Roped In or Left Out: How FGLI Student’s Soft Skills at Universities of Varying Prestige

• In Event: 21020 - Section on Sociology of Education Roundtables
  In Refereed Roundtable (60 minute): Table 15: Resilience, Equity, and Success for First-Generation College Students

Abstract

Emerging literature on higher education suggests that the benefits of prestigious universities may not adequately reach first-generation, low-income (FGLI) students. However, these analyses often fail to examine the benefits of attending prestigious universities (PUs) compared to non-prestigious universities (NPUs), where the majority of FGLI students are enrolled. Additionally, research tends to overlook non-academic outcomes of university, such as the development of soft skills—applied intra- and interpersonal, non-technical skills that influence how individuals interact with others and navigate their environments—especially among FGLI students. Drawing from 19 in-depth interviews with FGLI, female-identifying undergraduates of color from two PUs and two NPUs, this study aims to comparatively examine student experiences with understanding and building soft skills. It asks: How do first-generation students define and develop soft skills? How does this vary across institutions of differing prestige? And, given that soft skills are often built through interpersonal relationships and networks, do PUs offer an advantage in this area despite FGLI students’ reduced cultural connections? Findings reveal more similarities than differences across institutions. First, students associate soft skills with Whiteness and privilege. Second, although general university programming supports soft skill development, FGLI students were most successful when participating in specialized programs tailored to their needs. Differences also emerged. Students at PUs had more access to FGLI-specific programming but felt a greater cultural disconnect from the broader university, often forming stronger relationships with service staff than with faculty. At NPUs, students encountered the “commuter problem,” where limited time on campus reduced awareness of resources and interpersonal engagement. These findings underscore the need for universities to recognize and respond to the unique needs of FGLI students. Crucial soft skills are often developed outside traditional pathways shaped by privileged, White, upper-class norms. Addressing this gap is key to fostering social mobility in a multicultural society.

Author

• K-LA Spieles, University of Chicago