Introduction to Student Affairs and Student Development Issues

Killam, Wendy K.; Degges‐White, Suzanne

doi:10.1891/9780826118165.0001

Cited by 2 publications

(4 citation statements)

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“…For this study, I employed Schlossberg's Transition Theory (1981,1984). Schlossberg's theory defines a person's capacity to cope with transition or 'taking stock' of coping resources in terms of four factors referred to as the 'Four S' (Anderson et al, 2011;Killam & Degges-White, 2017;McCoy, 2014). The Four S, viewed as assets and/or liabilities are (1) situation -the time in which the transition occurs; (2) self -the person's identity and level of optimism when dealing with change; (3) support -resources, people, services that strengthen and encourage persons in transition;…”

Section: Theoretical Frameworkmentioning

confidence: 99%

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Voices of first-generation transfer students: Implications for support services

Coston¹

2023

JCAPS

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This study explored the lived experiences of first-generation transfer students (FGTS) and their utilization of support structures at a mid-size, public university in New England. Using Schlossberg’s Transition Theory as a framework, this case study presents results that sought to center the voices of FGTS as it relates to the support services they utilize. In addition to the FGTS experiences, the case included interviews with university staff members and analyses of institutional documents. Implications for high education institutions to better support first-generation transfer students are discussed.

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Section: Theoretical Frameworkmentioning

confidence: 99%

“…(4) strategies -the coping resources the student brings to the transition (Killam & Degges-White, 2017).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Voices of first-generation transfer students: Implications for support services

Coston¹

2023

JCAPS

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“…Schlossberg describes the transition as 'any event or nonevent that results in changed relationships, routines, assumptions, and roles' (Goodman, Schlossberg, & Anderson, 2006, p. 33). To understand the meaning of transition for FYFGAS, the transition type, context and impact must be considered carefully (Killam & Degges-White, 2017).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…This factor plays an important role in the indigenous tutoring systems of many FYFGAS as an institutional support mechanism. The final factor focuses on strategies that can be used in HEIs to modify their situations through various institutional strategies such as tutoring and on-boarding of FYFGAS (Killam & Degges-White, 2017). The diagram (Figure 1) explains four major sets of factors that influence an individual and are likely to determine FYFGAS ability to cope with a transition (Schlossberg et al, 1995).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

‘Indlela ibuzwa kwabaphambili’: Using indigenous knowledge practices to support first-year first-generation African students in their career transition to higher education

Diale

2022

AJCD

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Background: The study explored indigenous knowledge systems’ role in tutoring first-year first-generation African students (FYFGAS) transitioning from high school to higher education. During this process, tutors and students implicitly engage in indigenous knowledge systems (IKS) that allow for enculturation and holistic support for FYFGAS.Objectives: Drawing on Schlossberg’s Career Transitioning Theory as an underpinning framework, the researcher explored how FYFGAS experienced tutoring sessions as a positive conduit towards their successful transition into their first year at university, embedded in the tutor’s use of IKS processes.Method: This article adopted a phenomenological qualitative design within an interpretive paradigm. Data were collected using a semi-structured individual interview schedule with six participants who were first years and the first generation to attend universities in their families. These included four females and two males between the ages of 19 and 21 years. Five of the participants were black South Africans, and one was originally from Zimbabwe but a naturalised resident of South Africa. Data were analysed through inductive thematic analysis.Results: The findings revealed that tutors were role models to FYFGAS as they transitioned. Tutors further acted as agents of empowerment, thus fulfilling the role of change agents. Students believed that tutoring sessions promoted active learning. Through their active engagement, students developed problem-solving and knowledge-acquisition skills.Conclusion: There is a need for higher education institutions (HEIs) to build systems that embrace the diverse IKS in supporting the FYFGAS. Developing a holistic understanding of IKS and using these practices during the tutor sessions of FYFGAS will help transform HEI spaces and fully embrace diversity. This will allow these students’ career transitioning to be inclusive.Contribution: The study contributes towards guiding higher education institutions on how to embrace and support students who are the first generation in their families to attend university. It brings further insight to the university leadership on the lived experiences of these students and h ow universities can adapt their first year experience programs to be more inclusive of these students

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Introduction to Student Affairs and Student Development Issues

Cited by 2 publications

References 0 publications

Voices of first-generation transfer students: Implications for support services

Voices of first-generation transfer students: Implications for support services

‘Indlela ibuzwa kwabaphambili’: Using indigenous knowledge practices to support first-year first-generation African students in their career transition to higher education

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