A Study of White, Black, and Hispanic Students' Transition to a Community College

Abstract

Most research about student transition to college has focused on students at four-year institutions with the conclusion that feelings of incongruence or isolation can affect adjustment to college life, particularly for minority students. The research described in this report was designed to examine differences in the transition process among Black, Hispanic, and White students at a community college. Using focus groups as a data collection tool and assigning students to focus groups based on their race-ethnicity, the researchers collected data from first-time freshmen using a discussion guide that explored students' goals and expectations, transition to college, and comfort level with the college. Although students shared many of the same experiences, their transition differed by raceethnicity insofar as enrollment difficulties, academic adjustment, and feelings of fit in the college environment. Faculty played a critical role in establishing positive classroom experiences for students.