Diverse First-Year Student Reflections During the Transition to College in Fall 2020
Author(s): Friesen, K., & Martinez, N.C.
Citation: Friesen, K., & Martinez, N.C. (2025). Diverse First-Year Student Reflections During the Transition to College in Fall 2020. Journal of The First-Year Experience & Students in Transition, 37(1), 89-99.
Abstract
This study used a narrative inquiry and content analysis of student ref lections in a first?year seminar (FYS) course to explore the experiences of diverse students transitioning into college during the COVID-19 pandemic in Fall 2020. All traditional, undergraduate, first?year students enrolled in the FYS, either online or hybrid, were asked to reflect each week on their experiences and learning from those experiences. Findings revealed students’ experiences were related to their environments, matching Guiffrida’s (2006) cultural advancement of Tinto???s (1993) theory of student departure. Students experienced adjusting academically, connecting with university peers especially if attending online, and the loss of loved ones, and they sought family support when struggling. Recommended future practice and research should include FYS course design with culturally responsive teaching and trauma-informed care practices, support staff partnerships bringing resources to students, and agency and action development of students in the face of adversity.
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