Differences in Academic Capital in Students at a Two-Year versus a Four-Year Institution

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Academic capital is composed of social processes that result in family knowledge of educational expectations, and strategies that result in a successful college experience. Often underrepresented and first-generation students lack a wealth of academic capital. This lack of knowledge may affect their college success. I used the Academic Capital Scale to research differences in academic capital in students attending a 2-year and a 4-year institution. To address differences in these two groups, I performed an independent samples t-test. The analysis was done with and without transformations (transformations were unsuccessful.) and both procedures yielded no statistical significance in mean academic capital … continued below

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Bell, Melody Delynn December 2022.

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  • Bell, Melody Delynn

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Academic capital is composed of social processes that result in family knowledge of educational expectations, and strategies that result in a successful college experience. Often underrepresented and first-generation students lack a wealth of academic capital. This lack of knowledge may affect their college success. I used the Academic Capital Scale to research differences in academic capital in students attending a 2-year and a 4-year institution. To address differences in these two groups, I performed an independent samples t-test. The analysis was done with and without transformations (transformations were unsuccessful.) and both procedures yielded no statistical significance in mean academic capital scores. In addition, a Mann-Whitney U test was completed which also resulted in no statistically significant difference in mean rank of scores. I performed a logistic regression to determine whether academic capital could predict students' enrollment status (full time vs. part time). The model accounted for 2% of the variance in the enrollment status and the academic capital scores did not contribute significantly to the model, meaning they did not predict enrollment status. Finally, I ran a multiple regression to investigate if low socioeconomic status, gender identity, first-generation status, enrollment status, or race/ethnicity could predict students' academic capital score. The model was statistically significant in predicting academic capital scores F(14, 511) = 2.814, p < .0001. The coefficients non-binary and trans for the gender variable and low SES for the socioeconomic variable were also statistically significant. Students in these categories are predicted to have less academic capital than their respective counterparts.

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  • December 2022

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  • Feb. 9, 2023, 5:16 p.m.

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Bell, Melody Delynn. Differences in Academic Capital in Students at a Two-Year versus a Four-Year Institution, dissertation, December 2022; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc2048650/: accessed April 12, 2026), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .

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