First Generation College Student Transitions: Informing Counseling Practices for Emerging Adults
Open accessAbstract
Using Schlossberg’s Transition Theory (STT), we used a directive content analysis to explore the high school to college career transitions of 24 emerging adults who were first generation college students (FGCS) with undeclared majors. 153 phrases aligned with STT highlighting unanticipated situations, psychological resources, and emerging adult development. Implications for professional counselors working with FGCS are provided.
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Cites
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Claims the paper makes
0 of 20 cited sources checked · 0 supported · 0 flagged
- Findingown data
The STT areas most strongly aligned in the narratives were trigger, psychological resources, family units, institutions and communities, control, role change, and assessment.
“Areas most strongly aligned included the following tenets: trigger, psychological resources, family units, institutions and communities, control, role change, and assessment (Table 1).”
Quote in the paperSubstantial claim- Rests on an assumption: The career reflections assignment provides a historical context into the transitional processes from high school to college.
- Rests on an assumption: Participants' self-identification as first-generation college students is accurate.
- Findingown data
Family units were the most frequently mentioned social support category, identified in 19 participants (79.17%).
“Family units (n = 19; 79.17%) and institutions/communities (n = 11; 45.83%) were most frequently mentioned.”
Quote in the paperNot a substantial claim - Findingown data
Phrases related to participants' sense of control of the transition were coded in 10 participants (41.67%).
“Phrases related to participants' sense of control of the transition (n = 10; 41.67%) referenced individual interest versus others, family history of career paths, competition in the field, and sense of choice.”
Quote in the paperNot a substantial claim - Findingown data
Role change was present in 10 of 24 narratives (41.67%).
“Role Change 10 41.67 49 32.03”
Quote in the paperNot a substantial claim- Rests on an assumption: The career reflections assignment provides a historical context into the transitional processes from high school to college.
- Rests on an assumption: Participants' self-identification as first-generation college students is accurate.
- Findingown data
The study found 153 phrases/statements across 24 narratives that aligned with Schlossberg's Transition Theory (STT).
“153 phrases aligned with STT highlighting unanticipated situations, psychological resources, and emerging adult development.”
- Also stated in: § Findings · plain
“After analyzing the 24 narratives (47 pages of data; 9,651 words), we found 153 phrases/statements that aligned with STT.”
Quote in the paperSubstantial claim- Rests on an assumption: The career reflections assignment provides a historical context into the transitional processes from high school to college.
- Rests on an assumption: Participants' self-identification as first-generation college students is accurate.
- Also stated in: § Findings · plain
- Findingown data
Institutions/communities were present in 11 of 24 narratives (45.83%).
“Institutions/Communities 11 45.83 139 90.85”
Quote in the paperNot a substantial claim- Rests on an assumption: The career reflections assignment provides a historical context into the transitional processes from high school to college.
- Rests on an assumption: Participants' self-identification as first-generation college students is accurate.
- Findingown data
Assessment was present in 10 of 24 narratives (41.67%).
“Assessment 10 41.67 70 45.75”
Quote in the paperNot a substantial claim- Rests on an assumption: The career reflections assignment provides a historical context into the transitional processes from high school to college.
- Rests on an assumption: Participants' self-identification as first-generation college students is accurate.
- Findingown data
Family units were present in 19 of 24 narratives (79.17%).
“Family Units 19 79.17 123 80.39”
Quote in the paperNot a substantial claim- Rests on an assumption: The career reflections assignment provides a historical context into the transitional processes from high school to college.
- Rests on an assumption: Participants' self-identification as first-generation college students is accurate.
- Findingown data
Psychological resources were present in 19 of 24 narratives (79.17%).
“Psychological Resources 19 79.17 103 67.32”
Quote in the paperNot a substantial claim- Rests on an assumption: The career reflections assignment provides a historical context into the transitional processes from high school to college.
- Rests on an assumption: Participants' self-identification as first-generation college students is accurate.
- Findingown data
Role change phrases were coded in 10 participants (41.67%).
