The Social Prerequisites of Success: Can College Structure Reduce the Need for Social Know-How?

Abstract

A study of fourteen colleges finds that community colleges require certain kinds of social know-how—skills and knowledge less available to disadvantaged students. They present seven obstacles: (1) bureaucratic hurdles, (2) confusing choices, (3) student-initiated guidance, (4) limited counselor availability, (5) poor advice from staff, (6) delayed detection of costly mistakes, and (7) poor handling of conflicting demands. However, we find that a very different kind of college—the private occupational college—takes steps to structure out the need for this social know-how and address the needs of disadvantaged students. We speculate about possible policy implications.

Institutional Vision at Proprietary Schools: Advising for Profit

“…Student affairs continues to serve as a core institutional function at for-profit schools, making advising and career counseling an organization-wide rather than program-specific responsibility (Kinser, 2006a). Indeed, for-profit schools tend to have highly centralized, highly prescriptive academic-advising operations (Deil-Amen & Rosenbaum, 2003). While the advising operations of most institutions of higher education adapt to meet the growing number of students, the increasing complexity of the curricula, and the expanding needs of an increasingly diverse student body (Gordon, 2004), such is not the case at for-profit institutions (Kinser, 2006b).…”

“…As Pusser (2005) noted, gaining access to for-profit institutions for research purposes is extremely difficult. Kelly (2001), Deil-Amen andRosenbaum (2003), andKisner (2006a) are among the few scholars who have engaged in observational research on for-profit campuses. Clearly, the next stage of scholarship in the exploration of institutional vision is the employment of survey research in for-profit advising operations.…”

On Second Chances and Stratification

“…Deil-Amen & Rosenbaum, 2003;Rosenbaum, Deil-Amen, & Person, 2006) provides insight into processes within community colleges that result in low degree attainment and transfer rates for disadvantaged students. Deil-Amen and Rosenbaum (2003) suggest that cultural capital, which they define as a form of social know-how, is necessary for students to overcome obstacles and successfully navigate the complex postsecondary institution. Students with the appropriate cultural knowledge, perhaps obtained from more highly educated parents or academic preparation, are more likely to make it through.…”

“…Analytic models that do not consider the external pressures and obligations students face are incomplete. Students, particularly those from working-class backgrounds, encounter a host of circumstances outside the classroom walls that make it increasingly difficult to remain enrolled and on track (Deil-Amen & Rosenbaum, 2003; Goldrick-Rab, Broton, & Gates, 2013;Silva, 2013).…”

What works to improve student success

“…Besides academic information, students can be informed about institutional resources. It can be expected that first-generation students and students with a low socioeconomic status especially benefit from this structured advising (Deil-Amen & Rosenbaum, 2003). Next, academic preparation is key for student retention.…”