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Limited college knowledge often impacts underrepresented students’ ability to navigate the college setting, creating institutional barriers for these students once arriving on campus. Students who are first-generation, low-income, and/ or racial minority students have been shown to be less “college ready” than their peers. This discrepancy in preparedness can be conceptualized as a cultural mismatch between the student’s background knowledge and the higher education institution’s expectations and norms (Lohfink & Paulsen, 2005). This qualitative evaluation provides an in-depth investigation into first-generation, low-income, and minority students’ perceptions and experiences with a yearlong college transition program. The study explores how a college transition program can impact students’ social development.

Linked Coding: A Qualitative Investigation of the Impact of a College Transition Program