Minority students' perception of the high school-to-college transition process and the views of selected informants to the process: a qualitative study
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Five female minority students (four black and one Hispanic student) who had transitioned into the college via a Summer Transition Program (STP) and had persisted at the college participated in the study.
A loosely structured interview format was used to gather data from the students regarding their transition experiences. The interviews were transcribed into the Ethnograph format, coded, and analyzed, using the basic premises of Glaser and Strauss' (1967) grounded theory approach. Additionally, five other informants were interviewed or observed for the study. They were either named directly by the students as having an impact on their transition experience, or the informants' positions in the educational system placed them in contact with transitioning students. The informants included a parent of one of the students, a professor who taught the students in the STP, two high school counselors, and a high school teacher. The analysis of their data added depth and knowledge to the investigation.
Using data from the students and the informants, the findings: (a) indicated that the high school-to-college transition process is a highly individualized one involving many complex relationships and interactions; (b) helped the researcher to identify people, processes, and roles that affected the transition process; (c) assisted the researcher in seeing how a mechanism (STP) set up to aid in the students' transition was perceived by the students, and (d) affirmed that the students' desire and decision to enroll and stay in college were the major factors in their persistence.
- Doctoral Dissertations