The First-Year Transition of Rural Students at a Highly Selective University
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| Title: | The First-Year Transition of Rural Students at a Highly Selective University |
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| Language: | English |
| Authors: | Ryan Creps (ORCID |
| Source: | College Student Affairs Journal. 2025 43(1):66-81. |
| Availability: | Southern Association for College Student Affairs. 11935 Abercorn Street, Savannah, GA 31419; e-mail: CSAJreviews@gmail.com; Web site: https://sacsa.org/pages/college-student-affairs-journal |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | College Freshmen, Rural Colleges, Selective Admission, Colleges, Student Experience, Student Diversity, Inclusion, Rural Population, School Holding Power, Academic Persistence, Peer Relationship, Teacher Student Relationship, Social Integration, Urban Universities |
| ISSN: | 0888-210X 2381-2338 |
| Abstract: | Drawing from focus group interviews with rural students at a highly selective university, this article underscores the importance of the notion that the college transition serves as a key moment of rural consciousness. Bringing together the perspectives of Bronfenbrenner's ecological systems theory and Schlossberg's transition theory, the findings from this study suggest students' academic and social experiences may differ across institutional types. As colleges strive to diversify their student bodies and promote inclusivity, insights from the study of rural students can inform the development of effective retention and support strategies. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1476995 |
| Database: | ERIC |
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| Abstract: | Drawing from focus group interviews with rural students at a highly selective university, this article underscores the importance of the notion that the college transition serves as a key moment of rural consciousness. Bringing together the perspectives of Bronfenbrenner's ecological systems theory and Schlossberg's transition theory, the findings from this study suggest students' academic and social experiences may differ across institutional types. As colleges strive to diversify their student bodies and promote inclusivity, insights from the study of rural students can inform the development of effective retention and support strategies. |
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| ISSN: | 0888-210X 2381-2338 |
