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Staff members’ transfer of social capital to first-generation, low-income Latino/a students of Mexican descent

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Staff members’ transfer of social capital to first-generation, low-income Latino/a students of Mexican descent

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Content STAFF MEMBERS’ TRANSFER OF SOCIAL CAPITAL 1
STAFF MEMBERS’ TRANSFER OF SOCIAL CAPITAL TO FIRST-GENERATION,
LOW-INCOME LATINO/A STUDENTS OF MEXICAN DESCENT

by

Julieta Mendez Marquez

A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION

May 2017

Copyright 2017 Julieta Mendez Marquez

STAFF MEMBERS’ TRANSFER OF SOCIAL CAPITAL 2
Dedication
This work is dedicated to all the front-line staff at community colleges who go above and
beyond to help students succeed.

STAFF MEMBERS’ TRANSFER OF SOCIAL CAPITAL 3
Acknowledgements
First, I have to give thanks to God for granting me the opportunity to pursue my
doctorate. I would also like to thank my parents, who came to the United States with
nothing but gave me everything. To my sister, thank you for always sanding by my side.
To my husband, thank you for being an amazing “home husband,” supporting my
decision to embark on this journey and always encouraging me to pursue my dreams.
Next, I want to thank my committee members, Dr. Alan Green, Dr. Reynaldo
Baca and Dr. Guadalupe Garcia Montano. Guadalupe, I am glad that our paths crossed
again. I cannot thank you enough for always answering my calls and texts. I am very
grateful for all that you did for me. Gracias.
Lastly, I want to thank the “Tuesday Cohort” – you know who you are. Thank
you all for letting me vent to you all and for making this experience fun. It was truly a
pleasure learning from you all and can’t wait to see the great things that you will all
accomplish.

STAFF MEMBERS’ TRANSFER OF SOCIAL CAPITAL 4
Table of Contents
Dedication 2
Acknowledgements 3
List of Tables 6
List of Figures 7
Abstract 8
CHAPTER ONE: BACKGROUND OF THE PROBLEM 9
Statement of the Problem 11
Purpose of the Study 12
Significance of the Study 13
Limitations and Delimitations 14
Definitions of Terms 15
Organization of the Study 17
CHAPTER TWO: LITERATURE REVIEW 19
Models to Understand Student Persistence 21
Tinto’s Theory of Student Departure 21
Astin’s Theory of Student Involvement 22
Persistence among Latino/a Students 22
College Support Programs 23
Pre-College Factors 24
Developmental Education 24
Social Integration 25
Academic Integration 26
Campus Climate 27
Family 28
Financial Concerns 29
Role of Faculty 30
Faculty-Student Interaction and Academic Performance 31
Types of Faculty-Student Interaction 32
Faculty-Student Interaction outside the Classroom Walls 33
Faculty-Latino/a Student Interaction 34
Barriers to Latino/a Students’ Interaction with Faculty 35
Other Institutional Agents 36
Counselors as Institutional Agents 37
Peers as Institutional Agents 38
Front-line Staff as Institutional Agents 40
Framework 41
Summary of Literature 43
Research Questions 44
CHAPTER THREE: METHODOLOGY 46
Sample and Population 47
Instrumentation 49
Data Collection Approach 51
Qualitative Data Analysis 54
Credibility and Trustworthiness 55
STAFF MEMBERS’ TRANSFER OF SOCIAL CAPITAL 5
Researcher Bias 56
Limitations 56
Conclusion 57
CHAPTER FOUR: RESULTS 58
Summary of Methods 58
Setting and Participants 59
Results for Research Question One 64
Building Relationships 64
Empowering Students with Information to Make Good Decisions 66
Helping Students Expand Their Network 68
Summary of Results for Research Question One 71
Results for Research Question Two 71
Understanding Transfer Requirements 72
Navigating Confusing Processes 77
Summary of Results for Research Question Two 80
Results for Research Question Three 80
Never Quit Mentality 81
Increased Involvement 82
Proactive Behavior 85
Summary of Results for Research Question Three 87
Conclusion 87
CHAPTER FIVE: CONCLUSION 91
Statement of the Problem 92
Purpose of the Study 92
Methodology 93
Limitations and Delimitations 95
Summary of Results 95
Results for Research Question One 96
Results for Research Question Two 98
Results for Research Question Three 100
Implications 102
Recommendations for Practice 104
Recommendations for Future Research 107
Conclusion 108
References 109
Appendix A Questionnaire 119
Appendix B Interview Protocol 121
Appendix C Information Sheet for Research 126

STAFF MEMBERS’ TRANSFER OF SOCIAL CAPITAL 6
List of Tables
Table 1. Alignment Between Research Questions and Interview Questions 52
Table 2. Participants 60

STAFF MEMBERS’ TRANSFER OF SOCIAL CAPITAL 7
List of Figures
Figure 1. Framework for this study 43
Figure 2. The roles of Institutional Agents are each manifested through a specific set of
actions. Source: Stanton-Salazar (2011) 51
Figure 3. Example of a playbook 105

STAFF MEMBERS’ TRANSFER OF SOCIAL CAPITAL 8
Abstract
The purpose of this study was to understand how front-line staff transfers their
social capital to first-generation, low-income, Latino/a community college students of
Mexican descent as well as the effect that this has on their persistence. To gain a better
understanding of the experiences of these students, 14 in-depth interviews were
conducted a community college in Southern California. In general, the data revealed that
the staff took an active role when it came to helping low-income, first-generation,
Latino/a students of Mexican descent succeed. The staff transferred their social capital to
students by establishing relationships with them, helping them connect with others and
helping them make academic decisions. Through these interactions, the students gained
information about the transfer requirements, resources available to them and how to
navigate college processes. Interactions with staff resulted in students gaining a never
quit mentality, increased involvement on campus and to a proactive approach. Given the
results, there are three major recommendations for practice. First, administrators must
make an active effort to hire a diverse staff or individuals who can act as empowering
agents. Second, administrators must provide staff with professional development for them
to better understand of the obstacles students face and how they can help students
overcome them. Third, administrators must advocate for support programs that provide
services to first-generation, low-income students.

STAFF MEMBERS’ TRANSFER OF SOCIAL CAPITAL 9
CHAPTER ONE: BACKGROUND OF THE PROBLEM
College enrollment trends among Latino/a students have been changing rapidly in
recent years. Nationwide, the Latino/a high school dropout rate dropped from 32% in
2000 to 14% in 2013, and college enrollment has more than tripled since 1993 (Krogstad,
2015). In 1993, there were 728,000 Latinos/as enrolled in college in the United States;
today, that number is over 2.2 million (Krogstad, 2015). Despite the progress, Latinos/as
have made, they are the least well-educated ethnic group in the United States (Hagedorn
& Perrakis, 2010). In 2013, only 15% of Latinos/as aged 25 to 29 complete a bachelor’s
degree or higher (Krogstad, 2015). This outcome is, in part, due to the fact that nearly
half of all Latinos/as enroll in community colleges, which have much lower persistence
rates when compared to four-year universities (Hagedorn & Perrakis, 2010).
Consequently, these statistics contribute to larger social disparities in achievement,
salaries and living standards (Hagedorn & Perrakis, 2010). For Latinos to achieve social
mobility and maximize their socioeconomic potential, they must transfer to four-year
institutions from community colleges and pursue an advanced education.
California community colleges, in particular, are among the oldest and largest
postsecondary institutions in the country (Knoell, 1997). Historically, the purpose of
community college was to serve two major functions: help students transfer to a
baccalaureate-granting institution and provide vocational-technical training (Knoell,
1997). However, the mission of community college has evolved and now provides
students a wide range of services. Specifically, community colleges offer adult education,
contract education, basic skills, English as a second language and some campuses even
offer four-year degrees. In addition, the types of students who attend community colleges
STAFF MEMBERS’ TRANSFER OF SOCIAL CAPITAL 10
are also very different from those who enroll in four-year institutions. Community
college students tend to be older, enroll part time, work and come from disadvantaged
backgrounds.
Latino/a students are over-represented in community colleges. As mentioned
previously, Latinos/as make up nearly half (46%) of the community college population.
Although it has been well documented that many of them intend to transfer, few do. As a
Marker of fact, it is estimated that within two years, only 32% of those students continue
to be enrolled (Nunez & Elizondo, 2013). In general, these low transfer patterns
contribute to Latinos/as’ low postsecondary educational attainment rates (Nunez &
Elizondo, 2013).
Low educational outcome among low-income, first-generation students has been
recognized at both the state and national level. At the national level, with the passage of
the Federal Higher Education Act, the TRIO programs were established (Pitre & Pitre,
2009). The TRIO programs were created to help educationally disadvantaged and
underrepresented ethnic background students increase college enrollment and completion
rates. At the state level, the California Extended Opportunity Programs and Services
(EOPS) was established in 1969 with the passage of Senate Bill 164 (Chacon, 2013).
EOPS was created to increase access to community college for students affected by
language, social, and economic disadvantage (Chacon, 2013). While some studies have
explored the impact of these programs (Mery & Schiorring, 2011; Thomas, Farrow, &
Martinez, 1998), the interaction about the special programs staff and students has not.
However, other research that has focused on institutional agents demonstrates that both
STAFF MEMBERS’ TRANSFER OF SOCIAL CAPITAL 11
individuals working in special programs as well as other front-line staff take on the role
of institutional agents (Tovar, 2015).
Nevertheless, most research has not focused specifically on Latino/a student
community college students. In addition, most of the studies that explored the
experiences of this population were qualitative in nature and tended to focus on students’
academic performance such as grade point average, classes taken, and test results. Other
researchers also used surveys to understand the roles of institutional agents, but the
information gathered from those surveys was not rich. Further, only a handful of studies
used qualitative methods to understand the role of institutional agents. Therefore, this
study used qualitative methods to better understand how institutional agents transferred
their social capital to help Latino/a students of Mexican descent persist.
Statement of the Problem
Although Latinos/ass have made significant gains in accessing higher education,
retention and transfer rates remain low throughout California. Thus, the problem
propelling this study is the low persistence and transfer rates of Latino/a students who
enroll in community college with the intent to transfer. While the literature demonstrated
many factors contribute to persistence (Astin, 1999; Tinto, 1993; Stanton-Salazar, 2011),
this study focused on the transfer of social capital and its impact on first-generation, low-
income Latino/a students of Mexican descent. Specially, this study examined how
institutional agents such as front-line staff transfer different kinds of social capital
(Stanton-Salazar, 2011). Stanton-Salazar (2011) states that these interactions between
institutional agents and students are key to student persistence. Therefore, exploring the
impact of these interactions was essential to gaining a better understanding of the
STAFF MEMBERS’ TRANSFER OF SOCIAL CAPITAL 12
dynamics that propel first-generation, low-income Latino/a students of Mexican descent
to persist and transfer.
Purpose of the Study
The purpose of this study was to explore and understand the way in which front-
line staff transfer social capital in the form of information and resources about the
transfer process and campus engagement to low-income, first-generation Latino/a
students of Mexican descent. For the purpose of this study, front-line staff consisted of
individuals who dealt directly with students, such as receptionists, financial aid advisors,
outreach specialists, counselors, admissions and records staff. In addition, this study
examined the type of information low-income, first-generation Latino/a students of
Mexican descent gain as a result of their interactions with staff as well as the impact that
this information has on their academic persistence and decision to transfer.
The study examined how the social capital gained through interactions with front-
line staff help low-income, first-generation Latino/a students of Mexican descent persist
and transfer. The focus of the study was low-income, first-generation Latino/a students of
Mexican descent who attended a public two-year community college located in Southern
California. Thus, this study was guided by the following qualitative research questions:
1. In what ways do staff at a community college transfer social capital in the form of
information and resources about the transfer process and campus engagement to
low-income, first-generation, Latino/a students of Mexican descent?
2. What information regarding the transfer process and campus engagement do low-
income, first-generation, Latino/a students of Mexican descent gain as a result of
interactions with staff?
STAFF MEMBERS’ TRANSFER OF SOCIAL CAPITAL 13
3. What effect does the information or resources gained on the transfer process and
campus engagement have on the academic persistence of low-income, first-
generation, Latino/a students of Mexican descent?
These questions were explored using Bourdieu’s (1986) concept of social capital
as well as Stanton-Salazar’s (2011) framework on institutional agents. According to
Bourdieu, social capital contributes to social inequality. Bourdieu argues that individuals
from high socioeconomic backgrounds use their social capital to maintain their power
whereas low-income backgrounds often lack the necessary social capital to improve their
conditions. While Bourdieu did not examine social capital in the context of higher
education, researchers such as Stanton-Salazar explain that social capital can be
transferred and used as a tool to help students from disadvantaged backgrounds succeed.
Specifically, Stanton-Salazar argues that institutional agents transfer different kinds of
social capital, which fall within four major categories - direct support, integrative
support, system developer and system link/network support. It is through the process of
acquiring different types of social capital that students learn the information they need to
succeed in college. Therefore, the research questions helped us better understand how
social capital was transferred from front-line staff to students and how the social capital
gained through these interactions helped first-generation, low-income students succeed.
Significance of the Study
This study aimed to fill gaps in the literature on the role of institutional agents.
Specifically, there is a limited amount of research that has taken place in a community
college setting especially as it pertains to the Latino/a student population. Most studies
that have been conducted on institutional agents focus on the experiences of students
STAFF MEMBERS’ TRANSFER OF SOCIAL CAPITAL 14
attending four-year institutions. More importantly, this study provided much needed
research surrounding front-line staff. Research has not focused on the role of front-line
staff, yet they are the first point of contact for most students. Students interact with front-
line staff during the registration process, as they complete placement tests, when they
apply for financial aid, when they purchase textbooks and during orientation. Once
enrolled students often continue interacting with front-line staff throughout their college
career. These numerous interactions contribute to the overall experience of students, yet
very little is known about the impact of these interactions. Consequently, a search of
front-line staff results in only two studies. Therefore, this study addressed the gap in the
literature by examining the interactions between low-income, first-generation Latino/a of
Mexican descent students and front-line staff.
Limitations and Delimitations
Although the study intended to shed light on how first-generation, low-income
Latino/a community college students of Mexican descent gain social capital and the
impact that has on their experiences in college, the findings may not be generalized to
other study populations, as only a total of 14 students were interviewed and the study
took place at one single community college in Southern California. In addition, the
information gathered from the students was self-reported. Although it would have been
helpful to include the perspective of the front-line staff, this study only focused on the
experiences of the students. In addition, although community college persistence is an
issue across all student groups, this study focused on the experiences of first-generation,
low-income Latino/a students of Mexican descent. Lastly, among the first-generation,
low-income Latino/a students of Mexican descent, the study focused only on the students
STAFF MEMBERS’ TRANSFER OF SOCIAL CAPITAL 15
who identified transfer as their goal and who attended the community college for at least
one full academic year. This selection method was intentional and purposeful. This is not
to say that the experiences of those who were not transfer-ready was not important.
However, since the purpose was to understand the impact that front-line staff can have on
students who are persisting and on the transfer path, the focus was narrowed to
experiences of students who were succeeding.
Definitions of Terms
Campus Engagement: Campus engagement refers to the time and effort students
put into their coursework and other educationally purposeful activities.
Dropout: Refers to “persons who fail to obtain college degrees within a specified
period of time” (Tinto, 1993, p. 36).
Empowering Agent: “An adult willing to go counter to the established and
hierarchical social structures” (Stanton-Salazar, 2011, p. 1089).
Expected Family Contribution: An estimate, derived from the federal financial aid
application, of how much the student’s family will be expected to contribute toward their
student’s education for the year.
Extended Opportunities Programs and Services (EOPS): EOPS is a program
whose mission is to, “encourage the enrollment, retention, transfer of students
handicapped by language, social, economic and educational disadvantages, and to
facilitate the successful completion of their goals and objectives in college. EOPS offers
academic support, counseling, financial aid and other support services” (California
Community College’s Chancellor’s Office, 2013).
STAFF MEMBERS’ TRANSFER OF SOCIAL CAPITAL 16
First-generation: This term refers to students whose parents did not complete a
bachelor’s degree in the United States or other country.
Front-line Staff: “Those workers who dealt directly with students….not limited
to, receptionist, library assistants, financial aid advisors, enrollment staff, and admission
counselors” (Schmitt, Duggan, Williams & McMillan, 2016, p. 105).
Hispanic or Latino/a: Refers to a person of Cuban, Mexican, Puerto Rican, South or
Central American, or other Spanish culture or origin, regardless of race. (U.S. Census Bureau,
2010). The term Latino/a is used in this study instead of Latino/a to match the language used by
the community college where the study is taking place.
Hispanic-Serving Institution: The term refers to an institution of higher education
that has an enrollment of undergraduate full-time equivalent students that is at least 25
percent Hispanic students (Hagedorn & Perrakis, 2010).
Institutional Agent: “Individuals who occupy relatively high positions in the multiple
dimensional stratification system, and who are positioned to provide key forms of social
and institutional support” (Stanton-Salazar, 2011, p. 1075)
Institutional Agent as Empowerment Agent: “Enable low-status individuals to see
a closer correspondence between their goals and a sense of how to achieve them, to
develop an awareness of what resources are necessary and how to acquire them in order
to gain greater mastery over their lives and destinies” (Zimmerman, 1995, p. 583).
Low-income: For the purpose of this study low-income will be classified as those
with an expected family contribution of zero, as determined by their financial aid
applications.
Persistence: Persistence for this study is defined as students who enrolled in one
semester and continued to the next semester.
STAFF MEMBERS’ TRANSFER OF SOCIAL CAPITAL 17
Retention: Retention refers to students’ returning to the institution for a second
year.
Social Capital: “The aggregate of the actual or potential resources which are
linked to possession of a durable network of more or less institutionalized relationships of
mutual acquaintance and recognition” (Bourdieu, 1986, p. 248).
Stop Out: When students “temporarily suspend attendance from college” (Tinto,
1993, p. 178).
Transfer-Ready: For the purpose of this study, the term transfer-ready was used to
refer to students who completed at least 30 transferable units by the start of the Fall 2016
term.
Transfer: The process a student negotiates to enroll in a four-year institution both
while and after completing coursework at a community college.
Organization of the Study
This study contains five chapters. Chapter One presents the introduction to the
study. It includes the background of the study, statement of the problem, significance of
the study, limitations and delimitations as well as definition and terms. These definitions
and terms serve to clarify how the terms are being used since researchers use them
differently. Chapter Two provides a review of literature and provides the theoretical
foundation and issues and factors relevant to the interactions between institutional agents
and students. Chapter Three describes the qualitative method of inquiry utilized to
conduct this study. The study consisted of interviews with 14 first-generation, low-
income, Latino/a community college students of Mexican descent who identified transfer
as their goal. Chapter Four presents the results of the data collection. Chapter Five
STAFF MEMBERS’ TRANSFER OF SOCIAL CAPITAL 18
provides a discussion of the conclusions drawn from the results and the implications for
practice and future research.
STAFF MEMBERS’ TRANSFER OF SOCIAL CAPITAL 19
CHAPTER TWO: LITERATURE REVIEW
This chapter provides a review of the literature and research on the role various
institutional agents play in the lives of Latino/a community college students. For the
purpose of this research, an institutional agent was defined as an individual who uses
their status in an institution to transmit or negotiate the transmission of valued resources,
opportunities, privileges and services (Stanton-Salazar, 2011). Before addressing the role
of institutional agents, this chapter begins with an overview of two major theories:
Tinto’s (1993) theory of student departure and Astin’s (1984) theory of student
involvement. Specifically, these theories identify factors that have an impact on student
persistence and departure. Therefore, these factors will be explored in the section that
follows. The section will cover the factors researchers have identified as impacting
Latino/a student persistence and departure such as social and academic integration.
Given that social and academic integration are connected to student-staff
interactions, the next section will focus on the role of faculty. In addition, since this study
focused on the experiences of Latino/a community college students, the chapter will
present an analysis of interactions between faculty and Latino/a students and the ways in
which these interactions present both barriers and opportunities. Since the literature
suggests that these connections are key to student persistence, the chapter explores the
ways in which faculty, counselors, staff and peers come to serve as institutional agents
and their importance in students’ academic experiences. Examining their role as
institutional agents is critical because the literature suggests they provide students with
the social capital they need to succeed in college. Thus, a social capital framework will
be utilized in this study to gain a better understanding of the impact that institutional
STAFF MEMBERS’ TRANSFER OF SOCIAL CAPITAL 20
agents have on the experiences of successful Latino/a students. Thereafter, the chapter
concludes with a summary of the literature reviewed. However, before exploring issues
surrounding Latino/a community college students, a brief overview of the importance of
the problem is provided to demonstrate why more research is needed in this area.
In 2014, there were approximately 20 million students enrolled in college,
seven million of who enrolled in community college (Kena et al., 2015). Originally, the
purpose of community college was to prepare students for the workforce; today, their
purpose has evolved (Cohen, Brawer, & Kisker 2013. Currently, community colleges are
meant to enroll a diverse group of learners with various personal and academic goals
(Cohen et al., 2013). As a result of community colleges’ open door policy, students who
attend these two-year colleges tend to be older, attend school part time, work more hours,
and have more family responsibilities than do students who attend four-year
postsecondary institutions (Cohen et al., 2013). Given the unique characteristics of
community college students, it is not surprising that their persistence is an issue across
the United States (Cohen et al., 2013). As a Marker of fact, only 29% of first-time, full-
time students at two-year campuses earn an associate’s degree within three years (Kena et
al., 2015). Furthermore, only 18% of first-time, full-time Latino/a students earn an
associate’s degree within three years (Kena et al., 2015). The low success rate of
Latinos/ass students attending community college is of increasing concern; especially
since Latino/a students are 42% of community college students in California (Kena et al.,
2015). Given the significance of the problem many researchers have made an attempt to
understand the problem from Tinto’s (1993) and Astin’s (1984) framework.

