A Mixed Methods Study of Student Persistence in an Equity-Centered, Co-curricular Enrichment Program

• In Event: Sociology of Education Section Roundtables
  In Refereed Roundtable (60 minute): Table 12. Underserved and First-Generation College Student Experiences

Abstract

This study examines a co-curricular, enrichment-based engineering program through a mixed methods analysis at a Hispanic-Serving Institution in the Southwestern United States. Although undergraduate enrichment experiences are widely associated with positive academic and professional outcomes, less attention has been paid to who completes these programs and why others disengage. Drawing on Bourdieu’s theory of cultural capital, this paper conceptualizes completion not as an individual trait, but as a socially patterned outcome.
Using administrative and survey data from 220 participants, we assess whether completion varied by first-generation status, low-income status, and access to an industry mentor. Bivariate analyses indicate significant disparities by income and mentorship. Low-income students and students without mentors were substantially less likely to complete their selected pathway, with the lowest completion rates observed among low-income students who lacked mentorship. First-generation status was not statistically significant.
To contextualize these patterns, we analyze interviews and focus groups with 40 participants, the majority of whom did not complete the program. Students described time constraints, competing obligations, limited communication, and unclear expectations. Many emphasized the absence of structured accountability, consistent mentorship, and peer community. In a highly self-directed program, many participants were expected to navigate their projects and prioritize work with minimal support and scaffolding.
The findings suggest that removing financial barriers alone does not guarantee equitable outcomes. When enrichment programs rely heavily on student autonomy without sufficient scaffolding, they may advantage students who already possess the necessary support and skills needed to succeed. Advancing equity may require sustained mentorship, more concrete guidelines, and proactive outreach to students who disengage.

Authors

• Sandra M. Way, New Mexico State University

• Wendy Chi, ABC Research and Evaluation

• Jennifer MakePeace, New Mexico State University

• Manali Pathare, New Mexico State University