\u201cThis includes leveraging connections at various institutions and organizations to get interviews \u2014 and even hear about job openings before they are listed,\u201d he said, noting that these networks can help candidates beyond just the initial interview, too. <\/p>\n\n\n\n
\u201cThe majority of people who go out for a job are going to be qualified for it. What the hiring professionals want to know,\u201d Ferrare said, \u201cis what the person is going to be like to work with and whether they are trustworthy. Having someone at the company who can vouch for you makes a huge difference.\u201d <\/p>\n\n\n\n
The necessity of networks<\/strong> <\/h2>\n\n\n\nWhile much is known about the value of student networks, less is known about how these networks form within institutions of higher education, and the ways that racial, class and other social dynamics shape these processes.\u00a0<\/p>\n\n\n\n![\"A](\"https:\/\/www.uwb.edu\/news\/wp-content\/uploads\/sites\/4\/2024\/02\/headshot-Ferrare-Joe_1-1024x683.jpg\")
Dr. Joseph Ferrare.<\/figcaption><\/figure>\n\n\n\nTo close this gap in information, Ferrare has conducted two studies in recent years. The first involved longitudinal interviews with first-generation college students as they went from high school to college at a large research institution in the Southeast. <\/p>\n\n\n\n
The second used cross-sectional survey and interview data collected from a smaller pilot study that involved graduating seniors at a small public university in the Pacific Northwest. <\/p>\n\n\n\n
Transitions into and out of college represent key moments to observe these processes and intersecting constraints of network formation, Ferrare noted, because these are times when students must create and mobilize their networks to flourish in unfamiliar organizational contexts such as a new campus or job. <\/p>\n\n\n\n
For the initial study, Ferrare focused on understanding how the organizational contexts of the university shaped how incoming students could create social capital, as well as the main factors that disrupt social capital \u2014 and for whom. <\/p>\n\n\n\n
Space and social capital <\/strong> <\/h2>\n\n\n\nDuring fall 2016 and spring 2017, Ferrare conducted 108 cumulative interviews with 62 incoming first-generation students in the Southeast. From these conversations, he learned that social networks often formed through campus-based organizations that actively brokered an initial affiliation that then snowballed into network formation and expansion. <\/p>\n\n\n\n
Importantly, he noted, it only took one connection to start the snowball process. \u201cI spoke to a number of veterans, and many of them mentioned veteran student affairs as a place where they were able to connect with peers and form those connections,\u201d he said. \u201cFor other students, the Greek system was a way to meet new people and form new friendships.\u201d <\/p>\n\n\n\n
In addition to campus-based organizations, Ferrare also found that physical spaces can be a helpful medium in facilitating networks. \u201cWhether it was cafes, study rooms or dorms, many students reported making that initial connection while enjoying these campus spaces, and that connection would then snowball into a flourishing network.\u201d <\/p>\n\n\n\n
His research also revealed that there are certain students who, despite having the capacity for network building, have experiences that make it difficult for them to do so. <\/p>\n\n\n\n
\u201cThis includes students from marginalized groups, first-generation students or those who experience financial instability,\u201d he said. \u201cDespite our best intentions, we cannot shield every student from the harsh reality that the inequities that we have in society can also be present on campus.\u201d <\/p>\n\n\n\n
Because of this, Ferrare said, it is imperative that faculty and staff have their eyes and ears on student clubs and spaces such as the Student Diversity Center at UW Bothell. \u201cWe need to be hearing from these students regularly,\u201d he said, \u201cbecause when these factors are at play, we can at least bring to the table the resources that we have \u2014 such as mentorships and scholarships \u2014 to help mitigate them.\u201d <\/p>\n\n\n\n
Challenges of connecting<\/strong> <\/h2>\n\n\n\nFerrare had expected these research findings. What he had not anticipated was students\u2019 reaction to leveraging their social networks. \u201cThey felt negatively and didn\u2019t want to advance just because they happened to know somebody who could connect them to an opportunity. They wanted their upward mobility to be based on their own merits. <\/p>\n\n\n\n
