Low-income and racial minority students access college at lower rates than their more-advantaged peers, caused in part by lesser social capital. Low socio-economic status (SES) students’ networks of rarely provide help navigating the application and enrollment process, preventing even academically-capable students from competing in the near-Darwinian process of college admission because of their low social capital. Research indicates that counselors can mediate SES-based disparities in college readiness but provides little guidance on how counselors should help students. I conduct multi-level logistic regression analyses of nationally representative longitudinal data to investigate (a) which specific advising activities impact college knowledge, eligibility, and enrollment, and (b) how impacts differ for underserved students. I find that the outcomes respond to different treatments. Creating an education plan in 9th grade increases students’ likelihood of reaching college eligibility in math and annual review of plans increases the odds of planed Free Application for Federal Student Aid submission, with larger effects for underserved students. However, most marginal benefits are small and do not persist to become differences in college enrollment.

中文翻译：

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缓解达尔文式社会资本运用的挑战：高中辅导员的具体咨询活动如何改变大学准备程度而不是上大学的措施

低收入和少数族裔学生上大学的机会比其优势更强的同龄人要低，部分原因是社会资本减少。低社会经济地位（SES）的学生网络很少能帮助他们导航申请和注册过程，甚至由于具有较低的社会资本，甚至具有学术能力的学生也无法参加接近达尔文式的大学录取过程。研究表明，辅导员可以调解基于SES的大学准备阶段的差异，但对于辅导员应如何帮助学生的指导很少。我对全国代表性的纵向数据进行了多级logistic回归分析，以调查（a）哪些具体的咨询活动会影响大学的知识，资格和入学率，以及（b）对于服务不足的学生的影响会有何不同。我发现结果对不同的治疗方法有反应。制定9年级的教育计划会增加学生获得大学数学资格的可能性，并且每年对计划进行审查都会增加计划免费提交联邦学生援助计划的几率，对服务不足的学生会有更大的影响。但是，大多数边际收益很小，并且不会持续成为大学入学率的差异。