Context Matters: Using Linked Coding Techniques to Evaluate the Building of Cultural Capital

• In Event: Marriott Roundtable Session 69
  In Roundtable Session: First-Year Experiences

Abstract

Entrance into, and success in college is an important milestone in an American student’s life. First-generation, low-income and minority students have been shown to be less “college ready” than their peers, and this discrepancy in preparedness is a result of a cultural mismatch (Lohfink & Paulsen, 2005). This limited knowledge impacts first-generation college students’ ability to navigate the college setting, and can create barriers for these students once arriving on campus. The focus of this study is a residential summer bridge program set to support underrepresented students’ transition into college. This paper describes a pilot study using a qualitative method called linked coding to understand the growth of cultural capital and the contexts, mechanisms and outcomes associated with participation.

Authors

• Lauren Coleman-Tempel, University of Kansas

• Meghan Ecker-Lyster, University of Kansas

• LaTisha Davis

• Paul Trana, University of Kansas