Academic Advising Effects on First-generation Student Outcomes: an Evaluation Using Bourdieu’s Theory of Cultural Capital

First-Generation students are often hindered by their limited understanding of how to successfully navigate post-secondary institutions. They are also known to have limited access to familial sources of support and guidance needed to succeed in completing a college degree. Using Bourdieu’s theory of cultural capital, this study explores whether academic advising contributes to their academic success. Current research on academic advising and cultural capital theory suggests that institutional agents like academic advisors contribute to student academic success by transmitting timely and relevant academic information, guidance, and support. With the use of student-level data, this study explores the effects of academic advising on the academic outcomes of First-Generation Students as measured by degree completion and final cumulative GPA. This research expands the use of cultural capital theory to a higher education setting within the context of the academic advising process. It also contributes to the literature on educational attainment by providing support for academic advising as an institutional factor that is associated with better educational outcomes of First-Generation students. This study concludes with policy and program recommendations for more effective academic advising programs aimed at First-Generation students, low-income, and traditional minorities.