“Role change (n = 10; 41.67%) phrases were identified when participants associated themselves with a major, a transition from child to adult, a responsibility to not waste money, self-exploration, work or unemployment, a switch in jobs, an independent fiscal responsibility, and an undergoing actionable change.”
Quote in the paperNot a substantial claim - Findingown data
Control was present in 10 of 24 narratives (41.67%).
“Control 10 41.67 39 25.49”
Quote in the paperNot a substantial claim- Rests on an assumption: The career reflections assignment provides a historical context into the transitional processes from high school to college.
- Rests on an assumption: Participants' self-identification as first-generation college students is accurate.
- Findingown data
Institutions/communities were mentioned by 11 participants (45.83%).
“Family units (n = 19; 79.17%) and institutions/communities (n = 11; 45.83%) were most frequently mentioned.”
Quote in the paperNot a substantial claim - Findingown data
Institutions/communities were more often referenced as support prior to and in preparation for the transition to college.
“Institutions/communities were more often referenced as support prior to and in preparation for the transition to college.”
Quote in the paperNot a substantial claim - Findingown data
Many participants indicated a sense of grappling with making the right choices throughout their transitions.
“Many participants indicated a sense of grappling with making the right choices throughout their transitions.”
Quote in the paperNot a substantial claim - Findingown data
Several participants outlined minimal involvement from their high school counselor when transitioning to college.
“We noted that several participants outlined minimal involvement from their high school counselor when transitioning to college.”
Quote in the paperSubstantial claim - Findingown data
In the participants' responses, poverty, parents, and self were seen as the driving force for the transition to college.
“In these examples, poverty, parents, and self are seen as the driving force for the transition to college.”
Quote in the paperSubstantial claim - Findingown data
In their career reflections, participants described uncertainty through changing roles.
“In their career reflections, participants described uncertainty through changing roles.”
Quote in the paperNot a substantial claim - Findingown data
Family units were referenced in the career reflections as a source of ongoing support.
“Family units were referenced in the career reflections as a source of ongoing support.”
Quote in the paperNot a substantial claim - Interpretationown data
Trigger phrases alluded to a source of motivation or inspiration to engage in the transition to college.
“Trigger phrases alluded to a source of motivation or inspiration to engage in the transition to college.”
Quote in the paperNot a substantial claim- Rests on an assumption: The career reflections assignment provides a historical context into the transitional processes from high school to college.
- Rests on an assumption: Participants' self-identification as first-generation college students is accurate.
- Interpretationown data
Overall, the psychological resource phrases referred to the participants' belief in themselves to persevere through struggles and confusion.
“Overall, the psychological resource phrases referred to the participants' belief in themselves to persevere through struggles and confusion.”
Quote in the paperNot a substantial claim - Premisecitation
Only 20% of first-generation college students have a conferred bachelor's degree 10 years after their sophomore year in high school, compared to 42% of continuing generation students.
“With only 20% of FGCS having a conferred bachelor's degree 10 years after their sophomore year in high school, compared to 42% of continuing generation students (Redford & Hoyer, 2017), college and employment counselors can be instrumental in helping students persevere and excel through their transition to college and beyond.”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Redford & Hoyer, 2017
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Premisecitation
Upwards of 30% of first-generation college students are thought to be over the age of 30.
“upwards of 30% of FGCS are thought to be over the age of 30 (RTI International, 2019a).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites RTI International, 2019a
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Interpretationcitation
Social support as found in this study was strongly aligned with Schlossberg's transition theory.
“Likewise, as social support was strongly aligned with STT (Schlossberg, 2011), college and employment counselors can work with their universities to develop continued supportive programming for this unique subset of students, as Basset (2021) suggested.”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Schlossberg, 2011 source
- May combine two claims. 11
- The quote only partly states this claim. 1
- Classified as probably not a substantial claim. 23
May combine two claims.
Findingown dataTrigger was the STT tenet with the highest frequency, present in all 24 narratives (100%).
“Trigger (n = 24; 100%) displayed the highest frequency of phrases from participants that aligned with STT.”
