Living–Learning Programs and First-Generation College Students’ Academic and Social Transition to College |
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| Authors: | Karen Kurotsuchi Inkelas Zaneeta E Daver Kristen E Vogt and Jeannie Brown Leonard |
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| Institution: | (1) Department of Counseling & Personnel Services, University of Maryland, 3214 Benjamin Building, College Park, MD 20742, USA;(2) Woodrow Wilson National Fellowship Foundation, Princeton, NJ, USA |
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| Abstract: | This study examines the role of living–learning (L/L) programs in facilitating first-generation students’ perceived academic
and social transition to college. Using a sample of 1,335 first-generation students from 33 4-year institutions who participated
in the National Study of Living–Learning Programs during Spring 2004, the results of the study show that first-generation
students in L/L programs reported a more successful academic and social transition to college than their first-generation
counterparts living in a traditional residence hall setting. In addition, interactions with faculty members and using residence
hall resources facilitated an easier academic transition for first-generation students in L/L programs, and supportive residence
hall climates were related to an easier social transition. A preliminary interpretation of this study’s results is that structured
activities, such as faculty interaction and residence hall programming, are more influential for this population than informal
peer groups.
An earlier version of this paper was presented at the 2005 Annual Meeting of the American Educational Research Association,
Montreal, Canada. |
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| Keywords: | first-generation students living– learning programs transition to college |
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