Running head: EOP STUDENTS COLLEGE ADJUSTMENT

Shining Light on SUNY University at Buffalos Educational Opportunity Program

Students Adjustment to College
Haniyyah Bashir
University at Buffalo
ELP 509: American College Student
May 2015

EOP STUDENTS COLLEGE ADJUSTMENT

Shining Light on SUNY University at Buffalos Educational Opportunity Program

Students Adjustment to College
First year college students formulate expectations about college life long before they
leave home. Some high school students look forward to college, eager to experience more
freedom and adventure. While other students specifically students from low socioeconomic
backgrounds see college as an escape from their community to build a better life for themselves
and their families. Either way, for the first time in their life, they're moving away from
everything familiar to them - family, friends, home, community - and beginning to make their
way as a young adult entirely surrounded by strangers, in a new environment. They may feel
overwhelmed with everything at once including their ability to succeed at college-level work, to
handle financial responsibility, to build adult relationships, and to adapt to a lot of change all at
once. Many students especially Educational Opportunity Program (EOP) students have problems
adjusting to their new environment coming from low income backgrounds and are underprepared
for the college setting. SUNY University at Buffalos Cora P. Maloney Summer Bridge Program
helps with the high school to college transition.
First, I will review literature that focus on the current issues, trends, and theories with
college students adjustment specifically concentrating on their struggle with academics,
financial responsibilities, and social transitions. Second, I will argue how Cora P. Maloney
Summer Bridge Program is an effective form of early intervention for college students
adjustment. Then, I will discuss my interviews with students that were a part of the Cora P.
Maloney Summer Bridge Program. Lastly, I will make connections between issues and trends
seen in literature, theories on American college students, and the interview findings with the
Summer Bridge Program students.

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Current Issues, Trends, and Theories with College Students Adjustment

Research shows there are many factors that should be addressed when high school
students are breaking away from their home communities and transitioning to a college
environment. (Friedlander, L.J., Reid, G.J., Cribble, R., & Shupak, N., 2007; Guiffrida, 2006;
Smedley, B.D., Meyers, H.F., & Harrell, S.P., 1993; Venezia, A., & Jaeger, L., 2013) Some of
these factors include academic readiness (Conley, D.T., 2008), financial matters (Bergerson,
A.A., 2007; Smedley, B.D., Meyers, H.F., & Harrell, S.P., 1993), and social adjustments
(Cabrera, A.F., Nora, A., Terenzini, P.T., Pascarella, E., & Hagedorn, L.S., 1999).
Guiffrida discusses Tinto's theory of student department and the concept of "breaking
away" when applying the theory to diverse students. Tintos theory states, 3 main sources of
student departure are academic difficulties, the inability of individuals to resolve their
educational and occupational goals, failure to become or remain incorporated in the intellectual
and social life. (Tinto, 1993) There is still a need for additional improvements for students to
maintain cultural and familial connections to succeed at college. Furthermore, cultural norms,
motivational orientation, academic achievement and persistence are factors that are considered
during the high school to college transition of minority students.
Friedlander et. al.s research examined the joint effects of stress, social support, and selfesteem on college student adjustment from high school to university. Generally, when students
have a higher levels of social support, better self-esteem, and lower levels of stress, they adjusted
better. The research suggests combining systemic change with prevention and early intervention
efforts at the level of the student, as well as, familial factors holds the most promise for helping
students with the transition to university and may in turn decrease the likelihood of academic
difficulties.

