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ERIC Number: ED357710
Record Type: Non-Journal
Publication Date: 1992-Jun-20
Pages: 62
Abstractor: N/A
Reference Count: N/A
Out-of-Class Experiences Research Program. The Transition to College Project. Final Report.
Terenzini, Patrick T.
This final report describes a study which examined how new college students become aware of and involved in the academic and non-academic "learning communities" of the campus; specifically the report examined the social, academic and administrative mechanisms and processes through which students become involved in academic and social systems; important people who facilitate or impede the transition from high school or work to college; significant experiences affecting the outcome of this transition; and variations between individual students. The research used a cross-sectional, focus-group interview research design. Data were gathered in groups varying in size from one to eight students at four very different types of institution ranging from a relatively new community college to a large, predominantly white, residential, research university. A total of 36 group interviews were held with 132 students. Results suggested that the transition is complex and varies according to several factors: (1) college is an expected step in the life trajectory for many middle class students but not for many non-traditional students; (2) high school friends can be a bridge to full college adjustment or a complicating factor if they are not also attending college; (3) students' families can be a supportive asset or a source of stress as a student's relations with his/her family change; and (4) various types of "validation experiences" were key for all students to feeling deserving of a place in college. Appendixes contain correspondence to participating institutions, a consent form, and interview protocol. Includes 24 references. (JB)
Publication Type: Reports - Evaluative; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Center on Postsecondary Teaching, Learning, and Assessment, University Park, PA.