College enrollment has improved among Black and Latino students during the last several decades due partly to the influence of formal and informal mentors and increasing parental support of higher education. However, college completion for these underrepresented minority groups continues to lag behind graduation rates for White students. This research sought to examine whether pre-college relationships influence college completion. Using data from the National Longitudinal Study of Freshmen, this study tested the direct and indirect effects of social capital from pre-college networks, including parental capital and mentor capital, race and gender on college completion utilizing logistic regression. The results indicated that one form of parental capital, parental education, is positively associated with college completion for all students. Three forms of parental capital, however, were positively associated with completion for Black students. Contrary to hypothesis, mentor capital was not a significant predictor of graduation for any group. Furthermore, Black and Latina women graduated at higher rates and received more parental support for academic performance than their male counterparts. Implications for future research are discussed.
College and Department
Family, Home, and Social Sciences; Sociology
BYU ScholarsArchive Citation
Souberbielle, Daneka Natlay, "Racial and Gender Differences in College Completion Among Minority Students: A Social Network Approach" (2015). Theses and Dissertations. 5827.
Blacks, Latinos, underrepresented minorities, gender, college completion, social capital, higher education, mentors, parental capital