Quote in the paperNot a substantial claim- Rests on an assumption: The career reflections assignment provides a historical context into the transitional processes from high school to college.
- Rests on an assumption: Participants' self-identification as first-generation college students is accurate.
The quote only partly states this claim.
Findingown dataPsychological resources was the most frequently coded self category, identified in 19 of the participants (79.17%).
“Psychological resources (n = 19; 79.17%) includes ego development, outlook, commitment, and values.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
Findingown dataAssessment phrases were coded in 10 participants (41.67%).
“Assessment (n = 10; 41.67%) in STT relates to who or what is seen as responsible for the transition and how the individual's behavior is affected by this person.”
Quote in the paperNot a substantial claimMay combine two claims.
Findingnone givenAll participants identified a trigger that motivated them to attend college, despite the challenges of not having a declared major and having parents who did not attain a college degree.
“All participants identified a trigger that motivated them to attend college, despite the challenges of not having a declared major and having parents who did not attain a college degree.”
Quote in the paperSubstantial claimMay combine two claims.
Findingown dataParticipants in this study remained hopeful about their future and drew on their psychological resources even during periods of confusion and ambiguity.
“Participants in this study also remained hopeful about their future and pulled on their psychological resources, even during periods of confusion and ambiguity.”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
PremisecitationSchlossberg identified three types of transitional situations: anticipated transitions, unanticipated transitions, and non-events.
“Schlossberg (2011) identified three types of transitional situations: (a) anticipated transitions that are predictable or scheduled, (b) unanticipated transitions that are not predictable or scheduled, and (c) non-events when expected transitions do not occur.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Schlossberg, 2011 source
Probably not a substantial claim: may not pass S3 (load-bearing).
PremisecitationThe use of existing categories assists researchers with coding and analysis.
“The use of existing categories assists researchers with coding and analysis (Storlie & Woo, 2021).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Storlie & Woo, 2021 source
Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
Study design and conductown dataThe coding process involved pilot coding 10% of narrative career reflections, then examining an additional 20% of cases in a second consensus meeting, continuing until all career reflections were analyzed.
“The second through fourth authors individually pilot coded 10% of narrative career reflections by marking the presence of an STT tenet (Schlossberg, 2011) aligned with the codebook in the Microsoft Excel table with a direct quote from participants' career reflections assignment.”
- Also stated in: § Consensus Meetings · plain
“The second consensus meeting included examining an additional 20% of the cases, and the first author again served as facilitator until all four coders reached consensus.”
- Also stated in: § Consensus Meetings · plain
“The remaining meetings continued in this fashion until all the career reflections had been analyzed.”
Quote in the paperNot a substantial claim- Also stated in: § Consensus Meetings · plain
Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
Study design and conductcitationThe codebook was developed based on Schlossberg's theory and included brief and full definitions of each tenet, guidelines, example words, and phrases to support team consensus.
“The team developed the initial codebook (MacQueen et al., 1998) based on Schlossberg's theory.The codebook included brief and full definitions of each tenet, guidelines, example words, and phrases to indicate a code to support team consensus.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites MacQueen et al., 1998 source
Probably not a substantial claim: may not pass S3 (load-bearing).
PremisecitationCoping strategies are divided into three areas: modifying situations, controlling the meaning of the problem, and managing stress in the aftermath.
“Coping strategies are divided into three areas: those that modify situations, control the meaning of the problem, and manage stress in the aftermath (Schlossberg, 2011).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Schlossberg, 2011 source
Probably not a substantial claim: may not pass S3 (load-bearing).
PremisecitationAccording to Schlossberg, strategies refer to the methods individuals chose to cope with transitions.
“According to Schlossberg (2011), strategies refer to the methods individuals chose to cope with transitions.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Schlossberg, 2011 source
Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
Study design and conductown dataThe first author acted as an auditor and facilitated consensus meetings among four coders until all four coders reached consensus.
“the first author, who acted as an auditor, facilitated a consensus meeting among the four coders, moving line-by-line through each tenet of STT with each of the 24 narratives.”
