Life So Far: A Grounded Theory Analysis of College Student Transitions Through the Sophomore Year
Author(s): Chaffin, L., Korey, C. A., Warnick, C., & Wood, L.
Citation: Chaffin, L., Korey, C. A., Warnick, C., & Wood, L. (2019). Life So Far: A Grounded Theory Analysis of College Student Transitions Through the Sophomore Year. Journal of The First-Year Experience & Students in Transition, 31(2), 79-93.
This longitudinal study examines students' transitions from their first year at a public liberal arts college through their second year on campus. The study's aim was to understand how the complex curricular, extracurricular, and social environment influences students' academic and social development. Grounded theory was used to analyze student voices as they reflected on their experiences during their first year and sophomore year. Students in the cohort exemplified similar transitions to those personified in previous studies. Students experienced multiple, nonsynchronous transitions as they managed and balanced their social needs with academic demands and at the same time endeavored to conceptualize disciplinarity.