Dissertation Proposal Announcement Ed.D. Program: Tevin King “Bridging the Gap: A Qualitative Study of First-Generation College Students’ Transition from High School to College Through Social Capital and Institutional Support”

First-generation college students (FGCS) continue to face significant academic, financial, social, and cultural barriers as they transition from high school to college. Although institutions have expanded access to higher education and developed programs to support historically underserved populations, access alone does not ensure successful college adjustment, persistence, or degree completion. FGCS often enter college with limited access to familial college-going knowledge and may encounter challenges navigating academic expectations, financial aid systems, institutional resources, and unfamiliar social and cultural environments. This qualitative study examines how first-generation college students participating in the Educational Opportunity Fund (EOF) program at Rutgers University New Brunswick make sense of their transition from high school to college and how social capital and institutional support shape their experiences.

Guided primarily by Social Capital Theory, this study conceptualizes social capital as the relationships, networks, knowledge, and resources students can access through social connections. The study also draws on Yosso’s Community Cultural Wealth framework to recognize the strengths and forms of capital that first-generation students bring to their college experiences. Two research questions guide the study: (1) How do first-generation college students participating in the EOF program make sense of their transition from high school to college through their academic, social, and emotional experiences? and (2) How do these students describe the impact of social capital and institutional support on their college transition experiences?

A qualitative research design will be used to center the lived experiences and perspectives of first-generation students. Approximately 5 10 undergraduate students participating in the EOF program will be purposively selected to reflect diversity in academic year, discipline, gender, race and ethnicity, and socioeconomic background. Data will be collected through semi-structured individual interviews and focus groups conducted during the fall semester. Interview and focus group data will be transcribed, coded, and analyzed thematically using Dedoose. Data triangulation, member checking, peer review, and reflexive journaling will be used to strengthen the credibility and trustworthiness of the study.

By centering students’ voices, this study seeks to address gaps in the literature by examining not only the barriers FGCS encounter, but also how they actively navigate those barriers through relationships, institutional resources, and support networks. The study aims to provide higher education practitioners with a deeper understanding of how programs such as EOF can strengthen students’ transition experiences and foster greater access to the social and institutional resources necessary for college success.