STAFF MEMBERS’ TRANSFER OF SOCIAL CAPITAL 21
Models to Understand Student Persistence
Tinto’s (1975) and Astin’s (1984) theories marked the start of dialogue on
retention and persistence. Today, their theories continue to be instrumental in helping
researchers and practitioners understand student persistence and departure. Given the
significance of their theories, a brief overview of these two theories is provided.
Tinto’s Theory of Student Departure
Tinto’s (1975) theory of student departure is one the most widely used and
accepted theories of student departure and persistence. It has been cited in over 400
articles and 170 dissertations (Braxton, Milem, & Sullivan, 2015). The purpose of Tinto’s
model was to explain why and how students leave college. Tinto’s model describes how
students with different attributes come to interact with other members of the institution.
These interactions serve to help students integrate socially and academically. Those who
can integrate both socially and academically strengthen their goals and commitment
while those who do not weaken their goals and commitments, leading them to depart. In
addition, Tinto argued that factors such as student demographics, background, and
previous experiences have an impact on a student's decision to persist. However, Tinto
stated that these factors alone do not account for a student’s decision to drop out. Instead,
Tinto believed that one important factor in the retention equation is the level of student
engagement. Tinto identified two types of engagement: social integration and academic
integration (Crisp & Nora, 2010; Ishitani, 2003). Tinto argued that students needed to
integrate both academically and socially to succeed. While research has demonstrated
that both these elements are important (Crisp & Nora, 2010; Ishitani, 2003), many have
argued that Tinto’s theory does not apply to the experiences of Latino/a students
STAFF MEMBERS’ TRANSFER OF SOCIAL CAPITAL 22
(Guiffrida, 2006; Tierney, 1992). Despite this negative criticism, Tinto’s work has been
supported in numerous studies (Pascarella, 1980; Pascarella & Terenzini, 1977;
Terenzini, Pascarella, Theophilides & Lorang, 1985.
Astin’s Theory of Student Involvement
In 1984, Astin developed a theory to explain the importance of college
involvement. Astin’s theory had three major elements: inputs, environment and
outcomes. Astin argued that inputs like students’ demographics, background and previous
experiences interact with the environment, in terms of college experiences, to produce the
outcomes such as students’ knowledge, attitude, beliefs and values gained after
completing college. Overall, Astin argued that the amount of learning was directly
correlated to the quality and quantity of involvement. Astin (1999) defined student
involvement as, “the amount of physical and psychological energy that the student
devotes to the academic experience” (p. 518). Astin explained the more a student put into
an activity, the more they got out of it. Although Astin’s theory was not meant to explain
student persistence his work was significant because it addressed the importance of
student involvement.
Persistence among Latino/a Students
Review of the research indicates that there are several factors that contribute to
Latino/a student’s decision to persist or depart. The factors include participation in
support programs, pre-college factors, enrollment in developmental education, academic
integration, social integration, financial issue, family support and campus climate. These
factors have been found to play a significant role in student’s decision to persist or depart.
Not surprisingly, to understand how these factors intersect, frameworks such as Astin’s
STAFF MEMBERS’ TRANSFER OF SOCIAL CAPITAL 23
Theory of Student Involvement and Tinto’s Model of Student Integration have been
widely used.
College Support Programs
Participation is student support programs impacts student persistence (Dowd et
al., 2013; Museus & Neville, 2012; Tovar, 2015). In a study conducted by Tovar (2015),
it was discovered that students who participated in counseling-intensive programs were
more likely to succeed and persist. Similarly, in another study conducted by Soltani,
Gutierrez Keeton and Hoffman (2016) they too found that students credited their success
to a support program. Soltani et al.’s indicated that students who participated in the EOPS
were more successful because of students’ academic and social involvement on campus.
In another study conducted by the Office of the Chancellor (2002), they provided
evidence to support the fact that EOPS students perform much better than students with
the same demographics who are not in EOPS. Consequently, these studies have not
explored why participating in programs like EOPS makes a difference. In addition, most
of the studies that have explored the impact of support programs have been qualitative in
nature. Therefore, the student’s voices have been missing from these studies.
Nevertheless, a few researchers have argued that support programs play an important role
because through their participation in programs students can overcome pre-college
factors (Dowd et al., 2013; Museus & Neville, 2012; Tovar, 2015). However, others have
argued that despite students’ involvement in support programs, pre-college factors still
have a huge impact on student persistence (Settle, 2011).
STAFF MEMBERS’ TRANSFER OF SOCIAL CAPITAL 24
Pre-College Factors
Academic pre-college characteristics such as high school GPA, high school
curriculum, type of high school attended and SAT scores have been said to be strong
predictors of student’s persistence (Settle, 2011; Tinto, 1993). While these factors are
important academic pre-college characteristics alone does not explain student persistence
and departure (Baker & Robnett, 2012; Crisp & Nora, 2010; Hagedorn et al., 2008). In a
quantitative study by Crisp & Nora (2010) for instance, they found that there are both
academic and non-academic pre-college factors that impact student’s decision to persist
or depart. Non-academic pre-college factors found to impact student’s decision to persist
or depart included parental education and student attitudes, values, and beliefs (Barbatis,
2010; Crisp & Nora, 2010; Settle, 2011). Other factors, such as the cultural capital
students bring with them, also seem to impact student’s likelihood to succeed (Settle,
2011). While student persistence may be impacted by both academic and non-academic
pre-college factors it important to recognize that Latino/a students are more likely than
students from other backgrounds to be unprepared for college (Contreras & Contreras,
2015). Much of this is the result of Latino/a student not taking the A-G requirements - a
set of courses to be college ready in California (Contreras & Contreras, 2015). As a result
of this Latino/a student more than any other ethnic background are more likely to start off
in developmental classes.
Developmental Education
As mentioned previously academic pre-college factors often determine whether a
student will start of in developmental classes, which impacts their likelihood of persisting
in college (Acevedo-Gil, Santos, Alonso & Solorzano, 2015). Students who place in
STAFF MEMBERS’ TRANSFER OF SOCIAL CAPITAL 25
developmental courses, also referred to as remedial courses, are more likely to leave
college than those who place in college level classes (Acevedo-Gil et al., 2015). Being
required to take developmental courses impacts the length of time it takes students to
complete their certificate or transfer as well as their financial aid package (Acevedo-Gil
et al., 2015). Consequently, 85% of community college students are assessed at below
college level math and 75% are assessed below college level English (Acevedo-Gil et al.,
2015). While some students can succeed despite having to start with developmental
courses there are students that do not. Some students who are placed in developmental
courses do not do well because of the psychological impact of having to take
developmental courses (Contreras & Contreras, 2015). Having to take developmental
courses often makes students feel embarrassed and lowers their self-esteem (Crisp &
Nora, 2010). In addition, as a result of being in developmental courses they feel isolated
from other students and tend to have a more difficult time integrating academically and
socially (Crisp & Nora, 2010).
Social Integration
Involvement on campus, also referred to as integration has been found to have an
impact on student’s decision to persist or depart (Astin, 1993; Bean and Metzner, 1996;
Pascarella & Terenzini, 2005; Tinto, 1993). Tinto (1993) refers two types of integration,
social and academic. Social integration involves having a sense of membership in the
larger college community (Tinto, 1993). Social integration takes place through
involvement in student activities and socializing with peers (Tinto, 1993). While Tinto’s
work did not focus on community college students other researchers have tested his
theory and have found integration to be an important aspect of student’s community
STAFF MEMBERS’ TRANSFER OF SOCIAL CAPITAL 26
college experience (Baker & Robnett, 2012; Barbatis, 2010). Students who are involved
in at least one club are more likely to stay enrolled compared to those who did not
participate in a club (Baker & Robnett, 2012; Barbatis). Students who are involved in
campus clubs feel more connected to the college and as a result do better in college
(Baker & Robnett, 2012; Barbatis, 2010;). For Latino/a students being involved on
campus appears to be even more important that for their White or Asian counterparts
(Baker & Robnett, 2012). For Latino/a student’s developing a sense of belonging is
important because of their minority status (Baker & Robnett, 2012). It is also important
for Latino/a students to build connections with faculty outside of the classroom.
However, given the fact that community college student commute and are part-time
students, they are less likely to do so (Baker & Robnett, 2012).
Academic Integration
Academic integration involves a sense of membership in the classroom along with
the ability to be successful academically (Tinto, 1993). Faculty and staff support is an
integral part of student’s college experience and research has demonstrated that it can
impact persistence (Barbatis, 2012; Barnett, 2011; Contreras & Contreras, 2015; Settle,
2011; Tovar, 2015). The idea that faculty involvement is key to persistence is not new. In
1982, Tinto stated that, “the more time faculty give to their students…the more likely
students are to complete their education” (p. 697). Part of being integrated into the
campus community includes having positive interactions with faculty and staff. Students
who reported to have positive interactions with faculty either during class or outside of
the classroom and who felt respected and valued were more likely to persist (Barbatis,
2010; Barnett, 2011; Settle, 2011). Students who also had positive interactions with
STAFF MEMBERS’ TRANSFER OF SOCIAL CAPITAL 27
counselors were also more likely to persist, while students who had negative experiences
with counselors were more likely to depart (Gard et al., 2012). Students who had negative
experiences with faculty also found it difficult to achieve academic integration (Acevedo-
Gil et al., 2015). For instance, even when students needed help, students who felt that
their instructors were not approachable avoided asking questions in class. In general,
experiences, whether positive or negative, not only impacted the level of student
academic integration but also how they how they perceived the college environment
(Storlie et al., 2014).
Campus Climate
Student’s perception of the college environment also influences college
persistence (Baker & Robnett, 2012; Contreras & Contreras, 2015; Storlie et al., 2014).
Students who view the college as welcoming, supportive and non-discriminatory tend to
persist (Baker & Robnett, 2012; Contreras & Contreras, 2015). On the other hand,
students who do not feel that their experiences, ideas, life-stories are valued by the
college have a greater tendency to leave college (Jehangir, 2009). A negative perception
of the campus environment can lead students to feel marginalized and isolated on campus
(Storlie et al., 2014; Jehangir, 2009). More specifically, experiencing racism, sexism,
and other microaggressions negatively impacts students’ college experience (Storlie et
al., 2014). Students often perceive the campus climate as cold because there is a
mismatch between their supportive experiences at home and their negative encounters at
college (Storlie et al., 2014). Much of this is a result of Latino/a students feeling invisible
as a result of their minority status (Baker & Robnett, 2010). Students often get the
impression that they do not belong because the staff is not reflective of the student
STAFF MEMBERS’ TRANSFER OF SOCIAL CAPITAL 28
population (Contreras & Contreras, 2015). Not having faculty of color sends the message
that the college climate is not progressive or open to multiple viewpoints (Contreras &
Contreras, 2015). Therefore, to cope with the campus environment students often rely on
their families for support.
Family
Although Tinto (1993) argued that students must leave their families and friends
behind in order to succeed in college, other researchers argue that family support is
essential to Latinos/as student’s decision to persist in college (Barbatis, 2010). Students
who succeed often attribute their success to the support they received from their families
(Barbatis, 2010). On the other hand, students, who decided to drop out, often cite lack of
family support as the reason for their departure from college (Barbatis, 2010; Storlie et
al., 2014). Family is not only a major source of support for students but family can also
provide students with the cultural capital they need to succeed in college (Matos, 2015).
Yosso’s (2005) Community Cultural Wealth Framework for instance explains how
Latino/a students use the cultural capital they acquired at home to persist in college.
Yosso (2006) explained that there are six forms of capital, “aspirational, familial,
linguistic, navigational, resistant and social” (p. 439). These different forms of capital
help students succeed in college (Matos, 2015). Thus, the strength and impact parental
support had on student’s success in college has been well documented and supported by
many researchers (Barbatis, 2010; Matos, 2015). However, it must be noted that family
can also be a source of conflict for Latino/a students (Baker & Robnett, 2012). It is a
source of conflict because, often, students have to decide between going to school and
leaving college to help support their family (Baker & Robnett, 2012).
STAFF MEMBERS’ TRANSFER OF SOCIAL CAPITAL 29
Financial Concerns
Financial concerns are among one of the many factors that has a significant
impact on Latino/a student’s decision to persist. Latino/a students who attend community
college tend to be from lower socioeconomic backgrounds than other groups (Chacon,
2013; Contreras & Contreras, 2015; David et al., 2013). As a result, Latino/a students
tend to work more hours and have greater responsibilities to their families (Chacon,
2013). The responsibility to work and help their families has been demonstrated to have a
negative impacted their academics (Baker & Robnett, 2012; F. Contreras and G.
Contreras, 2015). Specifically, it has an impact on the amount of time students can spend
on studying, their ability to get involved on campus, their time to completion and their
likelihood to leave college (Contreras & Contreras, 2015). In addition, to these factors,
not having knowledge about the timelines and deadlines for filing federal financial aid is
another issue that impacts student persistence and departure (Garcia, 2010). On some
occasions students often stopped attending college because they did not know they had to
reapply for financial aid (Garcia, 2010). Other students did not apply for financial aid
because they thought that if they used it to pay for community college they would not
receive financial aid when they transferred (Garcia, 2010). In general, the misconceptions
Latino/a students had about how financial aid worked is one of the causes of student
departure from college (Gard et al., 2012).
While the literature suggests that Latino/a students encounter many barriers in
college, it also suggests that institutional agents can help students overcome these
roadblocks. According to the literature, institutional agents such as faculty, counselors,
peers and front-line staff can help students succeed through positive interactions.
STAFF MEMBERS’ TRANSFER OF SOCIAL CAPITAL 30
Therefore, the next section of this literature review will address the roles different
institutional agents play. First, there is an exploration of the role of faculty. Then, the
section presents a look at the role of counselors, followed by the role of peers and
concludes with the role of front-line staff.
Role of Faculty
Faculty play an important role in the successful transfer of Latino/a students
(Carrasco-Nungaray & Pena, 2012). To understand the significance of their role,
Carrasco-Nungaray and Pena (2012) interviewed Latino/a students who successfully
transferred as well as the faculty members whom those students credited for playing an
instrumental role in their decision to transfer. Through these interviews, Carrasco-
Nungaray and Pena found that students had established meaningful relationships with at
least one faculty member. Carrasco-Nungaray and Pena found that the faculty used
specific practices that helped students succeed. Among those practices were finding ways
to support students both inside and outside of the classroom, setting high expectations of
the students, developing a personal connection, sharing their own story and connecting
students to resources (Carrasco-Nungaray & Pena, 2012). Likewise, Museus and Neville
(2012) found that faculty shared four characteristics that made them agents of change.
The faculty they interviewed stated that they shared common ground with students,
provided holistic support, humanized the educational experience and were proactive
(Museus & Neville, 2012). Yet another important finding across both studies was that the
faculty members were proactive when reaching out to students and felt a sense of
personal responsibility for helping their students and as a result used proactive strategies
STAFF MEMBERS’ TRANSFER OF SOCIAL CAPITAL 31
to reach out to the students. Likewise, counselors also reported using similar strategies as
their faculty counterparts.
Faculty-Student Interaction and Academic Performance
Faculty members are instrumental in helping students succeed academically
(Cokley, 2000; Cox, McIntosh, Terenzini, Reason, & Quaye, 2010; Delaney, 2008;
Lundberg, 2014). Faculty-student interaction is associated with positive outcomes such
as persistence, learning, engagement, satisfaction, self-confidence and educational
aspirations (Cokley, 2000; Delaney, 2008). Students who interact with faculty on a more
frequent basis or who have more meaningful interactions are more likely to have higher
grades than students who do not interact with faculty as much (Delaney, 2008).
Specifically, Delaney (2008) found that interaction with faculty significantly predicted
students’ first-year cumulative grade point average. Although Delaney’s results were
based on the responses of 1,500 students who completed “Your First College Year
Survey,” these findings must be taken cautiously because Delaney did not disclose the
ethnic breakdown of the students who completed the survey.
Nevertheless, other studies demonstrated that faculty-student interaction is linked
to a higher grade point average among Latino/a students (Anaya & Cole, 2001).
Interaction not only makes a difference in the academic outcomes among Latino/a
students but also increases their academic motivation and self-concept (Anaya & Cole,
2001). Anaya and Cole (2001) reached these two conclusions after analyzing the
responses of 836 undergraduate Latino/a students who completed the College Student
Experiences Questionnaire (CSEQ). The CSEQ consisted of 191 questions on curricular
activities, interpersonal experiences, grades and student-faculty interactions.
STAFF MEMBERS’ TRANSFER OF SOCIAL CAPITAL 32
Consequently, Anaya and Cole found that students were more likely to interact with
faculty for academic purposes than on a personal basis. However, those interactions were
often about general course information and not about assignments, term papers or exams.
While the Latino/a students in the study reported finding those interactions helpful, other
researchers have argued that certain types of interaction are more beneficial than others
(Komarraju et al., 2010; Pascarella et al., 1978).
Types of Faculty-Student Interaction
Not all types of student-faculty interactions are equally beneficial for students
(Komarraju et al., 2010; Pascarella et al., 1978). Studies have shown that certain types of
interactions have a greater impact on student outcomes (Komarraju et al., 2010;
Pascarella et al., 1978). To explore the impact of different interactions, Komarraju et al.
(2010) looked at eight specific types of student-faculty interaction and how those
interactions affected academic motivation and academic achievement: “respect, guidance,
approachable, caring, interactions outside of the class, connected, accessible, and
negative experiences as predictors of students’ academic self-concept, motivation, and
academic achievement” (p. 335). While Komarraju et al. introduced different types of
interactions that had a positive impact on students; they failed to demonstrate which types
of interactions had a greater impact.
However, other research indicates that some types of faculty-student interaction
do make a greater difference (Cox et al., 2010; Cox & Orehovec, 2007; Pascarella et
al.,1978). For instance, Cox and Orehovec (2007) examined four major types of faculty-
student interaction and found that one form had a greater impact. The first form was
functional interaction, which consisted of academic-related interactions outside of the
STAFF MEMBERS’ TRANSFER OF SOCIAL CAPITAL 33
classroom. The second type was personal interaction, which consisted of interaction
about personal issues unrelated to academics. The third type of contact was incidental
contact, which was maintained by occasional greetings. The fourth type of interaction
was disengagement, which involved minimal interaction with the faculty member inside
the classroom with little or no interpersonal exchange. Among these four types of
contact, Cox and Orehovec found that functional interaction had the most impact on
student outcomes. This finding is significant because it demonstrates that certain types of
interaction may yield different outcomes.
Similarly, Cox et al. (2010) found that one type of contact had a greater impact on
student outcomes. Cox et al. focused on casual, less focused interactions as well as
interactions that had a purpose. The authors found that interactions with a purpose had a
more significant impact on student achievement. The conclusion came as result of data
collected from 2,835 faculty members across 44 campuses. However, one finding of
concern was that few faculty members have regular or frequent contact with students
outside of class. This finding is concerning because interactions outside of the classroom
have been linked to positive outcomes for students (Cox et al., 2010; Delaney, 2008;
Lundberg, 2014).
Faculty-Student Interaction outside the Classroom Walls
Community college students’ primary interaction with faculty happens inside the
classroom due to students’ part-time status, employment responsibilities, limited
involvement in student activities, and attendance at non-residential campuses. However,
research has shown that students benefit just as much from interacting with faculty
outside of the classroom (Cox et al., 2010; Delaney, 2008; Lundberg, 2014). To
STAFF MEMBERS’ TRANSFER OF SOCIAL CAPITAL 34
understand the significance of these interactions, Lundberg (2014) looked closely at the
experiences of 239 students who were involved in an ethnic-specific or multicultural
student organization at 12 different community colleges. Lundberg found that frequent
interaction with faculty was the strongest predictor of positive learning outcomes.
Lundberg’s study is important because it is one of the few studies that focused on
community college. In addition, when exploring the impact of faculty-student interaction,
it is not only important to look at the students who are interacting with faculty but also at
the students who are not.
Therefore, this section of this literature review focuses on Latino/a students’ low
level of interaction with faculty. In addition, the barriers Latino/a students face when
trying to interact with faculty will also be addressed.
Faculty-Latino/a Student Interaction
First-generation, low-income students interact less frequently with faculty than
did non-first-generation college students (Anaya & Cole, 2001; Chang, 2005; Soria &
Stebleton, 2013). Soria and Stebleton (2013) came to this conclusion as a result of
examining survey results from 28,237 students a large public university. They found that
first-generation students, compared to their non-first-generation peers, communicated
with their instructors less, were less likely to discuss class-related or other Matt with
faculty, and talked less frequently and asked fewer questions in class. Soria and Stebleton
believed that these behaviors contributed to the lower retention rate among first-
generation students. Although this study did not disaggregate data by ethnic group, the
findings may be applicable to the Latino/a student population since Latino/a students tend
to come from first-generation, low-income backgrounds. Furthermore, Chang who did
STAFF MEMBERS’ TRANSFER OF SOCIAL CAPITAL 35
disaggregate the data and Anaya and Cole who focused on Latino/a students found low
levels of faculty-student interaction among the Latino/a community college population.
Although Anaya and Cole, Chang and Soria and Stebleton did not address the reason(s)
behind the low level of faculty-student interaction, research suggests it may be a result of
institutions hiring more and more part-time staff. Other research also suggests that it may
a result of Latino/a students’ limited social capital (Chang, 2005; Pike & Kuh, 2005;
Soria & Stebleton, 2013). Thus, the limited amount of social capital as well as the impact
of hiring part-time staff will be explored further in the next section.
Barriers to Latino/a Students’ Interaction with Faculty
Lack of social capital. Although no studies specifically looked at why Latino/a
students do not interact with faculty at the same rate as other racial groups do, researchers
believe that this is a result of Latino/a student’s lacking the social capital necessary to
understand the advantages of interacting with staff (Chang, 2005; Pike & Kuh, 2005;
Soria & Stebleton, 2012). Soria and Stebleton (2012) explain that, “first-generation
students lack social capital related to being successful in higher education because they
do not acquire it from their parents who did not earn a baccalaureate degree” (p. 675).
Similarly, Pike and Kuh (2005) suggest that faculty-student interaction is lower among
the Latino/a student population “because they know less about the importance of
engagement and about how to become engaged” (p. 290). Not having the knowledge,
along with knowing how to behave in the college environment can be a challenge for
first-generation college students (Pike & Kuh, 2005). However, researchers have found
that the lack of social capital is not the only barrier Latino/a students face (Chang, 2005;
Pike & Kuh, 2005). Instead, it is a compilation of many factors.
STAFF MEMBERS’ TRANSFER OF SOCIAL CAPITAL 36
Other researchers argue that the campus climate may be the culprit of lower levels
of faculty-student interaction among students from disadvantage backgrounds (Chang,
2005; Pike & Kuh, 2005). Chang shares that first-generation, low-income students often
feel marginalized and report feeling invisible in classrooms. Chang, also states that other
researchers found that the social distance between faculty and first-generation, low-
income students contributed to lower levels of interaction and argues that students,
“experienced difficulty in identifying with predominantly White faculty members and felt
less comfortable interacting and seeking help from their professors” (p. 775). Similarly,
Longwell-Grice and Longwell-Grice (2008) found that first-generation, low-income
students were intimidated by the idea of seeking out faculty for support.
Although Latino/a students may face more barriers than their White counterparts,
research implies that they are more likely to persist if they interact with institutional
agents (Barnett, 2011; Carrasco-Nungaray & Pena, 2012; Deil-Amen, 2011; Museus &
Neville, 2012). The importance of interaction between students and staff has been well
documented and supported (Barnett, 2011; Carrasco-Nungaray & Pena, 2012; Deil-
Amen, 2011; Museus & Neville, 2012; Nakajima et al., 2012; Rendon, 2002, 2002;
Schmitt & Duggan, 2011; Stanton-Salazar, 201; Tinto, 1993). Given the potential impact
that institutional agents can have on students’ decisions to persist, the next section of this
literature review address what an institutional agent is as well as how faculty, counselors,
front-line staff and peers take on that role.
Other Institutional Agents
Counselors, faculty and front-line staff play an important role for community
college students. As mentioned previously, institutional agents are individuals who,
STAFF MEMBERS’ TRANSFER OF SOCIAL CAPITAL 37
“transmit knowledge, serve as bridges or gatekeepers, advocate or intervene on students’
behalf, serve as role models, provide emotional and moral support, and provide valuable
feedback, advice and guidance to students” (Tovar, 2015, p. 51). Institutional agents
provide students with the knowledge to navigate the systems, which students often lack
(Stanton-Salazar, 2011). Institutional agents also have a high degree of human, cultural
and social capital (Stanton-Salazar, 2011). However, despite the importance of their role,
little research that on the role of institutional agents at community colleges.
Nevertheless, the research that exists demonstrates that faculty members, counselors,
front-line staff and peers are instrumental in helping students succeed (Tovar, 2015).
Counselors as Institutional Agents
Counselors’ role is as instrumental as that of faculty in helping students succeed.
Tovar (2015) explored how interactions with counselors and select student support
programs influenced Latino/a students’ success. Tovar’s study consisted of examining the
responses of 397 Latino/a students who were at least in their second semester of college.
Using social capital theory, Tovar argued that counselors played an important role in
helping students succeed because they provided students with social capital. Tovar
explained that social capital comes in the form of providing students with information
and support. Other researchers also found that counselors use their social capital to help
students navigate college and help them realize their true potential (Barnett, 2011; Dowd
et al. 2013; Carrasco-Nungaray & Pena, 2012; Stanton-Salazar, 2011). Community
college counselors serve as institutional agents by providing students with the
information they need to transfer (Eagan & Jaeger, 2009. Specifically, community
college counselors are usually aware of the articulation agreements and general
STAFF MEMBERS’ TRANSFER OF SOCIAL CAPITAL 38
transferable course and use this information to guide students toward transferring to a
four-year institution (Tovar, 2015). Counselors are also instrumental in providing
students with information about careers, internships and other resources on campus. By
giving students the information they need to succeed, they transmit social capital to them.
However, counselors are not the only ones who provide information regarding resources
on campus. Peers also play an important role in disseminating information to other
students (Tierney & Venegas, 2006).
Peers as Institutional Agents
Peer networks can also help students succeed in college. Peers serve a source of
social capital, which in turn, fosters a culture of success (Tierney & Venegas, 2006).
According to Tierney and Venegas (2006), social capital is the result of involvement and
affiliation with a group. Tierney and Venegas point out that it is through these
interactions that peers provide students with resources needed to be successful in school.
Tierney and Venegas argue that peers have the potential to create fictive kin. The phrase
fictive kin refers to a connection between people not related by blood or marriage who
have reciprocal relationships (Tierney & Venegas, 2006). Peer counselors, for instance,
might be considered fictive kin. The notion behind peer counselors is that they, when
well-informed and concerned about peers, can guide and influence the behaviors of their
similarly aged peers.
To gain a better understanding of the impact of these relationships, Tierney and
Venegas used data derived from a 3-year study of financial aid and access in high schools
in the Los Angeles Unified School District. They found that high school students
benefited from their involvement with peer counselors. Specifically, students who met
STAFF MEMBERS’ TRANSFER OF SOCIAL CAPITAL 39
with peer counselors reported gaining information about how to apply to and pay for
college. They also found peer counselors had a specific intent and purpose (Tierney &
Venegas, 2006). As a result of their findings, Tierney and Venegas recommended peer
counselors be utilized in access to college. Despite the fact that the study was based on
high school students, results may be applicable to community college students, since the
importance of peer networks lies in that they are a source of social capital. (Tierney &
Venegas, 2006)
In addition, Sanchez, Reyes, and Singh (2005) found that peers were a source of
support for Latino/a students. Their study was based on 10 college students of Latino/a
descent and the 12 people they identified as having an important role in their lives. Based
on information collected through interviews, they found that peers provided emotional,
informational and experiential support. Therefore, peers served in a capacity similar to
that of institutional agents. Students credited their peers with helping them succeed and
stated that their peers provided them with information about financial aid, scholarships
and other resources on campus. Peers were also helpful in that they often tutored and
helped them grasp course content.
In general, the literature on institutional agents suggests that various individuals
across campus can serve as institutional agents (Eagan & Jaeger, 2009; Stanton-Salazar,
2011; Tovar, 2015). The literature also demonstrates that all institutional agents must take
an active role in providing students with the social capital they need to succeed in college
because they all provide different types of social capital (Stanton-Salazar, 2011). Given
the importance of institutional agents and their transfer of social capital, this study with
STAFF MEMBERS’ TRANSFER OF SOCIAL CAPITAL 40
use Stanton-Salazar’s (2011) framework to better understand the experiences of Latino/a
community college students.
Front-line Staff as Institutional Agents
The role of front-line staff is often overlooked, yet they are usually the first point
of contact for students. At community college, front-line includes administrative
assistants, receptionist, library clerk, college admissions and records staff, associated
student government staff, financial aid specialists and program directors. While the roles
of front-line staff vary from department to department, they have the power to improve
student’s college experience. Specifically, research has shown that staff and student
interaction can have a positive impact on student persistence and retention (Deil-Amen,
2011; Museus & Neville, 2012). While there have not been many studies focused on
front-line staff, Schmitt and Duggan (2011) suggest that they, too, have the power to
affect student outcomes. Schmitt and Duggan interviewed 14 administrative assistants
and made observations to explore the impact they had on students. Three key findings
emerged. First, they found that administrative assistants addressed students’ needs by
empowering them and helping them find information about resources on campus.
Second, they found that administrative assistants played an important role in helping
students navigate the bureaucracies of community colleges. The administrative assistants
took time to explain policies and procedures to students. Third, administrative assistants
often listened to students’ concerns and offered suggestions on everyday practical Matt.
Despite having the administrative assistants to share their concerns with, students also
seek other students to learn about resources, for support and to help them navigate the
bureaucracies of college.
STAFF MEMBERS’ TRANSFER OF SOCIAL CAPITAL 41
In another qualitative multiple-case study conducted by Schmitt, Duggan,
William and McMillan (2016), they found that front-line staff members interact with
students in a variety of ways. Schmitt et al. (2016) conducted interviews, observations
and focus groups with front-line staff to understand the student experience from their
perspective. Front-line staff was found to interact with students for simple request, such
as borrowing a stapler to more complex Marker such as assistance with registration.
Front-line staff members provided students with assistance in time management, goal
setting and stress management. In addition, “they offered students self-developed check-
lists and suggestions to avoid common pitfalls, thereby providing crucial strategies for
financial aid transactions, course planning, and class registration” (p. 110). Thus, front-
line staff empowered students with information that would not otherwise be found in
books. Furthermore, like, Schmitt and Duggan (2011) they also found that front-line staff
provided students with support and encouragement. Front-line staff took an active role
and worked to remove barriers to help students feel supported (Schmitt et al., 2016).
Nevertheless, Schmitt and Duggan (2011) and Schmitt et al.’s (2016) left out the voices
of the students themselves by only including the perspectives of the front-line staff.
Research specific to front-line staff has yet to include the perspectives of students, thus it
is an area that must be explored further.
Framework
Stanton-Salazar’s (2011) framework is grounded in the concept of social capital.
Bourdieu first introduced the concept of social capital in 1986. Bourdieu (1986) defined
social capital as, “the aggregate of the actual or potential resources which are linked to
possession of a durable network of more or less institutionalized relationships of mutual
STAFF MEMBERS’ TRANSFER OF SOCIAL CAPITAL 42
acquaintance and recognition” (p. 248). Bourdieu’s theory explains that those who are
from low socioeconomic backgrounds have limited social capital because of their class
(Bourdieu, 1986). While Bourdieu did not apply his theory to the context of higher
education, the concept of social capital is applicable. Bourdieu’s theory on social capital
can be used to explain in part why Latino/a students are not completing college at the
same rate as their White counterparts. Researchers such as Stanton-Salazar have
explained the significance of having social capital and his research indicates that Latino/a
students can be successful if they have an individual in their life who can transfer their
social capital to them. Stanton-Salazar refers to these individuals as “institutional agents.”
According to Stanton-Salazar institutional agents can transfer their social capital to
students. Stanton-Salazar, defines social capital as consisting of “resources embedded in
social structure—and in the possibility of acting counter to the structure” (p. 1085).
Stanton-Salazar also differentiates social capital and empowerment social capital.
Empowerment social capital according to Stanton-Salazar “refers to those resources and
forms of institutional support which are embedded in connections or relationships with
high-status, resourceful, institutional agents oriented to go counter to the system” (p.
1086). Thus, Stanton-Salazar argues that students who do not have the social capital
necessary to succeed in college can generate social capital through their connections with
institutional agents.
As such, social capital is also an outcome of various successful communications
and exchanges between faculty and students (Eagan & Jaeger, 2009). Indicators of social
capital include knowing when to get help from faculty, understanding classroom and
homework expectations and understanding how to navigate college process (Soria &
STAFF MEMBERS’ TRANSFER OF SOCIAL CAPITAL 43
Stebleton, 2012). Consequently, researchers argued that Latino/a students often do not
succeed in college because they lack the social capital necessary to do so (Eagan &
Jaeger, 2009; Soria & Stebleton, 2012; Stanton-Salazar, 2011). Thus, this study looks at
how institutional agents help students succeed through their transfer of social capital.
Based on Stanton-Salazar’s framework on social capital it is hypothesized that positive
and frequent interactions between staff and students result in them establishing a
relationship which leads to staff taking on the roles as an institutional agent. This
relationship then enables staff members to transfer their social capital to students, which
ultimately leads to student persistence.

