Diverse First-Year Student Reflections during the Transition to College in Fall 2020
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| Title: | Diverse First-Year Student Reflections during the Transition to College in Fall 2020 |
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| Language: | English |
| Authors: | Katherine L. Friesen, Nicholas C. Martinez |
| Source: | Journal of The First-Year Experience & Students in Transition. 2025 37(1):89-99. |
| Availability: | National Resource Center for The First-Year Experience and Students in Transition. University of South Carolina, 1728 College Street, Columbia, SC 29208. Tel: 803-777-6229; Fax: 803-777-4699; e-mail: fye@sc.edu; Web site: http://sc.edu/fye/journal/ |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Student Diversity, College Freshmen, First Year Seminars, Student Adjustment, COVID-19, Pandemics, Student Experience, Peer Relationship, Family Influence, Culturally Relevant Education, Trauma Informed Approach, Minority Group Students, Private Colleges, Barriers, Grief, Coping |
| ISSN: | 1542-3077 2373-0153 |
| Abstract: | This study used a narrative inquiry and content analysis of student reflections in a first-year seminar (FYS) course to explore the experiences of diverse students transitioning into college during the COVID-19 pandemic in Fall 2020. All traditional, undergraduate, first-year students enrolled in the FYS, either online or hybrid, were asked to reflect each week on their experiences and learning from those experiences. Findings revealed students' experiences were related to their environments, matching Guiffrida's (2006) cultural advancement of Tinto's (1993) theory of student departure. Students experienced adjusting academically, connecting with university peers especially if attending online, and the loss of loved ones, and they sought family support when struggling. Recommended future practice and research should include FYS course design with culturally responsive teaching and trauma-informed care practices, support staff partnerships bringing resources to students, and agency and action development of students in the face of adversity. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Access URL: | https://www.ingentaconnect.com/contentone/fyesit/fyesit/2025/00000037/00000001/art00006;jsessionid=1sn6jjnr3edt2.x-ic-live-01 |
| Accession Number: | EJ1473714 |
| Database: | ERIC |
| Abstract: | This study used a narrative inquiry and content analysis of student reflections in a first-year seminar (FYS) course to explore the experiences of diverse students transitioning into college during the COVID-19 pandemic in Fall 2020. All traditional, undergraduate, first-year students enrolled in the FYS, either online or hybrid, were asked to reflect each week on their experiences and learning from those experiences. Findings revealed students' experiences were related to their environments, matching Guiffrida's (2006) cultural advancement of Tinto's (1993) theory of student departure. Students experienced adjusting academically, connecting with university peers especially if attending online, and the loss of loved ones, and they sought family support when struggling. Recommended future practice and research should include FYS course design with culturally responsive teaching and trauma-informed care practices, support staff partnerships bringing resources to students, and agency and action development of students in the face of adversity. |
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| ISSN: | 1542-3077 2373-0153 |
