Date of Conferral
8-12-2026
Date of Award
August 2026
Degree
Doctor of Education (Ed.D.)
School
Education
Advisor
Robert Voelkel
Abstract
The problem that was addressed through this study is that underrepresented students (low-income and first generation college students) face challenges associated with the transition from secondary education to postsecondary education. Grounded in Schlossberg’s transition theory, the purpose of this study was to explore underrepresented students’ perceptions of support provided by precollege programs and remaining challenges when transitioning to higher education. For this basic qualitative design, semistructured interviews with 11 underrepresented students who participated in a precollege program were conducted. Braun and Clarke’s six-phase data analysis was used. After deductive and inductive analysis, the following themes emerged: Students indicated that the precollege programs helped them gain exposure to college, built their academic readiness, gave them a sense of belonging, and built their confidence. However, persistent challenges were social and emotional barriers as well as preparation and navigation gaps associated with the college experience. The implications for positive social change are that improved precollege programs could provide practices and resources that help underrepresented youth have a positive and successful start into their college career, especially if these programs offer transitional practices aligned with school educators’ guidance.
Recommended Citation
Truesdale, Dana, "Underrepresented Students’ Perceptions of Precollege Programs and Challenges of Transitioning to Postsecondary Education" (2026). Walden Dissertations and Doctoral Studies. 20609.
https://scholarworks.waldenu.edu/dissertations/20609
