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Volume 111, Number 10 (2009)

by Margaret Terry Orr
This article provides an overview of a set of articles in this special issue that synthesize current research and provide future directions for research, both conceptually and methodologically, on gender, socioeconomic, and language-minority differences in college transitions, as well as a review of college transitions research in the discipline of human development. It concludes with an example of policy analysis research on college transitions, focusing on 2-year to 4-year college articulation policies. These reviews provide a foundation for further research, policy making, and programmatic action to improve the college transition pathways for all youth, particularly those for whom college-going opportunities are most challenging because of demographic and economic conditions.
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by Claudia Buchmann
This article provides an overview of gender inequalities in the transition to college and in college experiences by examining the ways that women are advantaged in higher education and the arenas where they still trail men. It also discusses theoretical perspectives useful in assessing the causes of gender inequality and then suggests how future research could advance our understanding of the complex nature of gender inequality in higher education.
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by Eric Grodsky & Erika Jackson
By providing discussions of how college access and success are affected by race/ethnicity and socioeconomic status, and by laying out a descriptive behavioral model for the college completion process, this article addresses central questions regarding students' college attendance, their tendencies to drop out or transfer, and how we might increase the flow of disadvantaged students through higher education.
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by Gloria M. Rodriguez & Lisceth Cruz
This article focuses on the transition to college of English learner and undocumented immigrant students in the United States. The synthesis of research reveals significant challenges faced in the college transition by these two populations, discusses resource and policy implications, and provides a recommended research agenda.
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by Douglas A. Guiffrida
This article critically reviews theories of identity development, racial identity development, and intrinsic motivation to understand how diverse developmental characteristics, stages/tasks, and cultural backgrounds affect the college transition process. It presents the implications of these theories of human development for preparing diverse students for, and supporting them during, their transitions to college.
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by Josipa Roksa
This article examines the role of articulation policies in facilitating transfer from community colleges to 4-year institutions. The author synthesizes previous research, presents new empirical evidence, and concludes with recommendations for improving research and policy regarding transfer.
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