THE IMPORTANCE OF SOCIAL CAPITAL IN THE 1ST YEAR OF COLLEGE

This mixed-method study investigated the academic, social, emotional, personal, and financial knowledge and skills of students at a midsize Midwestern university in the United States as they navigated the university system in their 1st year. The data interpreted through Stanton-Salazar's social capital theory showed that students were connected to some extent with other students, but often contacting a professor was a choice of last resort. Most students rated their social and emotional experiences positively and felt the positive aspects of the 1st year outweighed the negative. However, in using the system at large, most students were unsure of next steps but felt they would figure out how to reach their goals by continuing. Social capital created by exchanges among faculty, staff, and students was not consciously developed or utilized as a way to convey institutional knowledge or ways to find where to go for resources. Except in some classes, faculty did not encourage interactions among students in classes or in out-of-class electronic discussions. Electronic discussions were not used as a way for faculty and students to interact outside of class. As a result, opportunities to create social capital were missed both in and out of the classroom. The supports in place for the athletic department could be a model for other students, where students had close ties with faculty, faculty advisors, tutors, and peers. Although financial resources for this model might not be available throughout the campus, electronic means of interaction could be used to leverage contact and support.