The Role of Social Capital, Collective Efficacy, and Webs of Support in Supporting First Year Students: Experiences From the Exploratory Studies Program at the University of Nebraska Omaha

Abstract

Historically, graduation rates for students entering the University of Nebraska Omaha as "undecided" were abysmal. The Exploratory Studies Program was created to support students who enter the university without a major (Explorers), half of them being first-generation, who often equate their indecision with not belonging at the university and face an array of barriers in higher education. Explorers embedded in a "web of support" of faculty, peer mentors, and advisors help to normalize the process of finding a best-fit major and navigating the complexities of academia, well-being, and future career development. The current article employs sociological and human development paradigms to demonstrate how social capital, collective efficacy, and webs of support can improve student belonging in their first year in university and help buffer barriers to success in higher education. In addition, this framework offers educators a powerful tool to work collaboratively with "undecided" students to augment persistence toward graduation.