Postsecondary Education Preparation of Traditionally Underrepresented College Students: A Social Capital Perspective

The messages and support that students receive regarding college preparation often varies by students' race/ethnicity, socioeconomic background, and generational status (Adelman, 2006; Freeman, 1997; McDonough, 2004; Venezia & Kirst, 2005; Wimberly, 2002). This investigation sought to understand the manner by which a social capital framework could help explain how information about postsecondary educational transitions was communicated to, and interpreted by, college-bound students in one large urban school district. African American college students retrospectively considered the people, both in school and out, who provided them with college preparatory information, support, and/or guidance. Data revealed that although students received encouragement from their social networks, there was a shortage of individualized, concrete, and comprehensive college planning. Findings suggest that college planning and preparation for students from traditionally underrepresented college populations must be more cohesive and focused toward providing access to academic, financial, and social information that is instrumental in the students' transitions to college.