Linked Coding: A Qualitative Investigation of the Impact of a College Transition Program

Limited college knowledge often impacts underrepresented students’ ability to navigate the college setting, creating institutional barriers for these students once arriving on campus. Students who are first-generation, low-income, and/or minority students have been shown to be less “college ready” t...

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Bibliographic Details
Published in:The journal of college orientation and transition 2019-12, Vol.26 (2)
Main Authors: Coleman-Tempel, Laura, Ecker-Lyster, Meghan
Format: Article
Language:English
Online Access:Get full text
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Summary:Limited college knowledge often impacts underrepresented students’ ability to navigate the college setting, creating institutional barriers for these students once arriving on campus. Students who are first-generation, low-income, and/or minority students have been shown to be less “college ready” than their peers. This discrepancy in preparedness can be conceptualized as a cultural mismatch between the student’s background knowledge and the higher education institution's expectations and norms (Lohfink & Paulsen, 2005). This qualitative evaluation provides an in-depth investigation into first-generation, low-income, and minority students’ perceptions and experiences with a yearlong college transition program. The study explores how a college transition program can impact students’ social development.
ISSN:1534-2263
2690-4535
DOI:10.24926/jcotr.v26i2.2373