low socio- economic students succeed just because their parents did not go to college (Kezar, 2011). Social and cultural capital should be considered as a factor in theories on student departure. Research on undergraduate persistence has examined background characteristics such as race, gender, academic achievement, family income and other socio- demographic characteristics. Although measurements of social and cultural capital are debatably and continuously being developed, its influence on student persistence is noteworthy. Student involvement and integration into the college campus is no longer an indication of student persistence. The knowledge, set of social networks and behaviors inherited from family and the cultural environment allow practitioners to view student persistence from a social reproduction perspective.