Figure 1. Framework for this study

Summary of Literature
Overall, the literature clearly illustrates that individuals within colleges have the
power to affect students’ experiences. First, the literature confirms arguments made by
both Tinto (1993) and Astin (1984), which argued that faculty-student interaction is
critical to the students’ success. However, the literature suggests that more formal,
purposeful interactions have a more meaningful impact. These interactions are connected
to academic achievement, motivation and persistence. Yet, despite the benefits associated
with faculty-student interaction, the literature indicates that Latino/a students do not seek
Positive &
Frequent
Student
and
Staff
Interaction
Strong
Relationship
Staff acts as
Institutional
Agent
Staff
Transfers
their
Social
Capital
Persistence
STAFF MEMBERS’ TRANSFER OF SOCIAL CAPITAL 44
faculty as often. The literature implies that this is a result of Latino/a student’s lacking the
social capital necessary to understand the importance of these interactions. To help
students gain the social capital they need to be successful, the literature suggests that
institutional agents need to transfer their capital by taking an active role. Nevertheless,
the applicability of the research reviewed to the community college population remains
questionable.
Most of the research on interactions among institutional agents and community
college students has only looked at the experiences of White students attending
residential four-year institutions. Since there is a limited amount of research on the
Latino/a student population, the role and significance of institutional agents remains
unclear. The impact of hiring part-time faculty is also unclear and it is not known
whether the hiring part-time faculty contributes to the overall low rates of faculty-student
interaction at the community college. Overall, gaps in the literature highlighted here
suggest the need for a more robust, generalizable study of Latino/a community college
students. Therefore, using a social capital framework this study will aim to better
understand the interaction between Latino/a community college students and front-line
staff.
Research Questions
This study was guided by three research questions:
1. In what ways do staff at a community college transfer social capital in the form of
information and resources about the transfer process and campus engagement to
low-income, first-generation, Latino/a students of Mexican descent?
STAFF MEMBERS’ TRANSFER OF SOCIAL CAPITAL 45
2. What information regarding the transfer process and campus engagement do low-
income, first-generation, Latino/a students of Mexican descent gain as a result of
interactions with staff?
3. What effect does the information or resources gained on the transfer process and
campus engagement have on the academic persistence of low-income, first-
generation, Latino/a students of Mexican descent?
STAFF MEMBERS’ TRANSFER OF SOCIAL CAPITAL 46
CHAPTER THREE: METHODOLOGY
This study looked at the various roles front-line staff fulfill to support Latino/a
community college students of Mexican descent in light of the absence of full-time
faculty support as institutional agents. To better understand the experiences of these
students, a qualitative method was used. Qualitative research aims to understand “how
people interpret their experiences, how they construct their worlds, and what meaning
they attribute to their experiences” (Merriam, 2009, p. 5). Since the purpose of this study
was to understand the role that staff play among successful students the qualitative
approach was appropriate. With the purpose of the study in mind, the qualitative research
questions below were formulated.
1. In what ways do staff at a community college transfer social capital in the form of
information and resources about the transfer process and campus engagement to
low-income, first-generation, Latino/a students of Mexican descent?
2. What information regarding the transfer process and campus engagement do low-
income, first-generation, Latino/a students of Mexican descent gain as a result of
interactions with staff?
3. What effect does the information or resources gained on the transfer process and
campus engagement have on the academic persistence of low-income, first-
generation, Latino/a students of Mexican descent?
In addition, a qualitative method was used because most studies on the role of
institutional agents have been quantitative in nature. While these studies have shed light
on some aspects, the student voices have been missing. Furthermore, this chapter will
STAFF MEMBERS’ TRANSFER OF SOCIAL CAPITAL 47
address why and how the sample and population was selected, what instrumentation was
used, how data was collected as well as how data was analyzed.
Sample and Population
The study took place a public community college in Southern California. The
literature reviewed in Chapter Two suggests that there was a need to study the issue at the
community college because most of the research conducted surrounding the role of
institutional agents, like front-line staff has been based on the experiences of students
attending a residential, four-year university. In addition, the research showed that the role
of institutional agents differs at a four-year university versus at a community college
because community college students do not have to opportunity to interact with
institutional agents at the same rate or level as students living on campus. In addition,
Chapter One suggested that most first-generation, Latino/a student’s start at a community
college. Given the large number of first-generation, Latino/a students attending
community college it was essential that the study be conducted at a community college
instead of at a four-year institution.
The community college were the study took place enrolls approximately 13,000
students, with nearly 57% percent of students identifying themselves as Hispanic making
it a Hispanic-Serving Institution. The college that was selected for the study was chosen
because it is very successful in helping students succeeds. Based on the college’s fact
book, during 2014–15, the average success rate (students achieving a passing grade) was
70 percent and the retention rate (students who completed a class) averaged 86 percent.
Furthermore, according to the California Community College Chancellor’s Office (2016),
STAFF MEMBERS’ TRANSFER OF SOCIAL CAPITAL 48
within this institution, there are over 5,300 students who identified as Latino/a of
Mexican descent and qualified for a Board of Governor’s Fee Waiver.
Since the goal of the study was to understand the role(s) staff takes on to support
Latino/a community college students of Mexican descent, a purposeful sample was used.
Merriam (20090) stated that, “purposeful sampling is based on the assumption that the
investigator wants to discover, understand, and gain insight and therefore must select a
sample from which the most can be learned” (p. 77). Therefore, a purposeful sample was
appropriate because the research question aimed to understand the experiences of a subset
of individuals. To capture the experiences of these students, an e-mail was sent to
potential students who met the criteria. The e-mail contained a brief description of my
study as well as a link to a pre-interview questionnaire. Specifically, the students selected
for the interview met a certain criteria: first-generation, low-income, Latino/a background
of Mexican descent, and who intended to transfer. To determine whether the students met
the criteria, they completed a pre-interview questionnaire (Appendix: A) through
Qualtrics prior to be being interviewed. The questionnaire included questions about the
student’s ethnic background, 1
st
generation status, financial aid eligibility, age and
gender. These questions where meant to determine whether the students met the criteria
mentioned previously. Since the students completed the questionnaire, the data was self-
reported. A total of 60 students completed the pre-interview questionnaire. After
reviewing the potential participant’s answers, the researcher determined that 45 students
met the criteria. Thereafter, the 45 students who met the criteria were e-mailed a link for
them to set up an appointment with the researcher. A total of 18 students scheduled an
interview. However, only 14 of those students showed up to the interview. Therefore, this
STAFF MEMBERS’ TRANSFER OF SOCIAL CAPITAL 49
research is based on a purposeful and convenience sample. While a purposeful and
convenience sample helps understand the experiences of a group of individuals, it may
not be reflective of the general student population. It may have not been reflective of the
general student population because the entire students interviewed were involved in
support programs. In addition, all the students interviewed had also expressed that they
had interacted with staff at least three times each semester. Lastly, the students
interviewed also had to be more self-motivated as they had to take the time to read the e-
mail, complete the pre-interview questionnaire and set up their appointment.
Instrumentation
To answer the research questions identified it was necessary to interview first-
generation, low-income Latino/a community college students of Mexican descent who
identified transfer as their goal. The interviews were used as a tool to collect rich
information regarding students’ experiences that could not otherwise be collected from
quantitative methods (Merriam, 2009). The interviews also helped clarify
misunderstandings, as I was able to ask follow-up questions, which would not have been
possible through quantitative methods.
The structure of the interview protocol was based on Maxwell’s (2013),
Merriam’s (2009) and Patton’s (2002) recommendations. Maxwell (2013) addressed both
highly structured and less structured approaches. Maxwell (2013) mentioned that highly
structured interviews help compare data across individuals, whereas less structured
interviewed allow you to focus “on the particular phenomena being studied” (p. 83).
Since both forms of interviews have benefits a combined approach was used. According
to Patton (2002), with the combined approach, there are certain key questions that must
STAFF MEMBERS’ TRANSFER OF SOCIAL CAPITAL 50
be asked, but there are other items that can be left to the interviewer’s discretion. This
approach allowed for probing and determining when certain areas needed to be explored
in greater depth. For example, during the first interview, a few follow-up questions were
particularly helpful. Therefore, two more questions were asked of all the participants. The
combined approach was aligned to this qualitative study since the purpose was to
understand the role that institutional agents play in helping students transfer. Through this
flexibility, it was possible to follow the protocol while also getting the information
needed to better address the research questions.
Furthermore, Stanton-Salazar’s (2011) framework was used to guide this study.
Stanton-Salazar acknowledges the impact that interactions can have on students. In
particular, this study explored how institutional agents transfer social capital to
community college students. Specifically, this study looked at transfer of social capital in
the form of information about information and resources regarding the transfer process as
well as campus engagement. This study also explored the different types of information
that front-line staff provides students. As shown in the figure below, institutional agents
provide different kinds of information and serve different roles. Stanton-Salazar defines
this as “multiplex relationships” and “multistranded relationships.” Lastly, this study
examined if these forms of social capital have an impact on student success. While the
impact of the transfer of social capital is not shown in the figure below, Stanton-Salazar
argued that students who succeed in college do so because they are equipped with the
necessary social capital to navigate college.
STAFF MEMBERS’ TRANSFER OF SOCIAL CAPITAL 51

Figure 2. The roles of Institutional Agents are each manifested through a specific set of
actions. Source: Stanton-Salazar (2011)

Data Collection Approach
Data collection consisted of interviewing first-generation, low-income Latino/a
community college students of Mexican descent. Prior to interviewing students,
institutional review board approval was obtained from both the University of Southern
California and the community college where the study took place. After approval was
obtained, students were e-mailed information about my study along with a pre-interview
questionnaire for those who wished to participate (Appendix A), which was created
through Qualtrics. The questionnaire contained questions regarding whether they met the
study criteria. Therefore, before selecting the participants for the study, their
questionnaire was examined to ensure that they met the study criteria. Since the students
completed the questionnaire on their own, the information regarding whether they met
the criteria was self-reported.
STAFF MEMBERS’ TRANSFER OF SOCIAL CAPITAL 52
The purpose of interviewing was to understand the participant’s perspective on
their experiences. The interviews followed Patton (2002) guidelines on the combined
approach, meaning the interviews were a blend between an interview guide approach and
a standardized open-ended interview. The guide approach allowed for the researcher to
probe and ask additional questions that provided more information about the topic being
explored. The standardized open-ended approach was structured and required that the
same exact question be asked to each participant. Both these methods were helpful during
the interview process.
To ensure that there was a connection between the questions that were asked
during the interviews and the following table will be used. Table 1, pictured below
demonstrates which interview questions aligned with each of the research questions. This
strategy also helped the researcher better organize the data gathered from the interview.
Table 1
Alignment Between Research Questions and Interview Questions
Research Questions Interview Question
1. In what ways do staff at a community
college transfer social capital in the form
of information and resources about the
transfer process and campus engagement
to first-generation, low-income, Latino/a
students of Mexican descent?
4., 5., 6., 8., 10., 11., 12., 16., 17., 18., 19.,
20., 21., 23., 24.
2. What information regarding the transfer
process and campus engagement do first-
generation, low-income, Latino/a students
of Mexican descent gain as a result of
interactions with staff?
7., 13., 14., 15., 26.

STAFF MEMBERS’ TRANSFER OF SOCIAL CAPITAL 53
Table 1, continued
3. What effect does the information or
resources gained on the transfer process
and campus engagement have on the
academic persistence of Latino/a first-
generation, low-income, Latino/a students
of Mexican descent?
1., 3., 22., 25., 27.

The researcher conducted all interviews at one community college in Southern
California. Since participants were asked to share personal information, they were asked
if they preferred to meet at an office on campus or at a local coffee shop. Participants
were advised that regardless off the location chosen the information they provided would
be kept confidential. With that in mind before conducting the interviews, I went over the
informed consent form. At that time participants were also informed that I would be
audiotape recording the interview and taking notes. My notes captured the non-verbal
communication of the students and staff, important statements made by the students, my
reflections and other questions that came up. After recording the interviews, I listened to
all the interviews one more time and then transcribed the key parts of the interviews. The
interviews were scheduled to last 45 minutes to one hour.
Before conducting the interviews, the researcher took a tour of the college and
talked to key stakeholders to gain a better understanding of the experiences of first-
generation, low-income Latino/a students of Mexican descent at the community college
where the research took place. This helped the researcher better understand the
organizational structure as well as learn about the programs that were available to
students. In addition, the researcher also reviewed the college website as well as reports
STAFF MEMBERS’ TRANSFER OF SOCIAL CAPITAL 54
that were available to understand the experience of college students at the community
college where the study took place.
As mentioned previously, filed notes were taken during the interview as well as
after. These field notes captured the researcher’s thoughts on potential themes or topics
that needed to be explored further as well as any questions that came up. After the
conclusion of the interviews, the researcher took some time to reflect and consider what
had been revealed. Patton (2002) also stated that reflective field notes can help the
researcher capture any thoughts or feelings that they may have that can impact the study.
Being self-aware of how the researcher perceived the participant and the information they
are sharing was an important part of making sure that what was being understood was
what was actually being said. This method helped ensure the validity of the data.
Qualitative Data Analysis
The data collected was analyzed using a qualitative framework. The most
important aspect of qualitative research is that the focus is on the text (Patton, 2002).
Therefore, all the key parts of the interviews were transcribed verbatim. Looking closely
at the text was important because it helped the researcher understand what the
participants really thought, felt or did in a situation. In addition, reflective field notes
were typed and organized. The reflective process began during the interviews and
continued as the transcripts are analyzed (Patton, 2002). After key parts of the interviews
were transcribed, they were reviewed and read once more before beginning the process of
analyzing the data. Potential categories and themes were listed for tentative ideas about
how to organize the data.
STAFF MEMBERS’ TRANSFER OF SOCIAL CAPITAL 55
Thereafter, the researcher began the process of open coding. Open coding is “the
process of breaking down, examining, comparing, conceptualizing, and categorizing
data” (Corbin & Strauss, 200, p. 61). Through the process of open coding, the researcher
pulled apart the information and then brought it back together to make meaning out of the
information gathered. After open coding the data, the researcher created axial codes,
which consisted of making connections between categories (Corbin & Strauss, 2008).
After creating open codes and axial codes, the researcher came up with selective codes.
Selective coding consists of “selecting the core category, systematically relating it to
other categories, validating those relationships, and filling in categories that need further
refinement and development” (Corbin & Strauss, 2008, p. 116).
While coding the data, the constant comparative method was used. The constant
comparative method consisted of comparing incidents within the interviews for
similarities and differences (Corbin & Strauss, 2008). These methods helped the
researcher group the data by code and thus discover different properties or dimensions of
a code (Corbin & Strauss, 2008). In addition, this method allowed for linkages to be
made between different codes (Corbin & Strauss, 2008). Using these methods allowed for
effective data analysis.
Credibility and Trustworthiness
To ensure the credibility and trustworthiness of the findings, the researcher used
various strategies. First, the triangulation method was used to establish the credibility and
internal validity. The triangulation method consisted of using multiple sources of data. In
this case, the research interviewed different students to compare and crosscheck the data
gathered. Second, member checks were used. Member checks involve soliciting feedback
STAFF MEMBERS’ TRANSFER OF SOCIAL CAPITAL 56
from the individuals interviewed or observed (Merriam, 2009). A third strategy that was
used was critical self-reflection. Critical self - reflection involved examining ones,
“assumptions, worldview, biases, theoretical orientation, and relationship to the study”
(Merriam, 2009, p. 229). Reflecting throughout the process was key to ensuring the
conclusions and assumptions were not made.
Researcher Bias
An important aspect of conducting research was being self-aware of personal
biases and perspectives. As a result of coming from a first-generation, low-income
background, the researcher approached the interviews with an awareness of personal
connection to the study. In addition, since the researcher ran EOPS at another college,
efforts were made to remember that personal experiences with EOPS students may not
hold true for the participants. Therefore, as mentioned previously, the reflective note
taking process was important in ensuring biases did not interfere with interpretation of
the data.
Limitations
This study had several limitations. First, this study was limited since the research
was conducted at only one community college and the sample size was only 14 first-
generation, low-income Latino/a students of Mexican descent. While the small sample
size may have provided rich information about how institutional agents transfer their
social capital to help first-generation, low-income Latino/a students of Mexican descent
succeed it may not be generalizable to other student groups. Second, all the students who
responded to the pre-interview questionnaire reported to have participated in a support
program. Specifically, all students who participated in the study were or had participated
STAFF MEMBERS’ TRANSFER OF SOCIAL CAPITAL 57
in the EOPS program. As a result of this, the students who participated in the study may
have different experiences than students who do not participate in support programs.
Third, all the participants in the study were full-time students. This in turn may have
impacted the amount of interaction that the students had with program staff and may not
be reflective of the general community college population as most community college
students attend school part time.
Conclusion
This chapter described the process of how this qualitative study was conducted.
The methodology includes a description of the sample and population, the instruments
that were used, the data collection process, the data analysis process, the process of
establishing credibility and trustworthiness of the data, and the limitations of the study.
In Chapter Four, an analysis of the findings for this study will be presented.

