Using Fiction to Support Identity Development and Transition in Conditionally-Enrolled Students
- Emily E Virtue
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.
Keywords: identity, first-year transition, faculty, fiction
How to Cite:
Virtue, E., (2019) “Using Fiction to Support Identity Development and Transition in Conditionally-Enrolled Students”, Journal of Effective Teaching in Higher Education 2(2), 70-84. doi: https://doi.org/10.36021/jethe.v2i2.40.g22
Rights: Emily E Virtue
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