Voices of first-generation transfer students: Implications for support services

Abstract

This study explored the lived experiences of first-generation transfer students (FGTS) and their utilization of support structures at a mid-size, public university in New England. Using Schlossberg’s Transition Theory as a framework, this case study presents results that sought to center the voices of FGTS as it relates to the support services they utilize. In addition to the FGTS experiences, the case included interviews with university staff members and analyses of institutional documents. Implications for high education institutions to better support first-generation transfer students are discussed.