- Also stated in: § Consensus Meetings · plain
“until all four coders reached consensus.”
Quote in the paperNot a substantial claim- Also stated in: § Consensus Meetings · plain
Classified as probably not a substantial claim.
PremisecitationDirective content analysis has utility in supporting and extending an existing theoretical framework in a deductive nature.
“Directive content analysis has utility in supporting and extending an existing theoretical framework in a deductive nature (Hseih & Shannon, 2005).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Hseih & Shannon, 2005
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Probably not a substantial claim: may not pass S3 (load-bearing).
Study design and conductcitationThe research team enhanced credibility and dependability by using inter-coder agreement with direct discussion of discrepancies throughout the process.
“We enhanced credibility and dependability by using inter-coder agreement with direct discussion of discrepancies (Creswell & Creswell, 2017) throughout the process.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Creswell & Creswell, 2017
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
PremisecitationSTT includes three distinct stages: understanding transitions through Schlossberg's four S's, coping with transitions, and applying the model to work-life transitions.
“STT (Schlossberg, 2011) includes three distinct stages: (a) understanding transitions through Schlossberg's four S's, (b) coping with transitions, and (c) applying the model to work-life transitions (Anderson et al., 2012;Barclay, 2017).”
Quote in the paperNot a substantial claim0 of 3 sources checkedProbably not a substantial claim: may not pass S3 (load-bearing).
PremisecitationHaving a facilitator/auditor review predetermined categories enhances the accuracy of the coding process.
“Unlike a conventional or summative content analysis, themes do not emerge from the data; having a facilitator/auditor review the predetermined categories enhances the accuracy of the coding process (Hseih & Shannon, 2005).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Hseih & Shannon, 2005
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Probably not a substantial claim: may not pass S3 (load-bearing).
PremisecitationSchlossberg hypothesized that a transition is not necessarily a matter of the changes made, but rather the individual's perception of the change.
“Schlossberg (2011) hypothesized that a transition is not necessarily a matter of the changes made, but rather the individual's perception of the change.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Schlossberg, 2011 source
Probably not a substantial claim: may not pass S3 (load-bearing).
PremisecitationSchlossberg's four S's (situation, self, social support, and strategies) highlight the complexities of a transition.
“Schlossberg's four S's (situation, self, social support,and strategies) highlight the complexities of a transition.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
Premisenone givenSchlossberg hypothesized that social support is key to handling stress.
“Schlossberg hypothesized that social support is key to handling stress.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
Premisenone givenPsychological resources affect how individuals perceive transitions and worldviews.
“Psychological resources affect how individuals perceive transitions and worldviews.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
Study design and conductreasoningHad the coders set consensus at 75% rather than 100%, the study would have yielded different results.
“but recognize if we had set consensus at 75%, this would yield different results.”
Quote in the paperNot a substantial claimClassified as probably not a substantial claim.
Study design and conductnone givenThe research team agreed not to code any data as aligned with Schlossberg's transition theory unless there was 100% agreement among coders.
“Additionally, as a research team, we agreed not to code any data as aligned with STT (Schlossberg, 2011) if there was not 100% agreement among coders.”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Schlossberg, 2011 source
May combine two claims.
PremisecitationThe counseling literature lacks scholarship attending to the unique experiences of first-generation college students transitioning into college as emerging adults, despite some attention to college-to-career transitions.
“attending to the unique experiences of FGCS transitioning into college as emerging adults despite some attention to college-tocareer transitions (Lane, 2014).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Lane, 2014
May combine two claims.
PremisecitationHaving explicit information on college financial requirements supports students and increases their likelihood of success.
“According to Uy et al. (2019), having explicit information on college financial requirements supports students and increase their likelihood of success, easing some of the financial role changes that occur as high school students to become college students.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Uy et al. (2019)
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Probably not a substantial claim: may not pass S3 (load-bearing).
Study design and conductcitationThe study adhered to intercoder reliability practices.
“We adhered to intercoder reliability practices (Creswell & Creswell, 2017), but recognize if we had set consensus at 75%, this would yield different results.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Creswell & Creswell, 2017
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
May combine two claims.