EOP STUDENTS COLLEGE ADJUSTMENT

Early higher education studies focus on the traditional college student, which were white
heterosexual upper-class males at the time. More research has been done since the integration
and addition of underrepresented populations on college campuses especially on race and the
relation to social adjustments. Bergerson explore the role of social class in student adjustment to
the college environment focuses on the story of Anna. This students story illustrates how social
class impacts the choices and experiences, as well as, the ability of students to participate in
campus life and engage in their academic work. Higher education institutions need to respond to
the needs of an increasingly diverse student population that includes workingclass students,
students of color and firstgeneration college students. (Bergerson, A.A., 2007)
Researchers have examined the impact that perceptions of prejudice and discrimination
play within the adjustment to college processes of students in terms of these assertions: (a)
academic preparedness for college is one of the main factors accounting for differences in
persistence behavior between African American and White students; (b) successful adjustment to
college involves severing ties with family and past communities; (c) perceptions of prejudice and
discrimination are unique to minorities; (d) persistence decisions among minorities are shaped
primarily by exposure to a climate of discrimination. Results indicated perceived discriminatory
behavior negatively affected minority student academic/intellectual development, social
experiences, and institutional commitment. (Cabrera, A.F., Nora, A., Terenzini, P.T., Pascarella,
E., & Hagedorn, L.S., 1999)
Smedley et. al.s research focuses on whether the hypothesized minority status stresses
such as racial prejudices add an additional risk for college adjustment. Some of the stressors that
minority students specifically African American and Latinos face such as financial problems,
pressures at home, conflicts with faculty and peers, and academic weaknesses. Intervention

EOP STUDENTS COLLEGE ADJUSTMENT

programs designed to improve minority student retention are likely to be more effective if they
focus attention on helping minority freshmen to understand the relationship of the additional
social and academic stresses they will face from their peers and faculty, as well as, providing
academic support service.
Research has been done on the state of college readiness among high school students, the
effectiveness of programs in place to help them transition to college, and efforts to improve those
transitions. Students are unprepared for college coursework for many reasons including
differences between what high schools teach and what colleges expect, as well as large
disparities between the instruction offered by high schools with high concentrations of students
from low socioeconomic background and high schools with more advantaged students. (Venezia,
A., & Jaeger, L., 2013) Furthermore, there is a discussion of the importance of nonacademic
variables that high school students struggle with such as peer influences, parental expectations,
and conditions that encourage academic study. Venzia and Jaeger suggests interventions that
improve college readiness including a variety of services, from academic preparation and
information about college and financial aid, to psychosocial and behavioral supports, to the
development of academic habits.
Researchers have recognized the stressors that different college student population face,
as well as, preparation needed. College students come from different backgrounds, yet they all
need to be one the same level of college readiness. Hence, Conley defines readiness as the level
of preparation a student needs in order to enroll and succeed, and further defines success as
completing entry-level courses at a level of understanding and proficiency that makes it possible
for the student to consider taking the next course in the sequence or the next level of course in
the subject area. A comprehensive conception of college readiness including four aspects: key

EOP STUDENTS COLLEGE ADJUSTMENT

cognitive strategies, key content knowledge, academic behaviors, and contextual skills and
knowledge. (Conley, D.T., 2008)
Intervention programs are put into place at many institutions to handle many of these
factors that college students are known to deal with and secure their college readiness. Kallison
and Staders research discuss the effectiveness of bridge programs specifically at Texas colleges
in the summer of 2007. Their research show that effective bridge programs should: (a) have very
strong relationships with their partner school districts; (b) provide professional development to
all program staff; (c) conduct preprogram orientation sessions and closing ceremonies; (d)
provide bus transportation; (e) involve parents in the program; (f) provide students with labs to
support classroom instruction; (g) provide academic advising and other support services; and (h)
implement both formative and summative assessment methods. (Kallison Jr., J. M. & Stader,
D.L., 2012)
Early Intervention: Cora P. Maloney Summer Bridge Program
The Cora P. Maloney College (CPMC) Summer Bridge Program serves an early
intervention method for the students in the Educational Opportunity Program. According to
Tintos "Model of Institutional Departure," students need academic integration into formal
systems such as educational performance and informal systems such as faculty and staff
interactions. In addition, students need informal and formal social integration to campus such as
extracurricular activities and peer-group interactions. (Tinto, 1993) The Cora P. Maloney
Summer Bridge Program is a mandatory four-week residential program to help students prepare
academically and socially during their freshman year of study at University at Buffalo. Although
their typical days are filled from 8:30 am to 5:10 pm, they receive a couple hours of flex time
and lunch time.

