Abstract

First-generation college students (FGCS) often encounter greater challenges than their peers. Universities offer transition programs like bridge programs, orientations, and advising, but service gaps contribute to FGCS difficulties. Bridge programs are often implemented for specific student groups that the university believes to be at-risk or more vulnerable than their peers. Targeted students are asked to come to campus early for additional training, education, and advising. The program is thought to bridge the gap between what they know and what they need to know to be college-ready and on-level with their peers. This case study examines the transition experiences of seven FGCS who participated in a year-long bridge program before matriculating. Thematic narrative analysis suggested students' broad transition needs were influenced by the bridge experience, as represented by the following themes: (1) Students formed strong peer connections that continued into their first semester, but this could also be accomplished through orientation and first-year seminars; and (2) students felt disconnected from the university, even unwelcome, and had a false sense of confidence in navigating major selection and registration. Findings suggest replacing bridge programs with a stronger, integrated transition support system emphasizing orientation, first-year seminars, and advising, which would benefit all students. This system should use strengths-based, culturally responsive practices to promote belonging, encourage participation with the learning community, and support long-term personal growth.

Degree

College and Department

David O. McKay School of Education; Instructional Psychology and Technology

Rights

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