\u201cI found this shocking,\u201d he said, \u201cbecause that is absolutely not how the world works. In an ideal world, yes, maybe you would want it to be that way, but it simply isn\u2019t so. It\u2019s extraordinarily difficult to navigate modern society outside of our network connections, and it\u2019s extremely important to educate our students on that and the process.\u201d <\/p>\n\n\n\n
The students\u2019 perception inspired Ferrare\u2019s second study, conducted in winter 2021, which explored sources of information students draw on as they navigate the college-to-career transition. This pilot study included 104 racially diverse students who were in their final year of school \u2014 and what he found was equally surprising. <\/p>\n\n\n\n
\u201cWhen it came to applying for jobs or job searching, the majority of students\u2019 sole source of information was the internet,\u201d he said. \u201cThey were not making use of any of the campus resources or their professional networks. To me, that\u2019s troubling because in my opinion the primary value of higher education today is the relationships you build because the actual content you can get elsewhere. <\/p>\n\n\n\n
\u201cI really think that the days where the university was all about the scarcity of knowledge are over,\u201d Ferrare said. \u201cNow, our principal contribution is that we have the ability to both foster relationships on campus and then connect students to relationships off campus through things such as alumni networks \u2014 and through our own connections to employers and to graduate programs. <\/p>\n\n\n\n
\u201cAnd all of this in addition to the networks and ties students build independently in their four years.\u201d\u00a0<\/p>\n\n\n
\n
To close this gap in information, Ferrare has conducted two studies in recent years. The first involved longitudinal interviews with first-generation college students as they went from high school to college at a large research institution in the Southeast. <\/p>\n\n\n\n
The second used cross-sectional survey and interview data collected from a smaller pilot study that involved graduating seniors at a small public university in the Pacific Northwest. <\/p>\n\n\n\n
Transitions into and out of college represent key moments to observe these processes and intersecting constraints of network formation, Ferrare noted, because these are times when students must create and mobilize their networks to flourish in unfamiliar organizational contexts such as a new campus or job. <\/p>\n\n\n\n
For the initial study, Ferrare focused on understanding how the organizational contexts of the university shaped how incoming students could create social capital, as well as the main factors that disrupt social capital \u2014 and for whom. <\/p>\n\n\n\n
Space and social capital <\/strong> <\/h2>\n\n\n\nDuring fall 2016 and spring 2017, Ferrare conducted 108 cumulative interviews with 62 incoming first-generation students in the Southeast. From these conversations, he learned that social networks often formed through campus-based organizations that actively brokered an initial affiliation that then snowballed into network formation and expansion. <\/p>\n\n\n\n
Importantly, he noted, it only took one connection to start the snowball process. \u201cI spoke to a number of veterans, and many of them mentioned veteran student affairs as a place where they were able to connect with peers and form those connections,\u201d he said. \u201cFor other students, the Greek system was a way to meet new people and form new friendships.\u201d <\/p>\n\n\n\n
In addition to campus-based organizations, Ferrare also found that physical spaces can be a helpful medium in facilitating networks. \u201cWhether it was cafes, study rooms or dorms, many students reported making that initial connection while enjoying these campus spaces, and that connection would then snowball into a flourishing network.\u201d <\/p>\n\n\n\n
His research also revealed that there are certain students who, despite having the capacity for network building, have experiences that make it difficult for them to do so. <\/p>\n\n\n\n
\u201cThis includes students from marginalized groups, first-generation students or those who experience financial instability,\u201d he said. \u201cDespite our best intentions, we cannot shield every student from the harsh reality that the inequities that we have in society can also be present on campus.\u201d <\/p>\n\n\n\n
