Unmet Psychosocial Needs Among First-Year, First-Generation Collegegoers
Featured Research
Unmet Psychosocial Needs Among First-Year, First-Generation Collegegoers: Insights and Implications Using Chickering’s Theory
Published in the Journal of The First-Year Experience & Students in Transition.
This study examines how psychosocial needs influence the transition, persistence, and success of first-generation college students through the lens of student development theory.
Key Insight: Student success is not solely academic—it is shaped by identity development, belonging, and support systems during the first year of college.
This research informs ongoing work in designing evidence-informed student success systems in higher education.