STAFF MEMBERS’ TRANSFER OF SOCIAL CAPITAL 58
CHAPTER FOUR: RESULTS
This chapter presents the results from interviews with low-income, first-generation
Latino/a students of Mexican descent from a community college in Southern California.
This section presents a summary of the study’s methodology followed by a brief profile
of each participant. Thereafter, the themes that emerged from the data are discussed. This
chapter concludes with a summary of the findings. Since the purpose of the study was to
gain a better understanding of the interaction between students and staff and the impact
these interactions have on the students, the following research questions were explored:
1. In what ways do staff at a community college transfer social capital in the form of
information and resources about the transfer process and campus engagement to
low-income, first-generation, Latino/a students of Mexican descent?
2. What information regarding the transfer process and campus engagement do low-
income, first-generation, Latino/a students of Mexican descent gain as a result of
interactions with staff?
3. What effect does the information or resources gained on the transfer process and
campus engagement have on the academic persistence of low-income, first-
generation, Latino/a students of Mexican descent?
Summary of Methods
Fourteen community college students were interviewed for this study. All
participants attended the same community college for at least three consecutive
semesters. All interviews were audio recorded and transcribed. During the interviews, the
students were asked 28 questions regarding their experience at the community college,
the barriers they faced as first-generation low-income students, the information gained as
STAFF MEMBERS’ TRANSFER OF SOCIAL CAPITAL 59
a result of interactions with college and the impact of these interaction. The researcher
began coding by organizing the notes taken during the interviews. The themes that came
up from those notes where then recorded on an excel table. Thereafter, the researcher
reviewed the audio recordings and identified key pieces of the interviews that related to
the themes.
After identifying major themes, the researcher reflected on Stanton-Salazar’s
(2011) framework on institutional agents and their transfer of social capital to see
connections between the data and Stanton-Salazar’s framework. Specifically, Stanton-
Salazar addressed how institutional agents transfer social capital as they provide direct
support, integrative support, system linkage and networking support as well as serve as
system developers. In a community college setting, one individual can transfer social
capital by taking on one of these roles or taking multiple roles.
Setting and Participants
Fourteen interviews took place at one community college in Southern California
during the Winter Intersession of 2017. All interviews lasted between 45 and 75 minutes.
All participants identified as Mexican or Mexican American. Participants were eight
males and six females. All students were enrolled full-time at the community college
during the Fall 2016 semester. All students were also involved in the EOPS. The EOPS
program serves students who are low-income and have an educational disadvantage. The
programs goal is to help students achieve their academic goal. The table below includes a
snapshot of the participants’ gender, programs involved and amount of interaction with
college staff. As demonstrated in the chart below, all students were involved in at least on
STAFF MEMBERS’ TRANSFER OF SOCIAL CAPITAL 60
support program, had attended the community college for at least 3 consecutive
semesters, interacted with college staff frequently and indented to transfer.
Table 2
Participants