EOP STUDENTS COLLEGE ADJUSTMENT

EOP students are placed in academic course offerings that help strengthen their reading,
writing, mathematics, and communication skills. The curriculum is structured around an
academic theme to help students begin to see the overlap, the distinctions and the continuity of
their courses. It enhances their critical thinking skills and allows them to function at higher
cognitive levels. The summer curriculum includes academically intense, college-level courses in
English Composition, World Civilization, Psychology, Mathematics, Statistics, and a combined
class emphasizing Critical Inquiry, Library Usage and College Study Skills. Students are
strategically selected to take courses in biology and engineering. All classes are taught and
students are assessed by the same academic standards as if they were already first-year UB
undergraduate students.
As recent graduates of high school, they get the opportunity to meet their future
professors and academic advisors that will further help with their adjustment as college
freshman. Summer Program faculty members are available and willing to discuss course
material. Tutors are assigned to classes and have established meetings with students outside of
the classroom. Tutors are trained to assist the students because they have a vast knowledge of the
subject area. Students meet regularly with their EOP Counselor, and can discuss any problems or
concerns.
Aside from academics, students are expected to reside on campus, in the residence halls
for the duration of the program. All residents are expected to adhere to the rules and regulations
of the CPMC program and the Office of University Residence Halls and Apartments. Resident
Counselors (RCs) are available to assist EOP students with any questions or concerns regarding
appropriate conduct and the use of facilities. In addition to the academic courses, there are
recreational activities such as movie nights, basketball, volleyball, Ping-Pong, chess, pool and

EOP STUDENTS COLLEGE ADJUSTMENT

card tournaments, as well as, social activities including picnics and an end-of-summer awards
ceremony.
When examining the program as an intervention method to help Educational Opportunity
Program students adjustment to the college environment, the program effectively familiarizes
the students with the campus, the community and a wide range of academic and non-academic
resources. Most importantly, the students receive performance expectations, workload, and
behavioral strategies that are integral components of college life and academic success. (Cora P.
Maloney College Summer Bridge Program, 2015)
Interview Collection and Findings
For this paper, I interviewed 5 students who participated in the Cora P. Maloney Summer
Bridge Program as an incoming freshman. Their academic years ranged between freshman and
graduate student to show the everlasting impact of this program on Educational Opportunity
Program students. The name of the students has not been identified to protect confidentiality.
The students and I sat down to complete the advising experiences survey. Then, we had an indepth conversation that focused on their high school experience and community background,
pros and cons of their summer bridge program experience, social adjustment to campus as a
freshman, and academic preparedness for their first semester.
Freshman African-American female shared her experiences with the Cora P. Maloney
Summer Program. She is a 19 year old intended Psychology major with a 3.75 Cumulative
Grade Point Average (GPA). She described her summer program as being very strict with rules.
She was told that her group must have been a different group because they had a lot of conduct
meetings. Her professors showed a nonchalant attitude. They came to class taught and left.

EOP STUDENTS COLLEGE ADJUSTMENT

However, the structure helped her transition from high school to college. It was a great social
experience. She stated, Same people I spoke to over the summer are the same people I talk to
now. When asked about the relationship with her EOP advisor, she discussed how they assist
with financial adjustments by making sure there any not any holds on her account so she is able
to register for classes on time. She has friends who wish they were able to go through the
CPMC Summer Bridge Program because they were lost as incoming freshmen and they believe
the program would have prepared them with the resources they needed.
Sophomore Hispanic/Latino Male shared his experiences with the CPMC Summer
Bridge Program. He is a 19 year old Electrical Engineering major with a 3.2 Cumulative GPA.
When asked to talk about his experience, he described it as a camp with rules, hence when
the semester started he started to slack. With the assistance of his advisor, he was able to remain
focused to finish out the semester strong. If I never had it, I would have been lost. Growing
up in the Bronx, University at Buffalo was only the 2 nd or 3rd college that he was exposed to. He
believes that the program balances the smart kids with the less fortunate. As a high school
student, he never had the opportunity to take college course and was glad in the program that he
did. In addition, it helped with getting acclimated to the campus showing him the basics such as
food locations, UB tunnels, and restrooms.
Junior African-American and Hispanic/Latino Male shared his CPMC Summer Bridge
Program experiences. He is a 21 year old double major in English and Philosophy with a 3.3
cumulative GPA. He discussed the summer bridge program as being a quick transition from high
school to college. The days were long as they were always in class, tutoring, or doing homework.
It was also the same time as orientation so he was sad that he could not participate. It was so
much work that he thought that it over prepared him for college when it came down to the

