Journal of College Orientation, Transition, and Retention

Critical Reflections of College Sophomores About Preparation and Persistence During Their Freshman Year

Gregory V. Wolcott

DOI: https://doi.org/10.24926/jcotr.v14i1.2652

Keywords: Exploration, identity development, expectations, preparation, persistence, freshman, sophomore, Astin, Chickering

---

Abstract

The purpose of this study was to explore the needs and experiences of college freshman with the hope of informing universities how to improve freshman preparation and persistence. Focusing on students at a public "metro-commuter" university, this qualitative study extends previous research on the topic. Using participatory research methodology, this study utilized dialogues to explore the critical reflections of students who have successfully completed their freshman year. This study found that during the preenrollment phase, it is critical that students and their families experience programs and services that educate students about the transition to college, increase students' commitment to the institution, and help students develop realistic expectations for college. Several factors were found to contribute to college freshman persistence including support for social and academic integration, academic engagement, fostering student development, and promoting internal locus of control. The author argues that preenrollment programs must be viewed as critical to student success, and should be mandatory and carried out utilizing current students who are trained in issues of transition. He concludes that more programs are needed throughout the first year to help students develop social support networks.