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

  • Lauren Coleman-Tempel
  • Meghan Ecker-Lyster

Abstract

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.

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Published
2019-12-03
How to Cite
Coleman-Tempel, L., & Ecker-Lyster, M. (2019). Linked Coding: A Qualitative Investigation of the Impact of a College Transition Program. Journal of College Orientation, Transition, and Retention, 26(2). https://doi.org/10.24926/jcotr.v26i2.2373
Section
Feature Articles