High School to College Transition Research Studies

Terence Hicks is the former dean of the Whitlowe R. Green College of Education at Prairie View A&M University, Texas and the recipient of the 2013 Robert B. Howsam Award from the Texas Association of Colleges for Teacher Education. Chance W. Lewis is the Carol Grotnes Belk Distinguished Professor of Urban Education at the University of North Carolina at Charlotte and the executive director of the University of North Carolina at Charlotte’s Urban Education Collaborative.

• Foreword by Robert T. PalmerAcknowledgmentIntroductionChapter One—Navigating the New: Examining the Transition Experiences of First-Semester College Students Molly Reynolds, Ph.D., University of KentuckyDeanna Sellnow, Ph.D., University of KentuckyChapter Two—The High School to College Transition: College-Going Culture, Student-Counselor Interactions, and the College Preparation Process Chenoa S. Woods, Ph.D., University of California, IrvineChapter Three—High School to College Transition: “I’ve Always Been College-Bound”: A Case Study of a Successful First-Generation, Latina College StudentDesireé Vega, Ph.D., Texas State UniversityChapter Four—Academic and Social Adjustment of Students Transitioning from an Early College High School Program to an Institution of Higher EducationCatie McCorry-Andalis, Ed.D., The University of Texas at El PasoChapter Five—Assessing the Preparedness of Former Nebraska 4-H Participants to Transition and Adapt to College Jill S. Walahoski, Ph.D., University of Nebraska—LincolnChapter Six—High School to College Transition: An Examination of the Influence of Social and Academic Integration on Multiracial College Student PersistenceAshley D. Spicer-Runnels, Ed.D., Texas State UniversityIndex EditorsContributors

The transition from high school to college is a critical time in students’ academic careers that too often determines their continuation in college. In response, Terence Hicks and Chance W. Lewis have assembled an impressive cadre of leading scholars who provide compelling insight into the student transition experience, explicate the dire need for faculty-student and counselor-student interactions, and overview new strategies and programs that serve as promising markers for innovation. This volume is a must read for researchers and scholars who desire to improve outcomes for first-year collegians.