High School to College Transition Research Studies

Edited by Terence Hicks, Chance W. Lewis

Publication date:

12 May 2015

Length of book:

176 pages

Publisher

UPA

ISBN-13: 9780761864783

High School to College Transition Research Studies offers two uniquely designed sections that provide a mixture of quantitative and qualitative research findings surrounding a diverse group of college students. This ground-breaking book by Terence Hicks and Chance W. Lewis provides the reader with valuable findings on topics such as student/faculty interactions, academic/social integration, and college preparation.

Foreword by Robert T. Palmer

Acknowledgment

Introduction

Chapter One—Navigating the New: Examining the Transition Experiences of First-Semester College Students
Molly Reynolds, Ph.D., University of Kentucky
Deanna Sellnow, Ph.D., University of Kentucky

Chapter Two—The High School to College Transition: College-Going Culture, Student-Counselor Interactions, and the College Preparation Process
Chenoa S. Woods, Ph.D., University of California, Irvine

Chapter Three—High School to College Transition: “I’ve Always Been College-Bound”: A Case Study of a Successful First-Generation, Latina College Student
Desireé Vega, Ph.D., Texas State University

Chapter Four—Academic and Social Adjustment of Students Transitioning from an Early College High School Program to an Institution of Higher Education
Catie McCorry-Andalis, Ed.D., The University of Texas at El Paso

Chapter Five—Assessing the Preparedness of Former Nebraska 4-H Participants to Transition and Adapt to College
Jill S. Walahoski, Ph.D., University of Nebraska—Lincoln

Chapter Six—High School to College Transition: An Examination of the Influence of Social and Academic Integration on Multiracial College Student Persistence
Ashley D. Spicer-Runnels, Ed.D., Texas State University

Index

Editors

Contributors

The transition from high school to college is a critical time in students’ academic careers that too often determines their continuation in college. In response, Terence Hicks and Chance W. Lewis have assembled an impressive cadre of leading scholars who provide compelling insight into the student transition experience, explicate the dire need for faculty-student and counselor-student interactions, and overview new strategies and programs that serve as promising markers for innovation. This volume is a must read for researchers and scholars who desire to improve outcomes for first-year collegians.