This dissertation uses a cross sectional quantitative design to investigate the relationship between first-year college students’ social class and their pre-college interest in engaging in co-curricular experiences during college, their motivations for engaging in co-curricular experiences, and their perceptions of whether co-curricular activities will teach them leadership and work ethic skills. The study also investigated multiple variables to address social class- including metrics of subjective social status and socioeconomic status. The study used data from two surveys that were administered to a sample (N = 839) of first-year, first-time college students from a regional comprehensive university prior to their matriculation. The findings of this study indicate that students’ awareness of their socioeconomic status was the only significant predictor of their interest in getting involved in co-curricular activities during college. Students’ perceived family contribution to their college education significantly predicted their interest in working during college, while social class had no impact on a student’s interest in joining fraternity and sorority life or in student government association. There was a significant relationship between a student’s race, gender, and high school extracurricular experiences and their motivation for engagement. A student’s Expected Family Contribution was not a significant predictor of the student’s interest, motivation, or perception related to involvement. Students’ awareness of their socioeconomic status also impacted their perceptions that they could learn leadership skills and work ethic from co-curricular activities, while students with higher subjective social class were more likely to believe they could learn leadership skills from being a participant or member in co-curricular experiences. Implications of these findings for research, theory and practice are offered. More research is needed that explores the impact of social class, and incorporates multiple diverse metrics of social class, on students’ college experience. Studies that investigate the ability of on-campus employment to serve as a high impact proactive for students who may not otherwise have the ability to participate in co-curricular experiences on campus are also needed.
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