@article{Coleman-Tempel_Ecker-Lyster_2019, title={Linked Coding: A Qualitative Investigation of the Impact of a College Transition Program}, volume={26}, url={https://pubs.lib.umn.edu/index.php/jcotr/article/view/2373}, DOI={10.24926/jcotr.v26i2.2373}, abstractNote={<p><span style="font-weight: 400;">Limited college knowledge often impacts underrepresented students’ ability to navigate the college setting, creating institutional barriers for these students once arriving on campus. </span><span style="font-weight: 400;">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.</span></p>}, number={2}, journal={Journal of College Orientation, Transition, and Retention}, author={Coleman-Tempel, Lauren and Ecker-Lyster, Meghan}, year={2019}, month={Dec.} }