To understand their unique experiences, all students were asked about their
community college experience, their knowledge about the transfer process, their
interaction with college staff and their participation in support programs. The students
had varying levels of social capital and, for the most part, relied heavily on college staff
for guidance on the transfer process. To better understand the students, a short bio was
provided.
Name Sex Programs Involved Interaction with Staff
1. Maria F EOPS 1-2 times week
2. Javier M EOPS 2-3 times a week
3. Jennifer F EOPS 1 time a week
4. Miguel M EOPS, Honors Society, Student
Government & Men of Color
Everyday
5. Ariana F EOPS, CARE & CalWORKs 2-3 times a week
6. Alex M EOPS & DRC 2-3 times a week
7. Paul M EOPS, Puente, SSS & Men of Color Everyday
8. Sara F EOPS 3-5 times a semester
9. Mark M EOPS 1 time a week
10. Rudy M EOPS & Honors Society 3-5 times a semester
11. Andy M EOPS, Men of Color & Puente 2-3 times a week
12. Cynthia F EOPS 2-3 time a week
13. David M EOPS, Men of Color and STEM Scholars Everyday
14. Michelle F EOPS, Honors Society and Student
Ambassadors
Everyday
STAFF MEMBERS’ TRANSFER OF SOCIAL CAPITAL 61
Maria was a second-year student who took a year off after high school. According
to her, after high school, she decided to enter the workforce to help her parents. However,
she quickly realized that she would not be able to help much by working at a job earning
minimum wage, so she decided to enroll in college. She was the first person in her family
to enroll in college. The most significant barrier she encountered was transportation
because she did not have a car.
Javier intended to go to New York University on a full scholarship for soccer.
Unfortunately, he was injured, and his soccer scholarship was taken away. Although he
was still eligible, he decided not to go after learning how much he was going to have to
pay to attend. Javier said that he was so upset he decided not to enroll in any other
college. After working for a year and feeling like he was going nowhere, he decided to
enroll at the local community college. He also identified himself as a Dreamer.
Jennifer enrolled at the college as soon as she graduated from high school. Her
older sister attended a 4-year university and, after seeing the amount of loans she had to
take out, Jennifer decided to save money and go to a community college. This was her
second year at the college.
Miguel had been attending community college since the Summer 2016. He was
the first person in his family to go to college. He took five years off to work full time but
decided to enroll in college after feeling like his job was not going anywhere. He was
working part time to focus on school. He hoped to set an example for his brother and
cousins.
Ariana dropped out of high school. She was a single parent to two children. She
received a GED in Spring 2013 and began attending the community college Fall 2013.
STAFF MEMBERS’ TRANSFER OF SOCIAL CAPITAL 62
She had been attending the college for over 3 years and was graduating with three
associate degrees in the Spring 2016 semester. Although she intended to stop after
completing her associate degrees, she decided she wanted to transfer. As a result, re-
enrolled and was taking the last classes she needed to transfer to a four-year university.
Alex chose to attend community college because his brother recommended the
college. However, his brother dropped out. Alex’s largest barrier was that he had a
hearing disability. Alex was involved in the honors program and EOPS. He also received
services through the disability resource center.
Paul was a second-year student. He was the first person in his family to go to
college. The largest barrier was that he had to share a car with his mother. Recently, he
had assumed a new role in his family because his mother lived with the family to whom
she provided caregiving services. As a result, he was the main person responsible for his
two younger siblings during the weekdays. He struggled to balance his role as a student
with his home responsibilities.
Sara went to Chico State University after graduating high school. However, after
spending a year there, she decided the school was not for her and came back to her
original hometown and enrolled in community college. She had been attending the
college since the Winter 2015 Semester. She was adjusting to attending a community
campus but hoped to transfer back to a four-year university.
Mark was a second-year student and had just began getting involved in programs.
He also attended another community college in the past but decided to transfer out
because he was having a hard time getting classes at the other college.
STAFF MEMBERS’ TRANSFER OF SOCIAL CAPITAL 63
Rudy was in his second year and had been involved in programs since he started
college. He was the youngest in his family but was the first to go to college. His goal was
to transfer, get a bachelor’s degree, and go to medical school.
Andy started off attending another community college but left after feeling like it
was not a good fit. He had been taking classes at the college for over 5 years. His goal
was to become an English language teacher. He was highly involved on campus. He
worked on campus and volunteered as a tutor. He was planning to transfer at the end of
the Spring semester.
Cynthia was majoring in business administration and was planning to transfer.
She had been going to college since 2005 on and off. She had recently began attending
college again after getting a salary cut. She had realized that she needed a college degree
in order to get a good job. Her goal was to transfer at the end of next Spring semester.
David had been attending the college for over 5 years. He had been at the college
for 5 years because he struggled with mental health issues and his immigration status.
Nevertheless, during his time at the college, he earned four associate’s degrees in the fall
of 2016. Currently, he was just finishing his transfer requirements and is transferring to
UC Riverside (UCR). He volunteered as a tutor and worked on campus. He embraced his
identify as a gay student of color as well as his identity as a Dreamer.
Michelle had been going to the college since 2005. She had been going to school
on and off because she did not have her husband’s support. As a result, during that time,
she only took one class at a time. However, after getting a divorce, she decided to start
looking for resources so that she could attend school full time. Her main motivation to
attend full time was that she knew that she would get financial aid and qualify for EOPS.
STAFF MEMBERS’ TRANSFER OF SOCIAL CAPITAL 64
Although she had only been full-time for one year, she would be graduating in Spring
2017.
Results for Research Question One
The literature suggests that low-income, first-generation students often do not
have the social capital necessary to successfully navigate the college environment
successfully. Given the importance of social capital and the role that it plays in student’s
lives, it was important to understand how low-income, first-generation college students
gain social capital. Thus, the purpose of the first research question was to understand the
ways in which college staff transfers their social capital to low-income, first-generation
students to help them become engaged on campus as well as navigate the transfer
process. Exploring how staff transferred social capital was an important aspect of
understanding exactly how students gained access to the support and resources they
needed to succeed.
While collecting the data, it became apparent that the college staff transfers social
capital in various ways. However, there were three ways that seemed to be the most
effective. Staff transferred social capital effectively by building a relationship with
students, by helping them make academic decisions and by connecting them to other
individuals or programs on campus.
Building Relationships
Among the students who participated in the study, all 14 students felt like they
were well connected to the campus because of the relationships they formed with various
staff members. One student described the college staff as “welcoming, open and easy to
talk to,” another student mentioned that the staff was “friendly, caring and encouraging,”
STAFF MEMBERS’ TRANSFER OF SOCIAL CAPITAL 65
and several students said that staff “understands where we are coming from.” When
asked what specifically made them feel the way they felt about staff, all mentioned that
they felt they could relate to them because they had similar stories. For instance, David
stated,
She understands us. She understands me…She understands what it’s like not to
have all the time in the world to focus on studying because you have other things
to worry about. My professors don’t understand because they are White and they
don’t understand what it is like to have live day-by-day, paycheck to paycheck.
With tears in his eyes, David shared that he felt comfortable sharing information with this
staff member because she, too, shared her story with him. David also shared that he went
to this particular staff member for help with everything because he trusted her advice
since she knows what it was like to struggle.
Similarly, Paul also shared that he felt comfortable going to a particular staff
member on campus because the staff member had a similar upbringing as him. Paul
stated, “After he told me about his life I felt more comfortable sharing that I was having
financial issues because I knew he would understand my situation.” On this occasion,
Paul shared that he was having financial issues and was not “embarrassed” to share it
with the staff because he knew the staff members came from a low-income background
too. Consequently, the student was able to discuss his personal problem with the staff
member because he had a relationship with them. In this case, after speaking the staff
member, the staff member connected the student to a resource on campus.
In another occasion, Rudy talked about how it was easier to talk to the EOPS staff
members after going on an overnight college tour where they got to know them on a more
STAFF MEMBERS’ TRANSFER OF SOCIAL CAPITAL 66
personal level. Rudy mentioned that, before going on the tour, he felt “nervous” and a
“bit scared” about approaching a staff member because he “always looked serious.”
However, during the trip Rudy mentioned he learned that particular staff member had
also gone to the college and had been a student in EOPS. As a result, the student began
seeking the staff member’s advice about college.
In addition, several students described the EOPS department feeling like “home”
and mentioned how they saw the EOPS staff as “family.” When asked what made them
feel this way, one student stated, “because the staff doesn’t just know my story. I know
theirs too.”
Empowering Students with Information to Make Good Decisions
Another way staff transferred social capital was by helping students make
decisions regarding what classes to take, what programs to get involved in, and where to
transfer. First-generation students often have a hard time making decisions because they
are the first in their families to go to college and, as a result, may lack the social capital to
navigate college. Participants relied heavily on their relationships with staff members and
often asked college staff around campus to help them make academic decisions.
First-generation students often are not aware of what classes they need to take
when they start college, and, as result, many of them take classes they do not need. The
feeling of “being lost” resonated among ten of the students. They often mentioned that
they had “no clue” and did not know what they were doing. Maria mentioned that she did
not know what classes to enroll in, so she joined EOPS to help her. After joining EOPS,
Maria stated that she felt much better knowing that she had someone to “help her make
decisions about what classes to take”. Maria stated, “I go to EOPS to ask their opinion
STAFF MEMBERS’ TRANSFER OF SOCIAL CAPITAL 67
about what classes I should take…Knowing that I can count on the EOPS counselor to
help me choose the right classes makes me feel confident.”
Maria had apprehension about the classes she should take because her sister had
gone to college and taken several classes that did not count. According to Maria after
finding out that some of the classes she had taken did not count toward a degree or
transfer requirements she decided to leave college. This example presented the
consequences of a student not knowing what classes are needed. Since Maria was aware
that this could be a potential issue, she decided to ask a staff member for help deciding
what to take.
Similarly, Javier had similar challenges as a first-generation student. Javier shared
that his first semester was hard because he did not know what to expect and did not know
what classes to take. Javier shared that, before dropping a class, he made an appointment
with an EOPS counselor to help make that decision:
Last semester I wanted to drop a class but I wasn’t sure if it was a good idea. The
EOPS counselor asked me if I thought I was doing everything I could do to pass
the class. He also told me about the potential consequences of dropping. After
thinking about it, I realized that I had not been trying as hard as I could so I
decided to keep the class.
On this occasion, Javier did not know whether to keep or drop the class and looked to the
EOPS counselor for guidance. As noted above during the session the EOPS counselor
asked him questions, which caused him to reflect. In addition, the counselor talked to the
student about the consequences of dropping the class, which was important because,
often, first-generation students are not aware of the consequences of dropping classes.
STAFF MEMBERS’ TRANSFER OF SOCIAL CAPITAL 68
Having college staff to talk through these decisions is critical to students making “smart
decisions,” as another student put it.
In addition, other students seek staff to help them make decisions about where to
transfer. Sara, who was planning to transfer at the end of spring semester, shared that she
was having a hard time deciding where she should go. Her concerns came as a result of
making what she considered to be the wrong decision after high school. After high
school, Sara went to Chico State University, but, after spending a semester there, decided
it was not for her. Now that she was in that same situation, Sara talked about the
importance of having someone to help her make that decision and stated, “I’m so
thankful I have someone (staff member) to talk to about where to transfer to. She has
given me a lot of things to consider…This time I think I will make the right decision.”
In this situation, Sara felt more confident about her decision to attend California
State San Diego in the Fall because she had talked to a staff member about that decision.
During that conversation, the staff member guided her by telling her what things the
student should consider before deciding where to attend. It important to note that in this
example and those provided earlier that staff were not telling the students what to do but
instead asking them questions to help them figure out what they should do. Therefore,
they were providing students with information to empower them to make well-informed
decisions.
Helping Students Expand Their Network
One major way that staff also transferred their social capital was by helping
students connect with other students, making them aware of opportunities and connecting
them to community members that could help them achieve their goal. For students who
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come from low-income backgrounds and who are the first in their families to go to
college, these opportunities open doors for them and exposes them opportunities they
would not otherwise have.
Students could often serve as a resource to other students. However, students
often do not realize how much they could benefit from connecting with another student.
On several occasions students shared that the staff members had connected them to other
students at the college. Cynthia for instance mentioned that she was really struggling
because she felt out of place a community college where it seemed like all the students
were straight out of high school. As a single parent, she had a hard time connecting to
students and felt that she was alone. When she shared this with a staff member, Cynthia
was referred to an EOPS staff member who ran workshops for CARE students (a
program for single parents). Cynthia stated,
The first time that I went to a CARE workshop I felt like finally someone
understood. I remember sharing how I was struggling and then two more parents
shared that they were facing the same thing.
In this situation, Cynthia gained a sense of belonging by being connected to other parents
who were facing similar challenges. For Cynthia, it had been difficult for her to connect
with other single parents because of her hectic schedule. In addition, other students
shared that staff members had often connected them with other students to study, to
purchase books from and to share notes. While these things may say like small things,
these things helped students succeed and persist.
Other times staff members helped students by connecting them to people who
could provide them with other opportunities that were beneficial. David for instance
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shared that a staff member made him aware of a fellowship opportunity that changed his
life:
I had told her (staff member) that I wanted to do something related to mental
health, so, when she heard an opportunity with UCR’s medical school, she told
me to apply. I would have never thought about applying to this program.
As a result of David’s involvement in the program, he learned about becoming a mental
health facilitator, and networked with key individuals at UCR’s medical school. In fact,
David mentioned he continued to act as a facilitator and remained in contact with the
individuals he met through his work at UCR’s medical school, which, for him, was
instrumental as he hoped to go to attend UCR to major in biochemistry and then pursue
medical school. In addition, David mentioned that the staff member gave him tips on how
to build relationships with the people he met during his fellowship. Thus, in this situation,
the staff member acted as a bridge to help him take full advantage of the fellowship
opportunity.
Ten students expressed that various staff members on campus often sent them
contact information for people that could help them with one thing or another. Rudy for
instance shared that he wanted to become a doctor but did not know what kind of doctor
he wanted to be so he approached a staff member and asked if she could guide him. The
staff member told the student that she was not familiar with medical careers but told the
student that she would e-mail him a list of contact information of doctors she knew.
According to Rudy after receiving the contact information he reached out to the
individuals on the list and met with one of them in person. After meeting with the person
STAFF MEMBERS’ TRANSFER OF SOCIAL CAPITAL 71
Rudy came to realize that “I thought there was one kind of doctor because that’s how TV
makes it seem…Now I know that there are other types of jobs at the hospital.”
Although in this situation the staff member could not help Rudy directly, she was
able to help him by connecting him to people that could. For Rudy, this connection was
important because it opened his eyes to other opportunities within the medical field. Like
most first-generation students, he only knew of the type of doctors he sees on the
television. Staff members as evident in this example and the others in this section can
share their social capital by connecting them to people they know. Whether the staff is
connecting them to other students, opportunities or other people, they were guiding
students towards success.
Summary of Results for Research Question One
First, the staff could successfully transfer their social capital by sharing their own
experiences with students. By sharing their experiences, staff members built a
relationship. These relationships in turn helped them students feel comfortable reaching
out to them. Second, the staff transferred their social capital by helping students make
important decisions about their academics. Due to students’ first-generation status and
lack of guidance at home they rely on the staff to give them guidance on academic
matters. Third, the staff transferred their social capital by helping them network. The staff
helped students network by introducing them to other students, staff members, and
programs as well as to individuals in their network outside of work.
Results for Research Question Two
According to the literature on of the biggest obstacles for low-income, first-
generation students is that they lack the information necessary for them to succeed. For
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low-income, first-generation students gaining access to the information is a challenge
because they often do not know where to start. Nevertheless, the literature demonstrates
that staff could fill this gap. Therefore, the purpose of the second research question was
to find out what information students gain as a result of their interactions with staff.
In the course of the interviews, it was clear that students gained a lot of
information regarding the transfer process and campus engagement. Specifically, most
students gained information about the transfer requirements during their counseling
appointments as well as through casual conversations with various staff members. In
addition, through their interactions with staff they learned about the resources that were
available to them as well as some key processed to navigate college more successfully.
Understanding Transfer Requirements
One of the challenges that students faced as first-generation students was that they
did not know what classes they needed to take to transfer. While this information was
made available to all students via the college website, brochures and orientation, students
did not fully understand all that information. The students also seemed to retain the
information a lot better when the information was given to them on a one-on-one basis.
Ten of the students reported that they were completely lost the first semester and
enrolled in classes that sounded fun. After joining EOPS, some of the students found out
that they did not need some of the classes they had taken. Alex recounted his story,
When I first started college I took statistics because I thought I needed to take
math…but it turned out that I didn’t need that math class for my major...Now I
know what I have to take because my counselor helped me create a plan for every
semester.
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Like five other students interviewed, Alex took some classes that he did not need because
he had no guidance. However, since joining EOPS and receiving support from the
disability resource center he got back on track. In this example, it was clear that Alex
gained information about the classes he needed to transfer as a result of his interaction
with the EOPS staff. EOPS requires their counselors to help the students create a plan.
These plans were made available to students on line in so they could see what classes
they needed to sign up for. In addition, other students shared that the EOPS staff also
planned days where students could come and get help registering for their classes. Having
this service available helped students like Alex enroll in the correct classes so that they
could transfer at a much quicker pace.
Another student shared that she believed that she would have taken much longer
to transfer if it was not for the help of the EOPS staff. She shared that the EOPS staff
made her aware of all the classes she needed to take to transfer. To describe how the
information made her feel she said, “The information the EOPS staff provide me about
the transfer process makes me feel like a knight with a shield. Like they are getting me
ready for what’s ahead.”
In this situation, the student felt empowered by having a plan to transfer.
According to Ariana, the counselors gave her very specific information about what
classes to take every single semester and as a result felt confident about her knowledge
regarding the transfer requirements.
Michelle mentioned that this was her second time “trying this college thing” and
felt that this time she would be able to transfer because she knew what classes she needed
to take to get her associate’s degree and transfer. When I asked how she knew what
STAFF MEMBERS’ TRANSFER OF SOCIAL CAPITAL 74
classes she had to take she informed me that her counselor had worked on a plan with
her. However, she also shared that a staff member showed a website for her to understand
the requirements better:
She told me about assist.org so that I could find out what classes I needed to take.
I didn’t know that I may have to take different classes if I go to a UC versus a Cal
State…She also showed me how to use the website.
In this example the student was not aware that the requirements could vary depending on
where she wanted to transfer. While her counselor helped her create a plan, she was very
happy that another staff member took the time to walk her through the website to show
her how to plug in the information. According to Ariana this act made her feel
empowered because she could go back home and look things up herself. Knowing the
requirements and understanding them were too very different things as was apparent in
this case. While Ariana knew what classes she needed to take, she did not realize that the
plan would only work for some schools. Often, students end up having to stay an extra
semester because they did not realize it and in the end had to take an additional course or
two to meet the other colleges’ requirements.
Finding Resources
The staff was not only instrumental in helping students learn about the
requirements but they also helped students by making them aware of the resources
available to learn about the transfer requirements and services available. Knowing about
the resources that were available was important because several students did not have the
necessary resources at home to succeed. For example, five of the students interviewed did
STAFF MEMBERS’ TRANSFER OF SOCIAL CAPITAL 75
not own a computer or print so for them some tasks such as writing an essay and brining
copies was challenging.
Unfortunately, some students were not aware of the resources available because
they worked and, as a result, had little to no time to find out about programs. Rudy for
example, went to school full time and worked 26 hours a week, leaving him very little
time to get involved. Rudy stated that after a staff member told him that EOPS provided
students with a book voucher, supplies for school and additional tutoring time (EOPS
students could sign up for up to 2 hours a day, while students who were not in EOPS only
got one hour a day) he decided to apply. Rudy also shared that he was able to work less
as a result of the book voucher that EOPS provides. For students like Rudy knowing that
