| There are three main purposes to this study: (1) investigate the differences between social and cultural capital; (2) study the effect of cultural and social capital on high school academic performance and college enrollment decisions of low-income and potential first-generation college students; and (3) to examine the role of pre-college program activities on educational outcomes. The exploratory factor analysis supports the finding that social and cultural capital variables are conceptually different. The study was a cross-sectional, repeated measures design. The study used secondary data from the national evaluation of Upward Bound program. The sample was comprised of 2,797 respondents, 53.5% were in the Upward Bound treatment group (n = 1,524) compared to 46.5% in the control group (n = 1,273). The findings support the idea that social and cultural capitals were important in the transmission of educational advantage for these students. The results showed that students whose parents discussed academics and college opportunities were more likely to graduate from high school, attend college, and attend a four-year college. Upward Bound participants who participated in the summer residential program and travel activities were more likely to attend college and enroll in a 4-year college than their peers who did not participate. Students who participate in cultural activities in Upward Bound are less likely to dropout and these activities are related to positive educational outcomes.; Finally, this study showed that social and cultural capital transmission, whether on the part of the parents, teachers, or the Upward Bound program played a positive role in helping low-income, first-generation students make the transition from high school to college. Future research should focus on the role of parental involvement in pre-college programs. |
