Literature Review #3

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Citation

Wohn, Donghee Yvette, Nicole B. Ellison, M. Laeeq Khan, Ryan Fewins-Bliss, and Rebecca Gray. "The role of social media in shaping first-generation high school students’ college aspirations: A social capital lens." Computers and Education 63 (): 424-436. Print.

Summary

This article explores the social capital available to students and how it may be able to influence the pre-collegiate experience for many adolescents - both first generation college students and non first generation college students.

Authors

Dr. Donghee Yvette Wohn - a postdoctoral research fellow at Northwestern University’s Social Media Lab. She researches the antecedents and social and psychological consequences of  usage of socio-technical systems, such as social media and online multiplayer games.

Nicole B. Ellison - an associate professor in the School of Information at the University of Michigan.

M. Laeeq Khan - a doctoral candidate in the Media & Information Studies (MIS) program in the School of Journalism at Michigan State University.

Ryan Fewins-Bliss - attended Michigan State University, Department of Telecommunication, Information Studies and Media.

Rebecca Gray - a doctoral candidate in the Department of Media and Information (formerly known as Telecommunication, Information Studies, and Media) at Michigan State University. 

Key Terms

Social Capital - the extent to which individuals are able to access and mobilize resources in their social network. These resources can be tangible resources, such as financial aid or information, or more psychological in nature, such as emotional support.

Social Support - an individual’s perception of general support or specific supportive behaviors (available or acted upon) from people in their social network, which enhances their functioning or may buffer them from adverse outcomes.

Quotes

"Past research has found that first-generation students do not receive the same levels or kinds of support from their parents around college access processes in comparison with non first-generation students (Hertel, 2002; Stephens, Fryberg, Markus, Johnson, & Covarrubias, 2012; York-Anderson & Bowman, 1991). This makes intuitive sense, as parents who had not experienced a particular task would be less able to help others achieve it."(424)

"...parental involvement is not only about the dyadic relation between student and parent, but also includes the parents’ interactions with teachers or other parents (Dika & Singh, 2002; Israel, Beaulieu, & Hartless, 2001; McNeal, 1999; Perna & Titus, 2005). When parents have high levels of involvement with teachers and other parents, they are likely to be better informed about their children’s schooling experience, future ambitions, course selections, and hobbies, which gives them more opportunities to assist their children and provide financial and social support."(426) 

"The influence of close friends is markedly stronger for students from disadvantaged educational backgrounds."(426)

"Social support can also prove vital for the overall well-being of stu- dents and when coping with college transition issues, because those who have a sense of belonging within the institution and experience overall well-being have a better chance of graduating with a degree (Baum & Payea, 2004; Tinto, 1993)."(427)

"Moreover, parents who did not attend college have little knowledge of the college environment and values of higher education; students who did not learn about this from their parents are more likely to experience a “culture shock” when they attend college (Inman & Mayes, 1999) and can also experience a constant dissonance between their family background and the environment at higher education institutions because they are on the margins of two different cultures (see Thayer, 2000)."(428)

Value

This article provides one of the main areas in which first generation college students and regular college students greatly differ. I can also deduce from this information how these differences are even greater when it comes to first generation college students whose parents are immigrants. By observing these areas, I can also come up with ways to target and eliminate these problem areas for first generation college students.