How a First-Year Transition Program for FGLI Students Fosters College Belonging and Identity Development

• In Event: Navigating Transitions: Equity, Belonging, and the First-Year Experience

Abstract

University-led summer bridge programs are designed to support marginalized students’ transition to college, but often rely on deficit-based frameworks. This mixed-methods study examines a strengths-based First-Year Transition Program (FYTP) for first-generation, low-income (FGLI) students. The study investigates how university resources affect their college experiences, with attention to students' socioeconomic and racial-ethnic identities. Surveys of FYTP participants and a FGLI comparison group were conducted at the beginning and end of student's first year, supplemented by student interviews. Findings reveal rising mental health concerns across both groups over time, with FYTP students reporting stronger belonging, fewer depressive symptoms, and more anxiety than their peers. Interviews underscore how identity shaped students’ transition narratives and highlighted gaps in institutional responsiveness and cultural fit.

Authors

• Rebecca Ann Lawrence, Northwestern University

• Mesmin Destin, Northwestern University