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10

workload because when the semester started they had more free time to get involved with other
activities. He met a lot of people in summer bridge program including his current girlfriend, but
he wished there was more time to socialize. He suggests, It needs more balance between
academic and social. Other than that, his advisor is great for all his questions and providing
appropriate resources.
Senior Asian Female shared her experiences with the CPMC Summer Bridge Program.
She is a 21 year old Speech and Hearing Science major. Being a Chinese immigrant who
migrated at age 12 from a small town in New York, she felt she needed the social and academic
preparation that the program provided. It was very intense, yet fun and helpful. They mentally
prepared her huge class sizes that were the size of her high school graduating class. Everything
that she learned during the summer program was 100 percent applicable to the first semester at
UB. She had an easy transition as she gain friends and familiarity with the campus. Her advisor
made sure she attended TA hours when needed. One of her favorite aspects of the program was
the unique activities such as the talent show. If I didnt go, I would have struggled and
transferred from UB.
Graduate African-American Female shared her experiences with the CPMC Summer
Bridge Program. She is a 23 year old who double majored in biology and psychology graduating
with a 3.5 GPA. When describing her summer bridge program experience, she focused more on
the social aspect in the residence halls. I had the best Resident Counselor. She was just
amazing! Because of her RC, she decided she wanted to become a Resident Assistant during the
academic year and later apply for a RC position. Her RC also assisted her get her first campus
job. She felt the program as a whole helped get her mindset on college life, study habits, and
time management. It handed me the ropes to become successful so far.

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Making Connections
In looking at the transitional dynamics that should be addressed when high school
students are entering a college environment, the key factors are academics, financial, and social.
Cora P. Maloney Summer Bridge fits Tintos model of effective student retention programs as
they are committed to the students they serve, to the education of all of their students, and to the
development of supportive social and educational communities in which all students are
integrated as competent members. (Tinto, 1993) From the freshman student who just experienced
their first year at UB to the graduate student who decided to continue their education, each
student that was interviewed expressed that when the semester was ready to begin they felt as if
they were valued and full members of the community.

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References
Bergerson, A. A. (2007). Exploring the impact of social class on adjustment to college: Annas
story. International Journal of Qualitative Studies in Education, 20(1), 99-119
Cabrera, A. F., Nora, A., Terenzini, P. T., Pascarella, E., & Hagedorn, L. S. (1999). Campus
racial climate and the adjustment of students to college: A comparison between white
students and African-American students. Journal of Higher Education, 70, 134160.
Conley, D. T. (2008). Rethinking college readiness. New Directions for Higher Education, 22(5),
24-26.
Friedlander, L. J., Reid, G. J., Cribbie, R., & Shupak, N. (2007). Social support, self-esteem, and
stress as predictors of adjustment to university among first-year undergraduates. Journal
of College Student Development, 48(3), 259-274. doi:10.1353/csd.2007.0024
Guiffrida, D. A. (2006). Toward a cultural advancement of tinto's theory. The Review of Higher
Education, 29(4), 451-472. doi:10.1353/rhe.2006.0031
Kallison Jr., J. M. & Stader, D.L. (2012) Effectiveness of Summer Bridge Programs in
Enhancing College Readiness, Community College Journal of Research and Practice,
36(5), 340-357, DOI: 10.1080/10668920802708595
Smedley, B. D., Meyers, H. F., & Harrell, S. P. (1993). Minority-status stresses and the college
adjustment of ethnic minority freshman. Journal of Higher Education, 64, 434452
Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student attrition.
University at Buffalo. (2015, April 21). CPMC Summer Program. Retrieved from
http://cpmc.buffalo.edu/summer/index.php
Venezia, A., & Jaeger, L. (2013). Transitions from high school to college. The Future of
Children, 23(1), 117-136.