What Helps and What Hinders? Exploring Lantix Students' Adjustment to College
The Latinx population continues to be underrepresented in higher education. This qualitative study explored the perceptions of 137 Latinx first-year students on factors that affected their college adjustment. Two primary domains emerged through consensual qualitative research analysis: (a) Detrimental Factors (i.e., issues that hindered adjustment) and (b) Beneficial Factors (i.e., aspects that helped adjustment). The Detrimental domain included seven categories: Academic Challenges, Poor Time Management, Cultural Difficulties, Family Problems, Financial Limitations, Health Problems, and Social Struggles. The Beneficial Factors domain included six categories: Belonging, Cultural Identity, Motivation, Perseverance, Study Skills, and Social Support. Findings demonstrate the complex factors that first-year Latinx students grapple with as they attempt to adjust to college, with the role of Latinx peers emerging as a central factor. Findings stress the need for comprehensive programs that not only attend to social, financial, and academic needs, but also address cultural factors.
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Document Type: Research Article
Publication date: March 1, 2020
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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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