Cultural Capital and Achievement Goals in Hispanic College Students at Two- And Four-Year Educational Institutions

Abstract

The purpose of the study was to determine whether there were differences in the achievement goals and cultural capital between Hispanic students attending a two- or a four-year educational institution. A sample of 58 subjects were surveyed, 29 from each educational institution. The instrument used to measure achievement goals was the Attitude Toward Learning and Performance in College this Semester Scale (ATL) (Miller & Sundre, 2008). Cultural capital was measured by an adaptation of the Cultural capital questionnaire proposed by Noble and Davies (2009). The results showed that there were not statistically significant differences in the achievement goals. Concerning cultural capital, statistically differences were found in personal cultural capital between the two types of college. The cultural capital index was statistically different when students at different campuses were compared. Concerning demographic information, it was found that students at two-year college were living with their families of origin in a higher proportion than students at a four-year college. The source to fund college appeared to be different for both groups. The proportion of students that use loans to fund college was significantly higher in those who are attending a four-year college. The results suggest that decision to attend one or other type of post-secondary institution may be related to economic resources or aspects of cultural capital.