Exploring Barriers to Sophomore Student Success
Proposal Track
Research Project
Session Format
Presentation
Abstract
Higher education administrators have a long history of conducting research on students in transition. This research has included, but is not limited to, the transition from high school to college, the first-year experience of college students, and the transition from college into the workforce. There has been growing interest in the experience of college sophomore students and the creation of sophomore experience programs (Kawaczynski, 2009). This preliminary research will use a phenomenological qualitative approach to gain first hand accounts about the sophomore experience, specifically perceived barriers to their success. The presentation is rooted in a researched study in progress; therefore the findings are available for this presentation. However the implications for the sophomore year can be perceived as a time where students are faced with numerous intrinsic and extrinsic variables that can influence their decision to return to the institution during their third year (Graunke and Woosley, 2005; Gahagan and Hunter, 2006; Tobolowsky, 2008).
Keywords
sophomores; sophomore student success; sophomore slump; student transition
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Martin, Victoria L. and Moffett, Noran L., "Exploring Barriers to Sophomore Student Success" (2018). Georgia Educational Research Association Conference. 21.
https://digitalcommons.georgiasouthern.edu/gera/2018/2018/21
Exploring Barriers to Sophomore Student Success
Higher education administrators have a long history of conducting research on students in transition. This research has included, but is not limited to, the transition from high school to college, the first-year experience of college students, and the transition from college into the workforce. There has been growing interest in the experience of college sophomore students and the creation of sophomore experience programs (Kawaczynski, 2009). This preliminary research will use a phenomenological qualitative approach to gain first hand accounts about the sophomore experience, specifically perceived barriers to their success. The presentation is rooted in a researched study in progress; therefore the findings are available for this presentation. However the implications for the sophomore year can be perceived as a time where students are faced with numerous intrinsic and extrinsic variables that can influence their decision to return to the institution during their third year (Graunke and Woosley, 2005; Gahagan and Hunter, 2006; Tobolowsky, 2008).