there were programs that provide financial support was key because they were often
working to be able to afford the required books. In addition, Rudy was surprised to learn
from a staff member that there were places on campus where he could print for free. For
Rudy who was dealing with financial issues, these resources allowed him to work less
and focus on school. Thus, being aware of the resources available enables students to
make better use of their time.
Other students often found themselves struggling because they were not aware of
resources that were available outside of EOPS. Ariana who was an EOPS student for over
year had only recently become aware of services offered through the disability resource
center through a conversation with a staff member. Ariana shared,
I had all these issues going one. One of them being my thyroid issue, which was
really impacting my ability to get my schoolwork done… I was late to everything
and one day a staff member approached me and instead of scolding me for being
STAFF MEMBERS’ TRANSFER OF SOCIAL CAPITAL 76
late, asked how I was doing…. After telling him what was going on he told me
that the [disability resource center] could probably help me.
Ariana was really excited to learn that she could be given accommodations, such as
extended time for tests because no one had ever told her that she could qualify for
services for students with disabilities. Soon after having this conversation, Ariana went to
the disability resource center and began getting services. Ariana stated that the
accommodations she was given helped her improve her grades. Unfortunately, there were
five other students like Ariana who thought that the center could only help students with
learning disabilities and did not realize that the center could also help students facing
chronic illness or temporary illness. In this case the staff members’ approach helped the
student open up about her situation and gain valuable information. As a result of the
information given to Ariana by the staff member, she was more successful in her classes.
The importance of sharing resources with students was perfectly expressed by
Paul who stated, “I hate to say this about her because she is a human being but I see her
as a resource…she can provide me more important information then that computer over
there. She is that important.” This student understood the value of the information shared
by staff members. Students also often did not know what questions to ask so they only
learned about some resources when a staff members shared information without them
asking. Paul stated that a particular staff member played an important role in his life
because she provided him with information about resources. Paul expressed the role that
the staff had taken by stating, “She (staff member) is often referred to students as the
STEM mom because she knows what we need before we even ask her... So, when she
hears about something, she makes sure that we all know.”
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Paul appreciated the staff member because she was always sharing information
with them. Paul along with a few other students also mentioned that this particular staff
member often sent them information about scholarships to apply to because she knew
that need all the financial support they could get. In this situation, the staff member was
taking an active role and sharing information with the students as she became aware of
the resources available. Other students who were not involved in STEM, including Paul
also mentioned their interactions with the “STEM mom.” They explained that they began
talking to her when they would go to the STEM Center to study. Other students shared
that their peers told them to go talk to this particular staff member at the STEM Center
because she was an excellent resource. Given that the students referred other students to
her, it was apparent that students believed that this individual could help them succeed by
keeping them informed.
Navigating Confusing Processes
Understanding how to navigate college procedures was another important aspect
of being successful in college. For students, navigating these procedures was often
difficult because, as one student stated, “the system was not created to make things easy.”
The students often felt that there were a lot of procedures that could benefit them that
they were not aware of.
For instance, towards the end of Javier’s interview, he revealed that one of the
other reasons that he did not go to college after graduating high school was because he
did not know how to apply for financial aid because he was an AB540 student. He stated,
STAFF MEMBERS’ TRANSFER OF SOCIAL CAPITAL 78
My biggest fear starting college was that I didn’t know what to do because I was
AB540. At that time, I didn’t even know what it means to be AB540, and I didn’t
know that there was a way I could get financial aid for school.
Undocumented students, like Miguel have lived “underground” and lacked information
about the resources that were available to him because he was afraid to share his
immigration status with people. For Javier, even the terminology used to describe
students like him was confusing. However, when he visited the financial aid office he
was made aware of the Dreamers Application and was given “step-by-step” instructions
on how to complete the application by a staff member. In addition, once he joined the
EOPS program, Javier stated that they help him look for and complete scholarship
applications that were open to Dreamers. Javier understood the procedure to apply for
financial aid so well that he had told other Dreamers how to go about applying for
financial aid. Javier also shared that other Dreamers had been working and paying for
their classes and books because they did not know that there was a process for them to
apply to financial aid.
Another confusing process was the academic renewal process, which consisted of
requesting that some units not to be counted towards the grade point average. In order for
students to take advantage of this, they must have been aware of the process.
Unfortunately, seven of the students interviewed did not know about it. Those who did
know about it only became aware of academic renewal after a staff member told them
about it. Mark for example did not realize that all his grades would remain on his
permanent records—even those he had taken at another community college five years
ago. Mark stated, “I was really discouraged when I saw my GPA because no Marker how
STAFF MEMBERS’ TRANSFER OF SOCIAL CAPITAL 79
well I did my GPA was still really low. I was just about to give up until a staff member
told me about academic renewal.” Thereafter, Mark shared that a staff member told him
to go to a counselor to help him with the process and told him that although the grades
would be on his academic record there was a way for the classes he had taken five years
ago not to be calculated in his GPA. Mark was very fortunate to be guided through the
process. Being aware of this process was extremely important, as it could have impacted
Mark’s chances to transfer into his dream school.
Other times students were not aware of the process to file complaints and as result
dealt with the situation on their own. Alex for instance stated,
I kept silent for a really long time because I didn’t think I could do anything about
how my professor was treating me…When I told my counselor about what going
on she told me there was a process to file a complaint.
Alex was not doing well in class because according him he could not hear the professor
because she would not wear an amplifier in class. Alex assumed there was nothing he
could do because she was the professor and he was a student. However, when the
professor began to make other remarks about him not paying attention he decided to tell
his counselor, as noted above, and found out that he could do something. Once Alex
knew there was a process to file a complaint, he filed it and the professor began wearing
the amplifier. Alex also felt that he had been at a disadvantage in not knowing this
information earlier. Nevertheless, it is important to note that it was a counselor who
provided this information to him. Had the counselor not shared this information with him,
he would have not known that such a procedure existed. Thus, staff could empower
students by sharing their social capital about college procedures.
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Summary of Results for Research Question Two
Based on the student’s experiences they appeared to have gained information
about three main subjects. First, the students gained information about the transfer
requirements and the process to transfer. The staff not only helped them become familiar
with the requirements but they also helped them understand them. Second, the staff
provided students with information about additional resources such as other programs
that were available to them. The staff made sure that students knew about resources such
as the Learning Resource Center, STEM Center, disability resource center as well as the
small things like where to print for free. Third, the staff helped students navigate
confusing processes. In the examples the staff not only helped them by providing them
with the information about the processes but also guided them step-by-step.
Results for Research Question Three
The literature suggested that there were numerous positive outcomes of equipping
students with information. The literature suggested that students who were better
informed were more likely to persist and transfer. Therefore, the purpose of the third
research question was to find out the impact that the information they receive have on the
students.
Based on the interviews the students seemed to have benefited significantly from
their interactions with staff. The students appeared to have gained a never quit attitude,
learned to be more proactive about seeking help and realized the importance of getting
involved and being engaged on campus. Having a never quit attitude, asking for help and
being engaged helped them become better students. In addition, these attributes helped
students persist.
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Never Quit Mentality
Ten of the students interviewed expressed that began their college journey with a
lot of doubts. They were not sure if they were going to make it because they did not think
they were “smart enough,” “determined enough” or “capable of achieving their goals.”
Yet during the interviews the students shared stories that demonstrated that they were
resilient and on the path to success. More importantly, all the students shared at least one
story of how the staff encouraged them to persist. For example, Michelle expressed the
following sentiment: “EOPS helped me realize that there are no boundaries. That we have
to remember that we are the ones that put imaginary walls in front of us.”
Michelle had changed her perspective about her future and had realized that she
was her own biggest obstacle and that the only person telling her that she could not do
something was herself. The student gave credit to the EOPS program for helping her see
that she could overcome all the barriers she was facing and accomplish her goals.
At one point or another most of the students interviewed talked about obstacles
they had to overcome and mentioned that there were points they wanted to quit.
However, all 14 students mentioned that there was always a staff member who would
encourage them to stay in school. For example, David talked about how he wanted to quit
multiple times because it was taking him a long time to complete his requirements to
transfer. However, a staff member told him that it was not a race and that he needed to
keep going. David shared that “If it wasn’t for her (staff member) I would have dropped
out…but she kept reminding that there was hope for student like me (Dreamers)…and
now I am the one that tells students not to give up.”
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Dreamers like David were often discouraged because of their immigration status.
Therefore, they needed additional support from staff members. In addition, David stated
that he often felt like quitting because he struggled with mental health issues. In this case
David truly relied on the staff members’ support and based on what he said it was
apparent that his interactions with this staff helped him be more optimistic about his
situation. In this case, the staff member empowered David to help other students and, as a
result, provided encouragement to other Dreamers.
Other students also had one very meaningful interaction that changed their
perspective about staying in school. Miguel shared,
When I told him (staff member) that I was thinking of dropping out he said that
sometimes you just have to find yourself before you can pursue your dream… To
be honest at that point I didn’t know what he meant but he sent me away with a
book… That book he let me borrow motivated me so much and made me realize
that I needed to stay in college and that I could do whatever I set my mind to.
In this case Miguel mentioned that this was the most meaningful conversation he had
with a staff member during his time at the college. For Miguel, this was a pivotal point
because he made the decision not to drop out. He also stated that after having that
conversation and reading the book he was more focused and began to do much better in
his classes. Whether it was continuous interactions with staff or one conversation,
students were benefiting from the messages they were hearing from staff members.
Increased Involvement
Getting involved in programs, clubs and college life was an important aspect of
engagement and was related to student persistence. Unfortunately, some students do not
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realize the importance of getting involved so they never do. Yet, other students who learn
about the benefits of getting involved do their best to get involved in as many activities as
they could. For example, after realizing the importance of getting involved Andy shared,
After joining Puente, I decided that I needed to take advantage of more programs.
You need to want to take advantage of programs. The programs can help you as
much as you want them to help you… but if you don’t take advantage of the
programs you miss out on opportunities.
In addition, Andy visited the STEM Center frequently and although he was not majoring
in a STEM field knew all the staff members from the STEM Center. The STEM Center
staff knew him by name and he felt welcomed because he interacted with the “STEM
mom” at least once a week. Andy became more involved after being involved in Puente
Program. Since Puente only served students while they were taking Puente English
student must find other programs to help them once they complete their English classes.
Because of his involvement in Puente, Andy joined EOPS, the English Club and Men of
Color. In addition, Andy stated that the experience students got by being involved a
program was dependent on the amount of effort that students gave.
Similarly, Michelle also mentioned how the staff had told her to make the most
out of her college experience by getting involved:
The staff told me don’t just be a student. Don’t just come and take classes and go
home. The college has much more to offer. There are so many good programs
here and the programs can help you get out much quicker.
Michelle then mentioned that when she found out about all the “wonderful things EOPS
offers” she decided to enroll in 12 units (since that was a requirement to apply to EOPS).
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Although Michelle was not thinking about enrolling as a full-time student because she
was going through a divorce and raising two kids she decided to do so to get the help she
needed. In addition, she shared that after joining the EOPS program, she was encouraged
to be apply to the honors program so she did. Soon after Michelle not only joined the
honors program but also joined the student government because a staff member told her
that she would be an excellent Student Ambassador. Michelle attributed her decision to
get involved to the interactions she had with various staff members on campus. In
Michelle’s situation involvement in one program led to her becoming involved in other
programs and was also continuing to seek even more opportunities to get involved.
While five students were involved in three programs, there were students who
were only involved in one program. However, they too recognize the importance of
getting involved. For instance, Cynthia stated,
They (EOPS staff) are always encouraging me to get involved in programs and I
know that I can benefit from other programs but I can’t get more involved my
schedule is crazy. I think it’s a shame that I didn’t get involved earlier. If I had I
think I would have been done.
Although Cynthia was currently only participating in EOPS, by her statement it appeared
that she wanted to be more involved because she understood the benefits. Unfortunately,
her schedule did not permit her to do so because she had two children who she was
responsible for transporting them to and from school and extracurricular activities. In
addition, based on her experience in the program so she felt that she could have earned
her degree and transferred much earlier if she would have been involved in support
program since the start. Nevertheless, her experience in EOPS made her realize that
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program involvement was important and, as a result, was looking to reduce her hours at
work so that she could get more involved.
Proactive Behavior
Through their interactions with program staff the students learned to ask for help.
Students learned that asking for help lead to then gaining valuable information, which in
turn lead to them reaching their goals and persisting. Even shy students like Maria knew
that she needed to get out of comfort zone to get the information she needed to succeed.
Through my experience with EOPS I have learned that there is help for
everything…and knowing that there is help is very comforting because all you
need to do is ask…so even though I still get shy, when I need something I ask and
find the information I need.
After getting involved with EOPS, Maria gained confidence about her ability to find
answers to her questions and was able to get the information she needed. Maria had
become aware that there was help for almost everything and as result of asking questions
she stated that she learned about resources available on campus such as those offered at
the Learning Resource Center.
Another student who took a proactive role about getting information shared that a
staff member told him to “put myself out there and ask questions to learn.” Yet another
student shared that the staff had taught him “not to be afraid to ask questions.” Another
mentioned how he was fully aware of all the services that were offered because he had
taken the time to find out what every program was about: I walk around campus and I
just ask questions. I even went to the CalWORKs, a public assistance program,
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department…but, obviously, I don’t qualify for that because I am not a parent…but I still
know what they do…I just like to be informed.
This student had even taken it a step further and had gone seeking information
about programs he did not qualify for because he wanted to make sure that he did not
miss any opportunities. The student also mentioned that he just liked to be informed.
When I asked him if he had always been interested in learning about all the programs he
replied, “No, but the EOPS staff is always encouraging me to find out about programs so
I guess now I just find out about programs without them even asking me.” Based on
Andy’s response it was apparent that asking around about programs had just become
natural for him. It appeared that interactions he had with staff inspired him to make an
effort to learn about programs instead of waiting for the staff to tell him.
On other occasions students learned about resources and the importance of
seeking help by mistake. For instance, Sara mentioned that a staff member referred her to
the Learning Resource Center because she was having a difficult time with math.
However, once she started receiving help she began to be more proactive and started
asking what else the Learning Resource Center (LRC) offered. Sara learned that at the
LRC she could also get her with her essays and borrow a laptop, calculator, tablet, books
and other school equipment. For Sara learning that the LRC allowed students to borrow
laptops was important because she did not have a computer at home. When I asked her
what impact this information had on her, she stated, “I am proud of myself because I
found the help that I needed and, as a result, my grades went up.” As a result of this
experience, Sara learned that she just needed the right tools to succeed and also realized
that when she needs help she needs to find it.
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This proactive behavior was not only evident in his case, 12 other students echoed
that sentiment. One student shared, “You can’t just wait until the information comes to
you. You have to go find it.” Another student shared, “You make your college experience
what it is…so you need to get all the information you need.” Yet another student stated,
“Advocate for yourself and ask for help when you need it.” The students were no longer
taking a passive role in their education but instead learned to find the information that
was going to help them persist.
Summary of Results for Research Question Three
According to the data provided during the interviews the information that students
gained had a significant effect on student persistence. First, they gained a never quit
mentality. The students were determined to do whatever they could to succeed as a result
of their positive interactions with staff. Second, the students increased their involvement
in other campus activities. Because of their level of involvement, students felt engaged
and connect to the campus, which resulted in their persistence. Third, the students
exhibited proactive behavior. Students learned to be proactive about keeping themselves
informed which in turn put them in a position where they were succeeding.
Conclusion
In general, the data demonstrated that the staff were taking an active role when it
came to helping low-income, first-generation students succeed. The staff transferred their
social capital by building relationships with them, helping them connect with others and
helping them make academic decisions. Through these interactions, the students gained
information about the transfer requirements, available resources and college processes.
The interactions left students with a lasting impact and, thus, gained a never quit
STAFF MEMBERS’ TRANSFER OF SOCIAL CAPITAL 88
mentality, were more involved on campus and were proactive about getting help.
Additional details regarding how the staff empowers student follow.
In terms of the first research question, the staff at community college transferred
their social capital to students by sharing their own personal stories to build relationships
with them. Sharing their stories with the students helped the students feel more
comfortable and welcomed. Creating an environment where students felt welcomed
increased their engagement. In addition, to creating a welcoming environment the staff
also helped the students make decisions. In those scenarios, the staff transferred their
social capital by equipping the students with information that would help them make the
decision that was best for them. In the process of helping the students make decisions the
staff often gave students information that they did not know. For instance, when the
student asked a staff member for their opinion on dropping a class the staff member made
sure the student understood how a withdrawal would affect their record. This was
information that the student did not know; thus, the student benefited from the staff
members’ knowledge. In addition, the staff members expanded the students’ network by
connecting them to others. Staff members not only connected students to individuals on
campus but also gave students contact information for individuals they knew outside of
work.
In terms of the second research question, the staff provided students with various
types of information about careers, internships, scholarships, college trips, publishing,
jobs, transfer information, cover letters, borrowing computer, printing, programs.
However, most of these items fall within three major categories. First, the staff told the
students exactly what classes they needed to take to transfer. They also made sure that the
STAFF MEMBERS’ TRANSFER OF SOCIAL CAPITAL 89
students knew that the requirements could change slightly depending on the college they
were intending to transfer to. Second, they provided students with information about the
resources available to them. The staff helped get rid of the stigma of receiving services
from the disability resource center and CalWORKs by encouraging them to seek the
services if they needed them. They also told the students about other support program and
centers on campus where they could receive additional support such as tutoring. Lastly,
the staff guided the students through process like the appeal process, financial aid
process, the academic renewal process and the complaint process. All these processes
were very confusing to students. The staff took an active role in explaining the processes
to the students as well as guided them step-by-step. The students interviewed were all
successful in completing the processes because of the help they received.
Regarding the third research question, the students benefited tremendously from
their interactions with staff. The students reported that prior to their interactions with
program staff they were not sure if they were going to be able to succeed. A few of them
had heard of the statistics regarding the low number of students that transfer and were
scared that they would not be able to make. However, through their journey they
interacted with college staff and those interactions changed their perspectives about
themselves. In the process students gained a never quit attitude. All the students shared
that time and time again the staff reminded them not to give up when being faced with a
challenge. The students’ confidence in their ability to persist came through in the
interviews when I asked them how they believe the information had impacted them. The
students also shared that they were more optimistic about their future and felt like they
had the tools they needed to succeed. In addition, the students realized that they needed to
STAFF MEMBERS’ TRANSFER OF SOCIAL CAPITAL 90
get involved in more activities so that they could improve their college experience. In the
process of joining other programs and using resources across campus the students learned
that involvement was key to their success. Lastly, the students exhibited proactive
behavior. As a result of their interactions with staff they began identifying other areas
where they needed help and began actively looking for additional support and resources.

