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A model of first-generation Latino/a college students' approach to seeking academic information.

Summer bridge programs (SBPs) are increasingly popular in higher education as a strategy for helping students prepare for college, yet empirical studies in this area have remained largely descriptive and in short supply. The purpose of this study was to measure the effect of SBP participation on preparation for college in four areas: academic self-efficacy, sense of belonging, and academic and social skills. Survey data from a SBP cohort were analyzed using descriptive and multivariate statistics. Results suggest that SBP participation positively affects specific academic skills (e.g., use of technology, interpreting syllabus) and academic self-efficacy. Positive beliefs about one’s academic skills and precollege aptitude also positively predict first-semester grades in college, explaining approximately 30% of the variance in first-semester GPA. Implications for further research, federal and institutional policy, and educational practice are highlighted.

Drawing on Sanford's notions of challenge and support, coupled with Tinto's theory on retention, this quantitative investigation sought to measure the association between supportive relationships and success in college for a sample of Black men. Results suggest that supportive relationships are associated with higher levels of satisfaction but not academic achievement as measured by grades. Implications for future policy, practice, and research are discussed in the context of academic and student affairs.Research findings have consistently indicated that the educational outcomes of African American 1 students are not on par with those of their