Moving Beyond Emotional Dissonance to Socio- Academic Integration for First-Year Community College Students at a Four-Year Institution
As the number of campus sharing partnerships between twoyear and fouryear institutions increases, so will the need for academic and student affairs professionals to address some of the nuances that come with navigating these new environments. Such partnerships may create unique challenges for firstyear students. Thus, this qualitative study explored how 20 students participating in a partnership program navigated emotions associated with trying to persist. Findings identified themes of procrastination and isolationism, which have a major impact on socioacademic integration. The authors discuss strategies that academic and student affairs professionals can employ to help students resolve issues related to emotional dissonance.
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Document Type: Research Article
Publication date: March 1, 2019
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- The Journal of The First-Year Experience and Students in Transition is a semiannual refereed journal providing current research on the first college year and other significant student transitions. The primary purpose of the Journal is to disseminate empirical research findings on student transition issues that inform practice in all sectors of postsecondary education, such as explorations into the academic, personal, and social experiences (including outcomes related to success, learning, and development) of students at a range of transition points throughout the college years; transition issues unique to specific populations (e.g., non-traditional, traditional, historically underrepresented students, transfer students, commuters, part-time students); and explorations of faculty development, curriculum, and pedagogical innovations connected to college transitions.
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