Study design and conductreasoningThe study's sample was derived from a predominantly white institution and did not adequately capture the voices of commonly underrepresented populations in higher education.
“We further acknowledge that our sample was derived from a PWI and, while representative of the current demographics, did not adequately capture the voices of commonly underrepresented populations in higher education.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
Study design and conductnone givenThe study's sample represented the ages often identified as emerging adulthood.
“Although our sample represented the ages often identified as emerging adulthood, upwards of 30% of FGCS are thought to be over the age of 30 (RTI International, 2019a).”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
Study design and conductown dataCoders found the construct of self the most difficult to differentiate, and sporadic disagreement among coders often resulted from acclimation to pre-existing codebook categories.
“Coders found the construct of “self” the most difficult to differentiate and sporadic disagreement among coders was often a result of the coders' acclimation to pre-existing categories defined by the codebook.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
Study design and conductown dataThe study did not specifically inquire into participants' perceived parental support through the career reflections assignment.
“We also did not specifically inquire into participants perceived parental support through the career reflections assignment, and we recognize this information could be instrumental (e.g., McDonald et al., 2021) as we consider the relational dynamics of parents and FGCS.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S2 (checkable).
Interpretationown dataThis study might provide some insights for early intervention strategies using Schlossberg's transition theory as a theoretical model.
“This study might provide some insights for early intervention strategies using STT (Schlossberg, 2011) as a theoretical model.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Schlossberg, 2011 source
The paper relies on this without support.
A gap remains in the literature on suitable frameworks to support professional counselors working with first-generation college students who are exploratory students.
“Yet, gaps remain within the literature related to suitable frameworks to support professional counselors in their work with this population while they navigate their development as emerging adults.”
The paper relies on this without support.
The career reflections assignment provides a historical context into the transitional processes from high school to college.
“We chose to analyze the participants' career reflections assignment because it provided a historical context into the transitional processes from high school to college.”
The paper relies on this without support.
Participants' self-identification as first-generation college students is accurate.
“which yielded 24 volunteer exploratory participants who identified as an FGCS (parents did not attend a 4-year college or have conferred bachelor's degrees).”
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
Each contradiction between two passages listed here was confirmed by an independent check.
First consensus meeting appears to cover all narratives before later cases were added
MinorThe account says the first consensus meeting reviewed each of the 24 narratives, but then says the second meeting examined an additional 20% of the cases. If all 24 were reviewed in the first meeting, there were no additional cases to examine.
“The individual codes were then placed side-by-side in Microsoft Excel, and the first author, who acted as an auditor, facilitated a consensus meeting among the four coders, moving line-by-line through each tenet of STT with each of the 24 narratives.”
“The second consensus meeting included examining an additional 20% of the cases, and the first author again served as facilitator until all four coders reached consensus.”
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- Authors
- Storlie, C. A., Budyka, J., Ellenson, A. A., Malkani, A., & Revels, D.
- Affiliations
- Kent State University (US)
- Venue
- Adultspan Journal
- Publisher
- Marshall University
- Published
- 2024-01-01
- Volume
- 23
- Issue
- 1
- ISSN
- 1524-6817 (ISSN-L)
- 2161-0029
- OpenAlex
- W4391892355
- Cited by
- 1
- References
- 27
- Citations by year
- 2024: 1
- FWCI
- 1.26
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- Adultspan Journal (publishedVersion)
- Topics
- Social Sciences › Education › Higher Education Research Studies
- Social Sciences › Sociology and Political Science › Youth Education and Societal Dynamics
- Social Sciences › Psychology › Developmental and Educational Psychology › Identity, Memory, and Therapy
- Keywords
- first-generation college students, emerging adults, transition theory, transition to college, undeclared majors, career change, counseling practice, psychological resources
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Claims read by deepseek-v4.1-flash under definition version 3 (extract-v3) on 2026-10-11.
Classified by jev-1.13-20260917 (gold-guideline-v0.2) on 2026-10-11.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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