Advising Racially and Ethnically Diverse Students in Alternative College Admission Programs

Abstract

This phenomenological study aimed to understand the lived experiences of undergraduates admitted to a four-year college or university via an alternative admissions program, as well as how and why students make it into an alternative admit pathway and what individual characteristics, backgrounds, and university support structures may contribute to a successful college experience for students in this population. Major findings included: (1) participation contributed to feelings of academic and personal growth; (2) feelings of stigma or doubts in their academic abilities emerged early in their participation of the program; (3) positive connections with advisors, faculty, and peers led to feelings of success, maturity, and confidence.