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LIVING—LEARNING PROGRAMS AND FIRST-GENERATION COLLEGE STUDENTS' ACADEMIC AND SOCIAL TRANSITION TO COLLEGE

Karen Kurotsuchi Inkelas, Zaneeta E. Daver, Kristen E. Vogt and Jeannie Brown Leonard
Research in Higher Education
Vol. 48, No. 4 (June 2007), pp. 403-434
Published by: Springer
Stable URL: http://www.jstor.org/stable/25704510
Page Count: 32
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LIVING—LEARNING PROGRAMS AND FIRST-GENERATION COLLEGE STUDENTS' ACADEMIC AND SOCIAL TRANSITION TO COLLEGE
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Abstract

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.

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