Living–Learning Programs and First-Generation College Students’ Academic and Social Transition to College

Author(s):
Inkelas, Karen Kurotsuchi; Daver, Zaneeta E.; Vogt, Kristen E.; Leonard, Jeannie Brown
Publication Year:
2007
Source:
Research in Higher Education

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.

VIew/Download
These links are being provided as a convenience and for informational purposes only; they do not constitute an endorsement or an approval by Forward F1rst of any of the products, services or opinions of the corporation or organization or individual. Forward F1rst bears no responsibility for the accuracy, legality or content of the external site or for that of subsequent links. Contact the external site for answers to questions regarding its content.