|Institution:||California State University – Stanislaus|
|Full text PDF:||http://scholarworks.csustan.edu/handle/011235813/1010|
This qualitative study explores the experiences of ten first generation, Latino students enrolled in the Summer Bridge Program (SBP), a three-week remedial program in a public state university in California. The purpose of the study was to understand students’ perspective in the transition process from high school to a four-year university. The research design allowed for the capture of students’ voices to identify the meaning that students attached to the SBP. The study used semi-structured interview and participant observation as the main data sources. Findings suggest that the activities in which SBP students participated promoted social and academic integration. The structure of the program was based on a strong participation of institutional agents that guided students to acquire academic knowledge and social capital. This study reveals that the SBP was intentionally structured to offer activities that were relevant to the students while also introducing them to institutional agents, with whom they shared the same culture. Institutional agents provided academic and social guidance to support SBP student’s educational goals. Advisors/Committee Members: Montero Hernandez, Virginia (advisor).