Mentor/s
Dr. Gerald Reid Dr. Stephen Lilley
Participation Type
Poster
Abstract
Accessing academic resources is a significant factor in educational success at the college level. Based on Bourdieu’s concept of economic and cultural capital and Lareau’s theory of social inequality it is hypothesized that students from high socioeconomic status will access academic resources at a significantly higher rate than students of lower socioeconomic status. In a survey of 120 college students, the hypothesis was tested. Basic hypothesis testing showed no significant difference between students at different income levels in accessing academic resources. Advanced hypothesis testing did display a significant difference in males and undergraduate seniors from higher socioeconomic families. A more diverse and sufficient sample would be needed to further test this hypothesis. Further studies should focus on students with same the GPA in different socioeconomic classes, and take into consideration other factors contributing to the rate at which students access academic resources.
College and Major available
Sociology
Location
University Commons
Start Day/Time
4-21-2017 1:00 PM
End Day/Time
4-21-2017 3:00 PM
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 3.0 License.
Use of Academic Resources Among Different Socioeconomic Classes
University Commons
Accessing academic resources is a significant factor in educational success at the college level. Based on Bourdieu’s concept of economic and cultural capital and Lareau’s theory of social inequality it is hypothesized that students from high socioeconomic status will access academic resources at a significantly higher rate than students of lower socioeconomic status. In a survey of 120 college students, the hypothesis was tested. Basic hypothesis testing showed no significant difference between students at different income levels in accessing academic resources. Advanced hypothesis testing did display a significant difference in males and undergraduate seniors from higher socioeconomic families. A more diverse and sufficient sample would be needed to further test this hypothesis. Further studies should focus on students with same the GPA in different socioeconomic classes, and take into consideration other factors contributing to the rate at which students access academic resources.
