A Participant Observation Case Study Using Van Gennep's Rites of Passage Theory at a "Summer Transitional Program."

Autor/in	Shere, Carla
Titel	A Participant Observation Case Study Using Van Gennep's Rites of Passage Theory at a "Summer Transitional Program."
Quelle	(1993), (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Case Studies; College Bound Students; College Freshmen; High School Graduates; Higher Education; Participant Observation; Student Adjustment; Summer Programs; Transitional Programs + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Studienanfänger; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teilnehmende Beobachtung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Sommerkurs
Abstract	Many colleges and universities have designed summer transition programs for students entering their schools. The goal of these programs is to ease the transitional processes students encounter, and to enable the student to feel more acclimated to campus life. Summer transitional programs have been particularly important because they operate at a critical time when institutions could be effective in preventing student departure. Most often, the overall summer program objective is to maximize the retention, academic achievement, graduation, and educational development of underrepresented students who planned to enroll in the following fall semester. This study was conducted to examine the transitional Summer Enrichment Program (SEP) at the University of Delaware, focusing on issues of transition and adaptation of pre-first year students. The study examined Van Gennep's rites of passage theory in the context of how the SEP supported the transition process of students from high school to college. The study used participant observation, pre- and post-questionnaires, student journal entries, and selected student interviews. The findings revealed that students in general felt a high comfort level with the campus, were familiar with the campus, and felt integrated both academically and socially to the campus community after participating in the SEP. It appeared that the students in the SEP progressed through Van Gennep's rites of passage at their own pace with little difference with regard to ethnicity and gender. (NB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC