Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: The purpose to this study is to investigate the effect of cultural and social capital on high school academic performance and college enrollment decisions of low-income and first-generation college students. The study was a longitudinal, repeated measures design from secondary data from the national evaluation of Upward Bound program. The sample was comprised of 2,797 respondents, the Upward Bound treatment group (n=1,524) and the control group (n=1,273). The results showed that social capital in the form of parental discussion and involvement had a positive effect on high school graduation, college enrollment, and four-year college enrollment. Students who participated in cultural activities in Upward Bound were more likely to attend college and enroll in a 4-year college than their peers who did not participate. Future research should focus on the role of parental involvement in pre-college programs.