"Do-It-Yourself" University: Institutional and Family Support in the Transition Out of College

Providing a ‘‘Leg Up’’: Parental Involvement and Opportunity Hoarding in College

“…Yet, less affluent parents often felt ill equipped to offer any academic advice to their children— due in part to limited college experience or the nature of their careers (see also Roksa and Silver forthcoming). As Robert explained, If we were doctors, we’d lead them down the doctor path.…”

“…Research on effects of this shift, however, often focus on psychological consequences for older youth (Fingerman et al 2012; Johnson 2013; Padilla-Walker and Nelson 2012) or the distribution of parental aid (Johnson 2013; Schoeni and Ross 2005) and its relationship to degree completion (Hamilton 2013). Knowledge of parenting near the end of college, during the transition to the labor force, is the least developed, despite the fact that employment is one measure of college “success” (see Roksa and Silver forthcoming).…”

On the Margins of College Life: The Experiences of Racial and Ethnic Minority Men in the Extracurriculum

“…However, as ESU students navigated the extracurricular realm, faculty, staff, and administrators were conspicuously absent. Like many universities, ESU took a laissez-faire approach to the extracurriculum (Delbanco 2012; Roksa and Silver 2019). While funds and facilities were provided to encourage social pursuits, students received little guidance about how to engage with one another.…”

“…These disparities and their consequences extend to higher education. Unequal access to extracurricular outlets plays a central role in (re)producing inequality in social and cultural resources (Stuber 2006, 2009), perceptions of belonging (Chambliss and Takacs 2014; Hausmann, Schofield, and Woods 2007), degree attainment (Bean 2005; Tinto 1987), and even post-college employment opportunities (Rivera 2011; Roksa and Silver 2019). Moreover, extracurricular involvement represents an important avenue for engagement with difference and diversity, which scholars show relates to a variety of important educational outcomes (Hurtado 2007).…”

Counterspaces, Counterstructures: Low‐Income, First‐Generation, And Working‐Class Students’ Peer Support At Selective Colleges1

“…When middle‐ and upper‐SES students become normative within campus structures, their experiences, backgrounds, and resources are implicitly framed as normal rather than class‐specific (DeRosa and Dolby 2014; Jack 2018; Lee 2016; Means and Pyne 2017; Stephens et al 2012). For example, students may be expected to be knowledgeable self‐advocates (Lee 2016), comfortable with asking for support or advice from the campus as needed (Jack 2016), or have available networks who can offer career advice and opportunities (Armstrong and Hamilton 2013; Lee 2016; Roksa and Silver 2019). While middle‐ and upper‐SES students have often learned these skills and become accustomed to these interactional approaches over the course of their home and school lives (Lareau 2000), LIFGWC students who did not attend high‐resource high schools often lack them (Jack 2018; Stuber 2009).…”