Expanding the SOUL: A Systems-Level Analysis of First-Generation Student Support and Persistence at the University of Michigan

Abstract

This mixed-methods program evaluation examines the effectiveness and scalability of the Sociology Opportunities for Undergraduate Leadership (SOUL) initiative at the University of Michigan's College of Literature, Science, and the Arts (LSA). Despite institutional commitments to equity, fewer than 6% of LSA's approximately 3,500 first-generation, low-income (FGLI) students participate in structured cohort-based programming. Grounded in a Cohort-Based Institutional Capital Redistribution and Integration Model synthesizing Bourdieu's (1986) cultural capital theory, Tinto's (1994) student departure model, Strayhorn's (2012) sense of belonging framework, and improvement science, this study evaluated SOUL across four intended outcomes: academic success, career transition, sense of belonging, and cultural capital development. Quantitative data drawn from University of Michigan Office of the Registrar records (2015–2025) for 63,241 LSA students were analyzed alongside course evaluation data. A qualitative component comprised semi-structured interviews with 22 stakeholders across five groups, including current and former SOUL students, faculty, staff, and campus partners. Findings revealed statistically significant gaps between first-generation and continuing-generation students in GPA (3.35 vs. 3.53) and average credit load (12.80 vs. 13.70 credits per term). Qualitative analysis identified three core program mechanisms driving impact: relational infrastructure, paid experiential learning, and identity-affirming design. Scaling SOUL to serve 25% of eligible FGLI students is projected to require approximately $4.9 million through a hybrid centralized-distributed staffing model. Recommendations emphasize formal cross-unit partnerships, sustained funding for paid research assistantships, and a continuous data dashboard to guide phased expansion while preserving program fidelity.