Moving Beyond Emotional Dissonance to Socio-Academic Integration for First-Year Community College Students at a Four-Year Institution
Author(s): Pichon, H. W., Guillaume, R. O., & Noopila, M. Y.
Citation: Pichon, H. W., Guillaume, R. O., & Noopila, M. Y. (2019). Moving Beyond Emotional Dissonance to Socio-Academic Integration for First-Year Community College Students at a Four-Year Institution. Journal of The First-Year Experience & Students in Transition, 31(1), 85-99.
As the number of campus-sharing partnerships between two-year and four-year institutions increases, so will the need for academic and student affairs professionals to address some of the nuances that come with navigating these new environments. Such partnerships may create unique challenges for first-year students. Thus, this qualitative study explored how 20 students participating in a partnership program navigated emotions associated with trying to persist. Findings identified themes of procrastination and isolationism, which have a major impact on socio-academic integration. The authors discuss strategies that academic and student affairs professionals can employ to help students resolve issues related to emotional dissonance.