Students may have experiences that relate to long-term retention and success during the summer after completing their first year in college. Research shows that college students’ engagement and success varies based on their cultural and social capital. However, there is a dearth of research on how their cultural and social capital is associated with college students’ summer experiences after they complete their first year. The purpose of this study is to better understand the ways that students’ cultural and social capital—as measured through relationships with parents and faculty—relate to their participation in undergraduate research, internships, paid work, or volunteering after the first year of college. We analyzed longitudinal data from 1,066 students at three universities using data from the Pathways through College Study. We found that students who had parents with graduate or professional degrees had higher odds of participating in summer undergraduate research and internships, compared to first-generation college students. Students who had interactions with faculty outside of the classroom also had higher odds of participating in the four summer experiences, but the relationship between parental education and post-first year experiences do not vary depending on the level of faculty interactions. This study offers implications for faculty and student affairs practitioners related to encouraging students to participate in post-first year summer opportunities, particularly students with less social and cultural capital through their parents or faculty.

中文翻译：

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我们不知道他们去年夏天做了什么：检查家长教育、教师互动和大学生一年后暑期经历之间的关系

学生在完成大学第一年的暑假可能会有与长期保留和成功相关的经历。研究表明，大学生的参与度和成功取决于他们的文化和社会资本。然而，关于他们的文化和社会资本如何与大学生完成第一年之后的暑期经历相关的研究很少。本研究的目的是更好地了解学生的文化和社会资本（通过与家长和教师的关系来衡量）与他们在大学一年级后参与本科研究、实习、有偿工作或志愿服务的关系。我们使用 Pathways through College Study 的数据分析了来自三所大学 1,066 名学生的纵向数据。我们发现，与第一代大学生相比，父母拥有研究生或专业学位的学生参加暑期本科研究和实习的几率更高。在课堂外与教师互动的学生也有更高的机会参加四个暑期体验，但父母教育与第一年后体验之间的关系并不因教师互动的水平而异。这项研究为教职员工和学生事务从业者提供了与鼓励学生参加大一后暑期机会相关的启示，特别是通过父母或教职员工而社会和文化资本较少的学生。