Because of this, Ferrare said, it is imperative that faculty and staff have their eyes and ears on student clubs and spaces such as the Student Diversity Center at UW Bothell. \u201cWe need to be hearing from these students regularly,\u201d he said, \u201cbecause when these factors are at play, we can at least bring to the table the resources that we have \u2014 such as mentorships and scholarships \u2014 to help mitigate them.\u201d <\/p>\n\n\n\n
Challenges of connecting<\/strong> <\/h2>\n\n\n\nFerrare had expected these research findings. What he had not anticipated was students\u2019 reaction to leveraging their social networks. \u201cThey felt negatively and didn\u2019t want to advance just because they happened to know somebody who could connect them to an opportunity. They wanted their upward mobility to be based on their own merits. <\/p>\n\n\n\n
\u201cI found this shocking,\u201d he said, \u201cbecause that is absolutely not how the world works. In an ideal world, yes, maybe you would want it to be that way, but it simply isn\u2019t so. It\u2019s extraordinarily difficult to navigate modern society outside of our network connections, and it\u2019s extremely important to educate our students on that and the process.\u201d <\/p>\n\n\n\n
The students\u2019 perception inspired Ferrare\u2019s second study, conducted in winter 2021, which explored sources of information students draw on as they navigate the college-to-career transition. This pilot study included 104 racially diverse students who were in their final year of school \u2014 and what he found was equally surprising. <\/p>\n\n\n\n
\u201cWhen it came to applying for jobs or job searching, the majority of students\u2019 sole source of information was the internet,\u201d he said. \u201cThey were not making use of any of the campus resources or their professional networks. To me, that\u2019s troubling because in my opinion the primary value of higher education today is the relationships you build because the actual content you can get elsewhere. <\/p>\n\n\n\n
\u201cI really think that the days where the university was all about the scarcity of knowledge are over,\u201d Ferrare said. \u201cNow, our principal contribution is that we have the ability to both foster relationships on campus and then connect students to relationships off campus through things such as alumni networks \u2014 and through our own connections to employers and to graduate programs. <\/p>\n\n\n\n
\u201cAnd all of this in addition to the networks and ties students build independently in their four years.\u201d\u00a0<\/p>\n\n\n
\n
Ferrare had expected these research findings. What he had not anticipated was students\u2019 reaction to leveraging their social networks. \u201cThey felt negatively and didn\u2019t want to advance just because they happened to know somebody who could connect them to an opportunity. They wanted their upward mobility to be based on their own merits. <\/p>\n\n\n\n
\u201cI found this shocking,\u201d he said, \u201cbecause that is absolutely not how the world works. In an ideal world, yes, maybe you would want it to be that way, but it simply isn\u2019t so. It\u2019s extraordinarily difficult to navigate modern society outside of our network connections, and it\u2019s extremely important to educate our students on that and the process.\u201d <\/p>\n\n\n\n
The students\u2019 perception inspired Ferrare\u2019s second study, conducted in winter 2021, which explored sources of information students draw on as they navigate the college-to-career transition. This pilot study included 104 racially diverse students who were in their final year of school \u2014 and what he found was equally surprising. <\/p>\n\n\n\n
\u201cWhen it came to applying for jobs or job searching, the majority of students\u2019 sole source of information was the internet,\u201d he said. \u201cThey were not making use of any of the campus resources or their professional networks. To me, that\u2019s troubling because in my opinion the primary value of higher education today is the relationships you build because the actual content you can get elsewhere. <\/p>\n\n\n\n
\u201cI really think that the days where the university was all about the scarcity of knowledge are over,\u201d Ferrare said. \u201cNow, our principal contribution is that we have the ability to both foster relationships on campus and then connect students to relationships off campus through things such as alumni networks \u2014 and through our own connections to employers and to graduate programs. <\/p>\n\n\n\n
\u201cAnd all of this in addition to the networks and ties students build independently in their four years.\u201d\u00a0<\/p>\n\n\n
\n