Graduation Year

2025

Document Type

Dissertation

Degree

Ph.D.

Degree Name

Doctor of Philosophy (Ph.D.)

Degree Granting Department

Leadership, Policy, and Lifelong Learning

Major Professor

Amber Dumford, Ph.D.

Committee Member

Deirdre Cobb-Roberts, Ph.D.

Committee Member

Jacqueline Reck, Ph.D.

Committee Member

Jarrett Gupton, Ph.D.

Keywords

Career Development, Career Guidance, Community Cultural Wealth, Corporate Skills, Workforce Entry

Abstract

This study investigates how first-generation college (FGC) students utilize social capital to navigate the challenging transition from college to career, addressing a critical gap in the literature given the increasing emphasis on post-graduation employment and the unique obstacles these students face. FGC students often lack the same access to professional networks and career resources as their peers, highlighting the need for targeted support programs. This research explores the impact of the Professional Skills Mentoring Program (PSMP) on FGC student career readiness.

Drawing on Yosso's (2005) Community Cultural Wealth framework, this qualitative case study examines how FGC students leverage their diverse strengths and experiences—including aspirational, familial, social, and navigational capital—to build professional networks and achieve career success. This framework recognizes the various forms of capital FGC students bring to higher education and the workforce. The study investigates the lived experiences and perceived career readiness of FGC students in the PSMP, focusing on their meaning-making and the program's impact on their development. An intrinsic case study approach allows for an in-depth exploration of the nuanced experiences of FGC students navigating the college-to-career transition.

Findings indicate that PSMP participation significantly enhances FGC students' career readiness by fostering the development and utilization of their existing cultural capital. The program facilitates social capital development through mentorship, networking, and exposure to professional environments. These experiences contribute to aspirational capital by clarifying career goals and fostering self-efficacy. Furthermore, the program acknowledges the importance of familial capital, recognizing the role of family support. This study underscores the importance of culturally aware programs like the PSMP that provide practical career guidance while recognizing and leveraging the diverse strengths and community networks of FGC students. Programs like the PSMP empower FGC students to achieve their professional aspirations by facilitating social capital development.

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