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CHAPTER FIVE: CONCLUSION
While college enrollment among the Latino/a student population increased over
the past few years, these students do not persist at the same rate as their White and Asian
counterparts. Only 16% of Latino/a students who enroll in a community college complete
an associate’s degree (Nakajima, Mossler, & Dembo, 2016). Student departure has been
attributed to factors such as their background characteristics and postsecondary
experiences (Tinto, 1993). Others have also claimed that student departure is a result of
students’ lack of interaction and integration into the institution’s academic and social
systems (Astin, 1984). Although Tinto’s and Astin’s theories were based on White
students’ departure from 4-year institutions, researchers have found these theories to be
applicable to the Latino/a student population (Pascarella, 1980; Pascarella & Terenzini;
Terenzini et al., 1985).
As a result of the low levels of college completion among disadvantaged groups
such as Latinos/as, programs were created to help increase access and college completion
rates. The impact of these programs can be seen in increased enrollment among Latino/a
students. However, due to the limited amount of research on the impact of these
programs, it remains unclear how these programs are helping increase college completion
rates. In addition, most of the research on Latino/a students focused predominately on
their experiences at four-year institutions. Research that focuses on only the experiences
of first-generation, low-income Latino/a students is rare. Moreover, the research has also
been more qualitative in nature and focused on academic performance. The research has
also not focused on the interaction between program staff and students. Therefore, to
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bridge the gap, this study used qualitative methods to better understand the impact of the
interaction between program staff and first-generation, low-income Latino /a students.
Statement of the Problem
The problem that propelled this study was the low persistence and transfer rates
among first-generation, low-income students who enrolled with the intent to transfer.
While various theorists have taken a stance on the factors contributing to this problem,
this study focused on the power of the interactions between program staff and first-
generation, low-income Latino/a students of Mexican descent. In particular, this study
explored the ways in which social capital was transferred, the type of information that
was transferred and the impact that the information had on students’ persistence. Gaining
clarity was essential to better understand the interactions that drive these students to
persist and transfer.
Purpose of the Study
The purpose of this study was to examine the ways in which program staff
transfer social capital to first-generation, low-income Latino/a students of Mexican
descent as well as what information they provide and the impact this information has on
decisions to persist. For the purpose of this study, program staff included various
program receptionists, education advisors, outreach specialists and counselors. The focus
of the study was low-income, first-generation Latino/a students of Mexican descent who
attended a two-year public community college located in Southern California. To
understand the experiences of students who met the criteria, the following qualitative
questions were explored:
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1. In what ways do staff at a community college transfer social capital in the form of
information and resources about the transfer process and campus engagement to
low-income, first-generation, Latino/a students of Mexican descent?
2. What information regarding the transfer process and campus engagement do low-
income, first-generation, Latino/a students of Mexican descent gain as a result of
interactions with staff?
3. What effect does the information or resources gained on the transfer process and
campus engagement have on the academic persistence of low-income, first-
generation, Latino/a students of Mexican descent?
These questions were formulated with Bourdieu’s (1986) and Stanton-Salazar’s
(2011) perspective on social capital. While Bourdieu did not discuss social capital as it
relates to school settings, he argued that social capital was key to mobility. However,
Stanton-Salazar did address social capital in education. Stanton-Salazar defined social
capital as “consist[ing] of resources and key forms of institutional support embedded in a
multilayered system of social structures…which, in turn, is embedded in complex and
usually hierarchical structures found in formal and complex organizations and
institutions” (Stanton-Salazar, 2011). Thus Stanton-Salazar believed that staff could
transfer social capital through various means to help students succeed in college.
Answers to research questions help understand the transfer of social capital from program
staff to students.
Methodology
Qualitative methods were used to understand the problem from the perspective of
first-generation, low-income Latino/a students of Mexican descent. Qualitative methods
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were used to interpret staff-students’ interactions and to provide multifaceted
explanations of how staff transfers social capital to students. More importantly, the
methods used helped bring the human side of an issue, which gets left out in quantitative
research.
The main qualitative method used was in-depth interviews, which served to
collect detailed information about the students’ journeys in college pertaining to their
interaction with staff. The interview protocol was based on Maxwell’s (2013), Merriam’s
(2009) and Patton’s (2002) recommendations on how to structure combined approach
interviews. The interviews allowed the collection of information that could not be
collected through quantitative methods. In addition, during the interviews, all questions
were open-ended, which allowed for follow-up questions to better understand their
personal experience. The structure of the interview also allowed for adjusting the
questions as the researcher learned about the problem. In addition, Stanton-Salazar’s
(2011) work inspired the research questions since he addressed social capital in a school
setting. With Stanton-Salazar’s work in mind, the questions aimed to understand how
interaction with staff shaped the experiences of first-generation, low-income Latino/a
students of Mexican descent.
The study was conducted at a community college in Southern California. The pre-
interview survey was only e-mailed to the students who qualified for a fee waiver and
who were enrolled in Winter Intersession. A total of 60 students completed the pre-
interview questionnaire and 40 met the participant criteria (first-generation, low-income,
indicated transfer as their goal, completed at least 3 semesters at the site, and had
interacted with staff at least three times during the previous semester). Of the 40 students,
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14 students were interviewed. Although the students were not required to be in EOPS, all
14 of the students had participated in the EOPS program at one point in their college
journey.
Limitations and Delimitations
There were three main limitations in this study. First, this study was limited since
the research took place at only one community college in Southern California and the
sample was small. Given the small sample, the findings may not be generalizable to the
entire Latino/a student population at the site. Second, all the students interviewed had
participated in the EOPS program at one point or another. The experiences of students
who participate in programs may be vastly different than those of students who do not
participate in programs. Therefore, this, too, was a limitation. Third, all the students who
participated in the interviews were full-time students. This is a result of their being in
EOPS, which requires students to be enrolled full-time. Since other research indicated
that full-time students persist at a higher rate, this must be kept in mind when trying to
apply these findings to other students.
Summary of Results
Through the process of analyzing and coding the data, it was apparent there were
many similarities among the students. First, staff transferred social capital effectively by
building strong relationships with the students, connecting students to other individuals or
programs on campus and by helping them make academic decisions. Second, the staff
shared information that fell into three major categories. The information the students
received helped them become more familiar with transfer requirements, learn about
resources available to them and navigate college processes. The third finding related to
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the effect that the information they gain had on persistence. The information students
gained through their interactions with staff transformed them into students who had a
never quit attitude, who were proactive about seeking help, and who realized the
importance of getting involved and being engaged on campus.
Results for Research Question One
Staff transferred social capital by forming a relationship with students. They
shared their stories to help students feel comfortable coming to them for help. Building
trust is the first step to transferring social capital, which ties to Stanton-Salazar’s (2011)
framework and his discussion of institutional agents. Stanton-Salazar argued that, for
institutional agents to transfer social capital, they had to form strong relationships with
the students. The students formed relationships with various staff members on campus,
and these relationships helped them gain the social capital they needed to be successful in
college. Tovar (2015) also addressed the importance of having a positive relationship
with staff. Tovar stated that positive relationships with staff afford students the resources
needed to succeed in a college environment. In addition, Stanton-Salazar also
acknowledged that ethnicity, race, gender and social class could become obstacles to
gaining institutional support. During the interviews, the students brought up the fact that
they did not feel like they could connect to their faculty because they were White and
mentioned that they were more comfortable going to staff members because they looked
like them. Similarly, the literature suggested that students often felt like they do not
belong because the faculty was not reflective of the student population (Anaya & Cole,
2001; Contreras & Contreras, 2015). Chang (2005) also addressed the issues that stem
from the perceived social distance between faculty and first-generation, low-income
STAFF MEMBERS’ TRANSFER OF SOCIAL CAPITAL 97
Latino/a students. Thus, as seen in this study, the students felt more connected to staff
because they were more were more similar to them.
Another important way staff transfers social capital is by connecting students to
other staff members and students as well as individuals in their personal social circle.
Due to the students’ first-generation, low-income status, they did not have strong social
networks and, therefore, relied heavily on the staff’s social networks. The students
mentioned that, on several occasions, the staff introduced them to others who could help
them reach their goals. Consequently, Stanton-Salazar (2011) stated that one of the roles
that intuitional agents play is that of a bridging agent. Stanton-Salazar described a
bridging agent as someone who acts a human bridge by connecting students to key social
networks. Almost all the students were connected to other individuals on campus. In
addition, the study showed that the staff members also act as networking coaches. The
staff not only helped the students by introducing them to others but also provided them
with guidance on how to build relationships with the individuals they were connected to.
According to Stanton-Salazar, the aspect of teaching students how to network is an
important aspect of social capital.
The staff also transferred social capital by helping students make important
academic decisions. Students often did not have someone at home to provide advice
regarding academic matters. Therefore, when students need some guidance about what
classes to take, whether to drop classes, what professors to take, or what programs to join,
they looked for the opinion of staff. This finding is in line with what the literature found
as Tovar (2015) and Schmitt and Duggan (2011) found that institutional agents provided
students with valuable feedback, advice and guidance to help them make decisions. This
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study also supports Schmitt et al.’s (2016) claim that staff provides students with
suggestions to avoid pitfalls, course planning and class registration. Likewise, Stanton-
Salazar (2011) claimed that institutional agents transferred social capital by helping
students gather information, assess the problem and guide them to make good decisions.
Results for Research Question Two
Respondents gained critical information to their success through their interactions
with staff. Among some of the information they gained was knowledge about the transfer
requirements. The students in the study not only know the requirements but they also
understood them very well. Among some of the individuals who helped students
understand the transfer requirements were the EOPS counselors who reviewed the
requirements with the students three times each semester. These finding support those of
Tovar (2015) and Eagan and Jaeger (2009) in that that counselors play an important role
in helping students succeed by providing them with the information they need to transfer.
In addition to the counselors, several staff members also provided guidance in this area.
Like Schmitt and Dugan (2011), this study found various staff members provide
information to students about the classes they needed to take, and, on several occasions,
the staff pointed students toward an online resource to gain more information about the
classes they needed to transfer to the institution of their choice. Stanton-Salazar (2011)
described this process as “transmission of funds of knowledge.” Stanton-Salazar believed
that institutional agents have knowledge that is valuable. According to Stanton-Salazar,
providing students with non-subject is an important aspect of helping students gain social
capital.
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Through their interactions with staff, students also learned about resources
available on campus. Staff helped the students navigate college by providing them with
information about basic resources like where to print and more extensive resources such
as other programs to be involved with. One student saw a staff member as a “human
resource,” which demonstrates that staff takes on the role of the resource agent. Stanton-
Salazar (2011) framework discusses how resource agents transfer social capital by
personal and positional resources. In addition, Stanton-Salazar frames this type of support
as institutional brokering, which entails staff guiding students towards existing programs
or services that may benefit them. This aspect of Stanton-Salazar’s framework is
supported by this study and by the literature reviewed. Tovar (2015) and Eagan and
Jaegar (2009) and Schmitt and Duggan (2011) found that front-line staffs, such as
counselors help students by providing them with information about resources on campus.
The literature suggests that institutional agents play a critical role in helping students
identity resources that can help them succeed in college.
The staff also helped students by guiding them through complicated process such
as applying for financial aid, filing a complaint and academic renewals. The staff took an
active role in helping students by telling them what they needed to do step-by-step. This
finding was similar to Schmitt et al. (2016) who found that the staff took a proactive role
in helping remove barriers. In addition, other literature reviewed also suggests that front-
line staff help students navigate the bureaucracies of college by explaining the policies
and procedures to students (Schmitt & Duggan, 2011). Other literature also suggests that
students often do not succeed in college because they are unaware of the procedures and
argue that institutional agents can help them overcome that barrier (Tovar, 2015; Eagan
STAFF MEMBERS’ TRANSFER OF SOCIAL CAPITAL 100
& Jaegar, 2009). The aspect of walking students through the procedure also falls into the
category Stanton-Salazar (2011) termed advocacy. When staff understand the system and
how negotiate they process, they can pass that information to students so that they can
successfully navigate a process they are unfamiliar with. This, in turn, leads students to
receive services, resources and access to opportunities.
Results for Research Question Three
The findings in this section are in line with Stanton-Salazar’s (2011) work on
empowerment agents. Stanton-Salazar discussed how individuals move from being
institutional agents to empowerment agents. This study provides evidence to support that
staff act as empowerment agents to help the students persist. In the process of acting as
empowering agents, the staff empowers students to persist. The data demonstrated that
staff empower students and that is evident by their never quit attitude, their proactive
approach to seeking help, and their increased involvement on campus.
As a result of their interactions, the students developed a never quit attitude.
Although the literature did not address this mindset, researchers support the fact that staff
provided students with support and encouragement (Dowd et al.,2013; Schmitt et al.,
2016; Tovar, 2015). Tovar for instance stated that staff provides students with
psychological support. Similarly, Dowd et al. (2013) found that staff helped students
realize that they were college material and influenced them to believe in themselves.
While the impact of the support and encouragement was not explored, Stanton-Salazar
(2011) discussed the impact of empowering students. Stanton-Salazar mentions that
empowerment is an “active participatory process of gaining resources, competencies, and
key forms of power necessary for gaining control over one’s life and accomplishing
STAFF MEMBERS’ TRANSFER OF SOCIAL CAPITAL 101
important life goals” (Stanton-Salazar, 2011, p. 1090). Through this process, Stanton-
Salazar stated students increase their self-efficacy. In the case of this study, students were
transformed into students who believe that they could succeed after interacting with staff.
In addition, other researchers, such as Zimmerman (1995), incorporated the concept of
empowerment agents and argued that empowerment agents helped students gain more
confidence in their ability to achieve their goals.
In addition, through their interactions with staff, students learned to be more
proactive about seeking help. Having had the opportunity to interview students towards
the end of their academic journey, it was clear that one of the most important lessons they
learned is that they needed to be comfortable asking for help. Stanton-Salazar (2011)
labels this as help-seeking orientation. Stanton-Salazar stated that help-seeking behavior
requires the individual believe that others can provide support and the individual share
his/her problems with others. Thus, Stanton-Salazar claims that one indicators of social
capital knowing when to get help. Similarly, as mentioned in the literature review,
Zimmerman (1995) claimed that empowerment agents help students what resources as
well as how to acquire them for them to succeed.
All participants mentioned that, through their interactions with staff, they realized
the importance of being involved and engaged on campus. Tinto (1993) and Astin (1984)
discussed this theme of involvement in their research. As mentioned in the literature
review, Tinto stated that interaction with staff helps students integrate socially and
academically. In addition, he viewed interaction as an important factor of retention.
While the applicability of his theory has been debated, in this study, the findings support
part of his theory. Similarly, Astin argued that the more involved a student was, the more
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likely the student was to persist. In this study, all participants had completed at least 3
semesters and were involved in at least one support program, which demonstrates there
may be a link between involvement and persistence. The claims made by Astin regarding
the importance of involvement are not only supported by this study but also by Baker and
Robnett’s (2012) research. Barker and Barnett found that students who were more
involved were more likely to stay enrolled in college. In addition, Stanton-Salazar (2011)
mentions how students learn to mobilize and increase social network as result of their
interactions with staff. In this case, the students were mobilized by joining other
programs and clubs. The increase in participation not only shows they were more
proactive about their education but also demonstrates they learned to expand social
networks. By being more involved, students learned that they would gain even more
access to resources that could help them succeed.
Implications
The study confirmed various aspects of Stanton-Salazar’s (2011) work on
institutional agents and how they transfer social capital. Specially, this study
demonstrated that staff takes on various roles such as resource agent, knowledge agent,
advisor, networking coach, integrative agent, recruiter, bridging agent, and institutional
broker. By taking on these roles, staff helps students gain the necessary social capital to
succeed in a college environment. This demonstrates that we need to focus on the
professional development of all staff members. Front-line staff is usually the first point of
contact for students. Therefore, administrators should make more resources available to
them. Administrators need to ensure that staff is aware of resources and opportunities on
campus so they, in turn, can provide that information to students.
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In addition, the study showed that students gravitated towards staff because they
were more representative of themselves. The implication here is that there needs to be a
greater effort to hire a diverse staff, especially faculty members since students appeared
to be more comfortable seeking the help of individuals of the same ethnic background.
Furthermore, given the importance of social capital, there needs to be an increased effort
to educate staff and faculty about how they can act as a vehicle for social capital. Given
the findings of this study, if more staff were to transfer social capital through their
interactions with students, persistence and retention rates should increase.
This study also demonstrates a need for more research. More research is needed
because there are a few things that are unclear. First, because all participants were
involved in EOPS, there needs to be a study that excludes students who participate in
EOPS or similar programs. Students who are not involved in programs may experience
college differently. In addition, students who enroll in support programs had different
characteristics than students who were not involved in programs. Although the students
stated they developed a never quit attitude, were more proactive about asking for help,
and were more involved as a result of their interactions with staff, they may have had a
different mindset from the beginning. Therefore, it would be important to do a longitude
study and interview the students at the beginning of their college journey and at the end
of their journey. It could also be helpful to interview first-time freshmen as well as
students ready to transfer and compare how they viewed themselves. While this was a
qualitative study, a mixed-methods study would bring the valuable voice of students but
use measurement tools to paint a better picture of students’ self-efficacy beliefs before
and after participating in programs. Thus, there is still much to explore about the impact
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that the transfer of social capital has on first-generation, low-income Latino/a students of
Mexican descent.
Recommendations for Practice
Based on the findings, there are three major recommendations for practice. First,
administrators they must make changes to their hiring practices in order bring in more
diverse staff members who are willing to serve as an institutional agent. Second,
administrators must ensure that staff are provided with proper training so that they can
understand that obstacles students face and can help students overcome them. Third,
administrators must continue to support programs aimed at helping first-generation, low-
income students succeed and find funding to expand the services offered by special
programs, like EOPS to other students.
Administrators must advocate to hire a staff reflective of the student population
and who display the ability to connect authentically with students. The students
mentioned they had a hard time connecting with faculty because they were White, and
they did not believe that they would understand the challenges they faced. Hiring a
diverse staff is important because it helps students develop a stronger sense of belonging.
Administrators should include questions in the interviews regarding their willingness to
go above and beyond for students. During interviews, administrators should make it clear
that going above and beyond is the expectation of all individuals interacting with
students. Hiring committees also need to ask themselves if the individuals interviewing
have the characteristics that will help them connect with the students. As mentioned by
the students, they gravitated towards staff members not because of their title but because
of their approachability. It is recommended that administrators, especially those that
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oversee student services create a play book. The playbook should include their values and
this documents should be kept in mind when hiring staff. An example created by
Coastline Community College Students Services Managers in the Fall 2016 has been
provided below to help administrators get an idea of what a playbook should consist of.

