Higher education institutions are utilizing comprehensive college transition programs (CCTPs) to streamline support, promote retention and success, and address the structural barriers that at-promise students face. Yet, research about the role of CCTPs rarely explores the importance of major and career self-efficacy (MCSE) for these populations,…

Drawing from a 5-year mixed methods study of the Thompson Scholar Learning Community (TSLC), we discuss how holistic, proactive, strengthens-oriented, identity conscious, collaborative and reflective norms create a culture of ecological validation wherein at-promise students can experience college success. These norms were then operationalized…

This article draws on a five-year mixed methods study and focuses on the way staff tailor support within a comprehensive college transition program to meet the needs of low-income, first-generation, and racially minoritized students by adapting programmatic offerings and requirements to fit students' multifaceted needs. The study also identifies…

Although an emergence of literature focuses on the college transition process, few studies exclusively highlight the experiences of first-generation and racially underrepresented students. Several structural factors hinder the progress and development of marginalized students as a result of the intersection of racism and classism. Pre-college…

This study sheds light on the assets First Generation Students of Color bring with them to a Research I University and highlights the role a small learning community plays in helping them identify and activate their assets. Through a qualitative case study consisting of five synchronous online focus groups and document analysis, I delve into the…

This study focused on the process of how the staff at the Thompson Scholars Learning Community, a comprehensive college transition program, tailored the programmatic offerings to meet the needs of low-income, first generation, and racialized minority students. Because college students are complex individuals, each of whom faces a unique set of…

This study examines the relationship between support from comprehensive college transition program (CCTP) staff and students' academic self-efficacy, academic behavioral change, and achievement. We surveyed 1,197 students across three campuses of the University of Nebraska system. Path analyses revealed CCTP staff support had direct and indirect…

College retention is a topic of concern for many leaders of post-secondary institutions. This study explores the multifaceted elements of a summer bridge program aimed at bolstering college retention for minority first-generation students through a combination of mentorship, academic support, and community-building initiatives. The purpose of the…

In this practice brief, we offer recommendations for practitioners supporting low-income students, first-generation college students, students of color, and/or students who are academically underprepared. We focus specifically on practices related to students' psychosocial well-being. Our recommendations are based on a multiyear, mixed methods…

At-promise students (low-income, first-generation college students, and/or racially minoritized) have long encountered disproportionate barriers in navigating higher education, resulting in disparate impacts during the COVID-19 pandemic. In this study, we examined how higher education practitioners in three comprehensive college transition…

First-generation, minority, undergraduate students experiencing the imposter phenomenon need more support programs in their transition to higher education. This study focused on examining how students experience the imposter phenomenon and also identifying the additional strategies and support that those in academic advising offices can implement.…

Systemic inequalities in higher education have contributed to lower retention and completion rates among low-income, first generation, and racially/ethnically minoritized students, who we refer to as "at-promise" students. In response, educators have implemented comprehensive college transition programs that offer students holistic…

The purpose of this study was to examine the perceptions and lived experiences of some low-income and first-generation students of color who participated in and graduated from the UB program. This qualitative study utilized the narrative inquiry research method to understand the lived experiences of seven former Upward Bound students. Program…

This 5-year, longitudinal, multimethod qualitative case study draws on data from the Promoting At-Promise Student Success (PASS) project examining a comprehensive college transition and success program called Thompson Scholars Learning Community (TSLC) that serves low-income college students, many of whom are first-generation and racially…

With emerging evidence about the efficacy of integrated support programs for college students and increasing attention nationally to creating such programs, it is important to understand implementation barriers that might affect program success. This study is one of the first to examine implementation of integrated programs, with a particular…