This study examines how students from low socioeconomic backgrounds acquire social capital resources to support their transition into the graduate labour market.
A sequential mixed-methods approach was employed, involving quantitative pre- and post-surveys (n = 222) and qualitative life chapter interviews (n = 25) with university students in their 3rd, 4th and 5th years. The research tested two career development interventions: a four-week bridging intervention focused on peer support around employability topics, and a linking intervention guiding students to traditional in-class career workshops.
Both interventions effectively reduced disparities across socioeconomic backgrounds. In addition, the study highlights the critical role of bonding social capital in the transition to employment. When students perceived a lack of bonding social capital, they faced barriers in acquiring other resources.
This research emphasises the significance of bonding social capital in employment transition interventions and demonstrates how targeted approaches can mitigate socioeconomic disparities in career development outcomes.