Figure 3. Example of a playbook
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In addition, given the instrumental role that staff can play in helping students
persist and transfer, administrators must provide staff with proper training on topics such
as the transfer process and degree requirements. While this recommendation may be
controversial because colleges with unions are do not support staff working out of class,
it is absolutely necessary given the role they are filling. Staff, regardless of whether they
are properly trained are giving advice to students. Therefore, it is in the administrators’
best interest to ensure that they are providing students with the correct information.
Administrators must also empower staff because staff often underestimate their own
ability to help students navigate community college and guide them towards success.
There are many different ways that staff can help, as demonstrated in this study as well as
in Stanton-Salazar’s (2011) research. Therefore, staff need to be aware of the impact they
can have so they can be more intentional when working with students. While the budget
may not allow for staff members to travel to conferences, administrators can provide on-
campus training on subjects like the transfer process, degree requirement and social
capital so that they understand the impact they can have.
Administrators need to ensure there are support programs available for first-
generation, low-income students. As demonstrated, these programs are critical to
students’ success because they are better designed to meet their needs. In addition,
programs like EOPS are high-touch programs. Through these programs, students gain
access to staff more easily, which also includes access to counselors. EOPS, as
mentioned, requires that students meet with a counselor three times a semester. During
these meeting, the EOPS counselors cover the requirements for them to achieve their
academic goal. The EOPS program staff is intentional in efforts to equip students with
STAFF MEMBERS’ TRANSFER OF SOCIAL CAPITAL 107
the information they need to be successful. As mentioned by the participants, programs
like EOPS also serve another purpose: to give them a sense of belonging. Unfortunately,
the EOPS program can serve only a fragment of the students who apply because of
limited funding. Therefore, administrators are encouraged to find sources of funding or
use student equity funds to scale programs.
Recommendations for Future Research
As with any qualitative study, there are important limitations to the
generalizability of these findings to students in other settings. Thus, there are three
suggestions for further research: research that excludes students in support programs,
research that includes the perspectives of both the students and the staff, and research that
includes observations.
Students in this study were involved in at least one support program and had more
access to staff members. Therefore, future research is needed on how first-generation,
low-income students not involved in programs gain social capital. Additional research is
needed in this area because students not involved in programs are not required to have
contact with staff and, according to literature, are more likely to depart (Astin, 1984;
Tinto, 1993). While it may be difficult to find the students who are not involved, their
stories can bring a new layer to this study.
Additional research also should include the perspectives of staff members. While
this study focused only on students, one study focused on the perspectives of staff
(Schmitt & Duggan, 2011). Thus, there is a need for research that includes both
perspectives. Interviewing students and staff at one institution would help clarify the
types of information that students gain as a result of their interactions with staff. In
STAFF MEMBERS’ TRANSFER OF SOCIAL CAPITAL 108
addition, brining in the voices of the staff members can help better understand their
perspective of how they transfer social capital.
Based on this study, it was apparent that observations are needed in conjunction
with student interviews. Informal observing the front desk are yielded contradictions
between what was shared and what was observed. Staff helped the students in many other
ways than what was shared. Formal observations would, therefore, yield a more complete
picture of the ways in which staff transfers social capital.
Conclusion
This study aimed to gain a better understanding of the experiences of first-
generation, low-income Latino/a students of Mexican descent a public two-year
community college related to the ways they acquired social capital, the information they
gained as a result of their interactions with staff, and the effect these interactions had on
them. Using data collected from 14 in-depth interviews, the results presented in Chapter
Four indicate that staff across campus help students persist and transfer by transferring
social capital to them.
This study demonstrates front-line staff members, who are often forgotten, have a
significant role on campus. Front-line staff empower students by connecting with them,
providing them information about transfer, resources, programs, processes, networking
and opportunities, but, more importantly, they inspire students to believe in themselves.
While the staff may not hold impressive titles, they make significant contributions to
students’ lives. These findings are also encouraging because they indicate actions that can
be taken at an institutional level to help first-generation, low-income Latino/a students of
Mexican descent succeed.
STAFF MEMBERS’ TRANSFER OF SOCIAL CAPITAL 109
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Appendix A
Questionnaire

1. Name: _________________

2. E-mail: _________________

3. Age:
17-20
21-25
26 - 30
31 or older

4. Gender:
Female
Male

5. Race:
African American
Caucasian
Hispanic
Mexican/ Mexican-America
Latino/a
Asian American or Pacific Islander
Other: _______________________

6. Educational Goal (select all that apply)
Transfer to university
AA degree
Certificate
Other

7. Do you qualify for a Board of Governor’s Fee Waiver (BOGW)?
Yes
No
I don’t know

STAFF MEMBERS’ TRANSFER OF SOCIAL CAPITAL 120
8. Which BOGW do you qualify for?
A
B
C
I don’t know

9. Do either of your parents hold a bachelor’s or associate’s degree?
Yes
No

10. Have you been enrolled at the college for at least 3 consecutive semesters?
Yes
No

11. How many units have you completed? ______

12. Are you graduating at the end of the Spring Semester?
Yes
No

13. Have you had at least 3 interactions with an admissions office staff member, librarian,
receptionist, financial aid staff, and/or career center staff?
Yes
No

14. Have you or are you currently participating in a special program such as SSS, EOPS
or CalWORKs student?
Yes
No

15. Would you be willing to participate in an hour-long interview?
Yes
No

16. If yes, please provide a number where I can reach you (If selected to do an interview,
you will receive a $20 Visa gift card).

Phone: __________________________

STAFF MEMBERS’ TRANSFER OF SOCIAL CAPITAL 121
Appendix B
Interview Protocol
I. Introduction
Hi my name is Julie Mendez and I am a doctoral student at USC and I am
conducting a study. I would like to remind you do not have to participate in my study.
Your participation in this interview is strictly optional. Do you understand this? Do you
wish to continue?
Well thank you for agreeing to participate in my study. I truly appreciate you
taking the time to do so. Before I we get started I would like to go over some additional
information with you. First, you should know that the interview is scheduled to take
approximately 45 minutes to an hour. Will this work for you?
Second, I want to provide you with some information about my study and answer
whatever questions you may have regarding the study or your participation. The specific
topic I am interested in exploring is “the impact of front-line staff on students.” By front-
line staff I am referring to the admissions, transfer, financial aid staff as well as the
librarian. The purpose of my study is to better understanding how front-line staff helps
students succeed. I am hoping to learn more about this topic by interviewing students like
yourself.
Third, I want to remind you that today I just wearing the hat of a research. What
this means is that my role is to understand, not judge. The information you share will not
be used against you. I will also keep the information confidential. What that means is that
I will not share what you choose to share with other students or staff. I will be using a
pseudo name instead of your actual name so that you are not identifiable. Also, of at any
STAFF MEMBERS’ TRANSFER OF SOCIAL CAPITAL 122
point you are not comfortable with the questions I am asking you, you do not have to
answer or to stop the interview all together.
Do you have any questions about the study before we get started? If you don’t
have any additional questions I would like to have your permission to begin the
interview. I will be recording this interview and taking notes as you speak to ensure that I
capture your experience accurately. Are both of these things okay with you?
II. Setting the Stage
I would like to start by asking you to share a little about yourself. Why did you
choose to attend this college? What year are you in? What is your major? What if any
clubs are you involved in?
III. Interview Questions
1. Tell me your experience at the college so far?
2. When did you start attending the college?
3. Tell me how you think your experiences as a first-generation, low-income college
student compares to a student who has one or both parents who went to college?
Before moving on to the next questions, I would like to remind you to refrain from
using individual staff members’ names. Instead, I would like you to just name their
position. For example, financial aid staff member, admissions and records staff.
counselor, director, etc. Do you have any questions before we proceed?

4. Does anyone at the college try to encourage you to stay in school? What did they
do or say?
5. How often do you interact with the staff at the college? What positions do the
staff you interact with hold?
6. What kinds of information does staff provide you with?
7. What effect do you think this information has on you?
STAFF MEMBERS’ TRANSFER OF SOCIAL CAPITAL 123
8. How would you describe your overall experiences with the college staff?
9. Tell me about a meaningful interaction you have had with a college staff
member?
10. Can you describe a positive experience you have had with a staff member?
11. Are there any departments you found to be helpful or supportive? How did the
department(s) help or support you?
12. Do you think there is a connection between interacting with college staff and your
success in transferring?
13. On the survey, you indicated that you intend to transfer, are you aware of the
classes that you need to transfer?
14. How did you know about the transfer requirements?
15. When you need more information about the transfer process who do you ask?
16. When you have questions about the classes you need to take who do you ask?
17. When you have a question about financial aid who do you go talk to?
18. When you have an issue or problem with signing up for classes, whom do you go
talk to?
19. When you have an issue or problem with a faculty member who do you talk to?
20. When you have a question about a program on campus who do you talk to?
21. When you have a question about student life who do you talk to?
22. Have you encountered any barriers while at this college? If so, what were those
barriers?
23. When you are having personal problem, whom do you talk to?
24. When you are struggling with a class who do you talk to?
STAFF MEMBERS’ TRANSFER OF SOCIAL CAPITAL 124
25. Reflecting on your college experience so far, what was the most helpful?
26. If you were to need help with the transfer application who would you talk to?
27. If you were to need help deciding which colleges to apply to who would you talk
to?
28. Is there anything else about your college experience that you want to share?
Potential Probing Statements/Questions:
 Could you please tell me a little more about that?
 I want to make sure I understood correctly, could you please tell me what you
meant by…
 Can you give me an example?
 What else happened?
 What were your feelings about that?
 You mentioned ……….what was that like for you?
 You mentioned …….tell me more about that.
 You talked about …… describe that experience in as much detail as possible.
IV. Closing Question
I am wondering if there is anything that you would to like share today that I might
not have covered?
V. Closing
I really appreciate you taking the time to answer all my questions and sharing
your experiences with me. It was really helped me gain a better understanding of my
research questions. If I have any follow-up questions, can I contact you? Great, is email
STAFF MEMBERS’ TRANSFER OF SOCIAL CAPITAL 125
ok? Again, thank you for participating in my study. As a thank you, please accept this
$20 gift card.

STAFF MEMBERS’ TRANSFER OF SOCIAL CAPITAL 126
Appendix C
Information Sheet for Research
University of Southern California
Rossier School of Education
University of Southern California
3470 Trousdale Parkway
Waite Phillips Hall, Suite 402
Los Angeles, CA 90089-4034

INFORMATION SHEET FOR RESEARCH

Staff Members’ Transfer Social Capital to First-Generation, Low-Income, Latino/a
Students

You are invited to participate in a research study conducted by Julieta Mendez, M.A. and
Alan Green, Ph.D.at the University of Southern California, because you are a Hispanic,
first-generation, low-income community college student who is planning to transfer.
Your participation is voluntary. You should read the information below, and ask
questions about anything you do not understand, before deciding whether to participate.
Please take as much time as you need to read the consent form. You may also decide to
discuss participation with your family or friends. You will be given a copy of this form.

PURPOSE OF THE STUDY
The purpose of the study is to gain a better understanding of the roles that staff play at
community college. More specifically, the researchers are interested in the types of
information that staff provide you with and the impact that that information has on your
decision to transfer.

STUDY PROCEDURES
If you volunteer to participate in this study, you will be asked to complete a pre-interview
survey and participate in an hour-long interview. The pre-interview survey will take
approximately 5 minutes to complete. The link to the pre-interview survey will be e-
mailed to you. The pre-survey is being hosted by Qualtrics and involves a secure
connection. Terms of service, addressing confidentiality, may be viewed at
http://www.qualtrics.com/research-suite. Once we receive your pre-interview survey and
I will contact you to set up an interview. The interview can take place either at a private
location on your community college campus or at a local coffee shop. The interview will
be audio recorded in order to make sure that the researcher has an accurate understanding
of your experiences with community college staff. However, if you do not wish for the
STAFF MEMBERS’ TRANSFER OF SOCIAL CAPITAL 127
researcher to audio record the interview you can still participate in the research study.
During the interview the research will ask you a series of questions regarding your
interaction with community college staff. Additional questions will be asked about the
types of information that staff provide you with. If at any point you are uncomfortable
you may choose not to answer the question or stop the interview.

POTENTIAL RISKS AND DISCOMFORTS
There are no anticipated risks by participating in this research study.

POTENTIAL BENEFITS TO PARTICIPANTS AND/OR TO SOCIETY
Although there are no direct benefits to you, the study may beneficial to other students.
The results of this study may help the researchers learn about importance of the role of
staff at community colleges.

PAYMENT/COMPENSATION FOR PARTICIPATION
You will be provided with a $20 gift card for participating in the study.

CONFIDENTIALITY
We will keep your records for this study confidential as far as permitted by law.
However, if we are required to do so by law, we will disclose confidential information
about you. The members of the research team, the funding agency and the University of
Southern California’s Human Subjects Protection Program (HSPP) may access the data.
The HSPP reviews and monitors research studies to protect the rights and welfare of
research subjects.

Upon receiving results of your survey and completing the interview, any possible
identifiers will be deleted. You as well as any staff member mentioned will be identified
only by a unique subject number. This information will be kept on a password protected
computer only accessible by the research. Upon completion of the study the pre-interview
survey, audio recordings and transcripts will be kept on a password protected computer
only accessible to the researcher. The pre-interview survey, audio recordings and
transcripts will be discarded three years after the completion of the study.

The results of this research may be made public, shared with participating sites and
quoted in professional journals and meetings, but results from this study will only be
reported as a group such that no individual respondents can be identified. No identifiable
information will be included.

STAFF MEMBERS’ TRANSFER OF SOCIAL CAPITAL 128
PARTICIPATION AND WITHDRAWAL
Your participation is voluntary. Your decision whether to participate will involve no
penalty or loss of benefits to which you are otherwise entitled. You may withdraw your
consent at any time and discontinue participation without penalty. You are not waiving
any legal claims, rights or remedies because of your participation in this research study.

ALTERNATIVES TO PARTICIPATION
Your alternative is to not participate. Your relationship with your university will not be
affected whether you participate or not in this study. The information gathered from the
study will be shared with the participating institution at the conclusion of the study.
However, only general information will be shared to ensure that students and staff
mentioned cannot be identified.

INVESTIGATOR’S CONTACT INFORMATION
If you have any questions or concerns about the research, please feel free to contact
Julie Mendez via e-mail at mendezju@usc.edu or by phone at (714) 241-6207. You may
also contact Alan Green via e-mail at alangree@rossier.usc.edu or by phone at (213) 740-
8099.

RIGHTS OF RESEARCH PARTICIPANT – IRB CONTACT INFORMATION
If you have questions, concerns, or complaints about your rights as a research participant
or the research in general and are unable to contact the research team, or if you want to
talk to someone independent of the research team, please contact the University Park
Institutional Review Board (UPIRB), 3720 South Flower Street #301, Los Angeles,
CA 90089-0702, (213) 821-5272 or upirb@usc.edu

Abstract (if available)

Abstract The purpose of this study was to understand how front-line staff transfers their social capital to first-generation, low-income, Latino/a community college students of Mexican descent as well as the effect that this has on their persistence. To gain a better understanding of the experiences of these students, 14 in-depth interviews were conducted a community college in Southern California. In general, the data revealed that the staff took an active role when it came to helping low-income, first-generation, Latino/a students of Mexican descent succeed. The staff transferred their social capital to students by establishing relationships with them, helping them connect with others and helping them make academic decisions. Through these interactions, the students gained information about the transfer requirements, resources available to them and how to navigate college processes. Interactions with staff resulted in students gaining a never quit mentality, increased involvement on campus and to a proactive approach. Given the results, there are three major recommendations for practice. First, administrators must make an active effort to hire a diverse staff or individuals who can act as empowering agents. Second, administrators must provide staff with professional development for them to better understand of the obstacles students face and how they can help students overcome them. Third, administrators must advocate for support programs that provide services to first-generation, low-income students.

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Asset Metadata

Creator Marquez, Julieta Mendez (author)

Core Title Staff members’ transfer of social capital to first-generation, low-income Latino/a students of Mexican descent

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 04/24/2017

Defense Date 03/09/2017

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag community college,first-generation,low-income,OAI-PMH Harvest,social capital,staff,student staff interactions,Students

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Green, Alan (committee chair), Baca, Reynaldo (committee member), Garcia Montano, Guadalupe (committee member)

Creator Email juliemendez06@gmail.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c40-366320

Unique identifier UC11258320

Identifier etd-MarquezJul-5267.pdf (filename),usctheses-c40-366320 (legacy record id)

Legacy Identifier etd-MarquezJul-5267.pdf

Dmrecord 366320

Document Type Dissertation

Rights Marquez, Julieta Mendez

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA