Examining a Comprehensive College Transition Program: An Account of Iterative Mixed Methods Longitudinal Survey Design

2018 ◽  
Vol 60 (3) ◽  
pp. 392-413 ◽  
Author(s):  
Darnell Cole ◽  
Joseph A. Kitchen ◽  
Adrianna Kezar
Keyword(s):  
Mixed Methods ◽  
College Transition ◽  
Survey Design ◽  
Transition Program ◽  
Longitudinal Survey ◽  
Comprehensive College

Career Self-Efficacy: A Mixed-Methods Study of an Underexplored Research Area for First-Generation, Low-Income, and Underrepresented College Students in a Comprehensive College Transition Program

2019 ◽  
Vol 64 (3) ◽  
pp. 298-324
Author(s):  
Adrianna Kezar ◽  
Liane Hypolite ◽  
Joseph A. Kitchen
Keyword(s):  
Low Income ◽  
College Transition ◽  
Self Efficacy ◽  
First Generation ◽  
Transition Program ◽  
Mixed Methods Study ◽  
College Completion ◽  
Underrepresented Minority ◽  
Underrepresented Minority Students ◽  
Comprehensive College

This mixed-methods study explored whether and how participation in a comprehensive college transition program serving low-income, first-generation, and underrepresented minority students is linked to the development of career self-efficacy in light of the latter’s link to persistence and college completion. Findings suggest that program participation is linked to career self-efficacy, and program participants report significantly higher levels of confidence in their major and career path compared with a control group. Qualitative results indicate that major and career support from college transition program staff and being connected to an ecology of major and career-related activities contributed to the development of program participants’ career self-efficacy. Results hold significance for college transition program design and call attention to an underexplored area of research in the quest to boost college completion for low-income, first-generation, and underrepresented minority students.

A Typology of College Transition and Support Programs: Situating a 2-Year Comprehensive College Transition Program Within College Access

2019 ◽  
Vol 64 (3) ◽  
pp. 230-252
Author(s):  
Ronald E. Hallett ◽  
Adrianna Kezar ◽  
Rosemary J. Perez ◽  
Joseph A. Kitchen
Keyword(s):  
College Transition ◽  
Student Outcomes ◽  
Transition Program ◽  
Support Programs ◽  
Past Century ◽  
Student Needs ◽  
Institutional Goals ◽  
Making Choices ◽  
Comprehensive College ◽  
Type Of Transition

College transition and support programs have emerged over the past century as important tools that institutions can employ to improve student outcomes. With the variety of approaches used, a common language is needed to discuss why and how programs relate to institutional goals and relate to student outcomes. In this article, we present and discuss the College Transition and Support Program Typology as a way of understanding how programs are similar and different in their approach to addressing barriers and creating opportunities for student success. The typology centers on student needs, focus, duration, and timing as important program dimensions. We then apply the typology to a comprehensive college transition program to illustrate the dimensions. The final section discusses a set of criteria for practitioners to consider when designing a program and making choices about what type of transition initiatives may be most suitable for one’s campus and student needs.

scholarly journals Balancing Time in College: Examining Time-Use and Academic Outcomes of Students in a Comprehensive College Transition Program

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842199521
Author(s):  
Elizabeth S. Park ◽  
Elise Swanson
Keyword(s):  
Time Use ◽  
College Transition ◽  
Trial Design ◽  
Transition Program ◽  
Student Centered ◽  
Student Groups ◽  
Randomized Control Trial Design ◽  
Randomized Control ◽  
Comprehensive College ◽  
Program Components

Using a randomized control trial design, this study examines the extent to which a comprehensive college transition program (CCTP) shapes students’ time-use during their first 3 years in college. The CCTP provides comprehensive student-centered support as well as a generous scholarship. We compare students who had access to the CCTP with those who only received the scholarship. Findings indicate that both student groups spent similar amounts of time working for pay, studying, and on social media, and time-use had no differential bearing on college GPA by treatment status. In an exploratory analysis of program components, we find correlational evidence that academic-related interactions with faculty are positively associated with hours spent studying. We consistently find that the strongest predictor of time-use in college is how students spend their time in high school, suggesting that interventions aimed at shaping students’ time-use may be most effective if they are targeted at students’ precollege years.

College Transition Program for Student-Athletes (CTPSA): A Psychoeducational Group for Boys of Color

2021 ◽  
Vol 25 (1_part_4) ◽  
pp. 2156759X2110400
Author(s):  
Clewiston D. Challenger ◽  
Kevin Duquette
Keyword(s):  
School Counselors ◽  
College Transition ◽  
Group Intervention ◽  
Student Athletes ◽  
Transition Program ◽  
Application Process ◽  
Counseling Professionals ◽  
Psychoeducational Group ◽  
College Application ◽  
Boys Of Color

This article suggests a group intervention for student-athlete boys of color who intend to play sports in college. This group is a component of a larger proposed school-wide program, the College Transition Program for Student-Athletes (CTPSA). The CTPSA’s suggested group intervention offers school counselors a college readiness option to support the college application process, college adjustment, and transition for boys of color who are student-athletes. We discuss the group’s purpose, design, format, curriculum, and expected outcomes and present implications for school counselors and other counseling professionals.

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

2019 ◽  
Vol 26 (2) ◽  
Author(s):  
Laura Coleman-Tempel ◽  
Meghan Ecker-Lyster
Keyword(s):  
Minority Students ◽  
Low Income ◽  
College Transition ◽  
First Generation ◽  
Underrepresented Students ◽  
Qualitative Evaluation ◽  
Transition Program ◽  
Cultural Mismatch ◽  
College Ready ◽  
The Impact

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.

Sense of Belonging and Mattering Among Two Cohorts of First-Year Students Participating in a Comprehensive College Transition Program

2019 ◽  
Vol 64 (3) ◽  
pp. 276-297 ◽  
Author(s):  
Darnell Cole ◽  
Christopher B. Newman ◽  
Liane I. Hypolite
Keyword(s):  
Low Income ◽  
College Transition ◽  
Sense Of Belonging ◽  
First Generation ◽  
First Year ◽  
Financial Barriers ◽  
First Year Students ◽  
Public College ◽  
Care And Support ◽  
Comprehensive College

For first-year students who carry traditionally marginalized identities, comprehensive college transition programs (CCTPs) can offer key wraparound services to help address some of the major academic, social, and financial barriers they may encounter. This article looks at one such CCTP implemented at three public college campuses serving a range of students, including those from low-income, first-generation, and racial/ethnic minority backgrounds. More specifically, this study uses regression analyses to look at two cohorts of first-year students’ experiences related to sense of belonging and mattering to their CCTP. The findings suggest that when considering students’ experiences in the CCTP, staff care and support and perceptions of grade check meetings were experiences that were significantly related to both sense of belonging and mattering.

Using a Narrative Approach to Analyze Longitudinal Mixed Methods Data

2020 ◽  
pp. 155868982095323
Author(s):  
Maureen R. Waller ◽  
Lenna Nepomnyaschy ◽  
Daniel P. Miller ◽  
Meaghan Mingo
Keyword(s):  
Mixed Methods ◽  
Mixed Methods Research ◽  
Qualitative Interviews ◽  
Longitudinal Survey ◽  
Fragile Families ◽  
Narrative Approach ◽  
Case Histories ◽  
Multiple Factors ◽  
Longitudinal Survey Data ◽  
Research Designs

Despite growing interest in longitudinal mixed methods research designs, more strategies for analyzing and integrating these data are needed. This article contributes to the field of mixed methods research by presenting a novel narrative approach to data analysis in longitudinal studies. Our approach involves the transformation of longitudinal survey data from the Fragile Families and Child Wellbeing Study into narrative case histories. We use qualitative interviews from participants in an embedded study to select survey variables for data transformation and to explain unexpected survey outcomes. Our analysis shows how multiple factors converge to enable or constrain fathers’ involvement with children in five different fathering trajectories, and how the narrative frames of some disadvantaged fathers may facilitate their sustained involvement.

scholarly journals How Effective Is Youth Volunteering as an Employment Strategy? A Mixed Methods Study of England

Sociology ◽  
2020 ◽  
Vol 54 (4) ◽  
pp. 763-781
Author(s):  
Bryony Hoskins ◽  
Pauline Leonard ◽  
Rachel Wilde
Keyword(s):  
Mixed Methods ◽  
Citizenship Education ◽  
Qualitative Interviews ◽  
Longitudinal Survey ◽  
Mixed Methods Study ◽  
Short Term ◽  
Mixed Methods Approach ◽  
Negative Effect ◽  
Support Policy ◽  
The Relationship

Volunteering is routinely advocated in British policy as a key mechanism for young people to gain employment, but with little evidence of its viability as a strategy. Indeed, the limited research in this area suggests the link is weak and that access to good quality volunteering is differentiated along class lines. This article draws on a mixed methods approach, using survey data from the Citizenship Education Longitudinal Survey and qualitative interviews, to analyse the relationship between youth volunteering and employment. It finds that volunteering is not unequivocally beneficial for employment, particularly if it does not offer career-related experience or is imposed rather than self-initiated. It can even have a negative effect on employment. Furthermore, social class mediates access to volunteering opportunities most likely to convert into employment. We conclude there is little evidence to support policy assumptions that, in the short term, volunteering has a positive relationship to paid employment.

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