Using Fiction to Support Identity Development and Transition in Conditionally-Enrolled Students

Authors

  • Emily E Virtue Western Carolina University

DOI:

https://doi.org/10.36021/jethe.v2i2.40

Keywords:

identity, first-year transition, faculty, fiction

Abstract

The transition to college can be difficult for many first-year students. Students who are conditionally enrolled may struggle more than their peers in terms of feeling comfortable in an academic setting. This case study explores how conditionally-enrolled students who participated in a summer bridge program read popular literature to explore their own struggles in the transition to college. Findings call for faculty and staff who work with conditionally-enrolled students to support and accept identity exploration in the classroom, particularly during the first semester.

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Published

2019-11-25

Issue

Vol. 2 No. 2 (2019): Fall issue

Section

Articles

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