Navigating Higher Education: The Critical Role of Professional Networks and Social Capital for First-Generation College Students

Abstract

First-generation college students (FGCS) face persistent academic and social barriers that limit their educational mobility. Central to this challenge is social capital, defined as the networks, relationships, and resources that shape access to opportunity. This review offers a thematic, intersectional analysis of how social capital, grounded in Pierre Bourdieu’s theory, influences FGCS academic and professional outcomes. It also examines how digital and in-person networks can mitigate structural inequities. The guiding question is: How do social capital frameworks illuminate FGCS experiences and outcomes, and which institutional interventions most effectively promote equity? Drawing on a critical synthesis of theoretical scholarship, the review identifies key mechanisms through which social capital operates and highlights persistent gaps facing FGCS. The paper concludes with actionable recommendations for institutional leaders and policymakers, emphasizing asset-based, adaptive, and embedded strategies, including targeted support programs and digital platforms, to strengthen networks, expand access, and support student success.

Keywords: first-generation college students, social capital, higher education, professional networks, intersectionality

DOI: 10.7176/JEP/17-2-04

Publication date: February 28^th 2026