| Summary: | Previous research has demonstrated that first-generation college students are less likely to persist to their sophomore year than non-first-generation students (Davis, 2010; Choy, 2001). The first six weeks has been identified as a critical time for adjustment and integration to college (Tinto, 1987; Astin, 1993; Woosley, 2003, 2009). Although rarely studied, successful integration within the first three weeks of the first year has been found to be predictive of degree
completion (Woosley, 2009). This study examines the early transition (first three weeks) of first-generation college students at the University of Northern Colorado. Through multivariate analysis of variance (MANOVA) of pre-existing data gathered over a multi-year period, this study examines the effect first-generation status and early participation in residence life activities have on commitment to the institution, academic integration and social integration. The data was collected
using a tool called MAP-Works® from three cohorts of first-year students in the fall semester of 2009, 2010 and 2011.
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