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Transitions to College: An In-Depth Look at the Selected Influences of Demographics, Development, and Policy by Margaret Terry Orr - 2009This 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.To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
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- Margaret Orr
Bank Street College of Education
E-mail Author
MARGARET TERRY ORR is on the faculty of Bank Street College of Education, where she directs a leadership preparation program in partnership with 18 school districts. Her research interests center on effective leadership preparation and adolescent transitions. She was the lead author on “Shaping Postsecondary Transitions: Influences of the National Academy Foundation Career Academy on Adolescent College Going” in D. Neumark (Ed.), Improving School-to-Work Transitions (Russell Sage), and coauthored Developing Effective Principals Through Collaborative Inquiry (Teachers College Press) with Monica Byrne-Jimenez.
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