This study examines the role of living–learning programs in facilitating first-gen students’ perceived academic and social transition to college. Results show that first-gen students in L/L programs reported a more successful academic and social transition to college than first-gen peers living in a traditional residence hall setting. Interactions with faculty and using residence hall resources facilitated an easier academic transition for first-gen students in L/L programs, and supportive residence hall climates were related to an easier social transition. A preliminary interpretation of this study’s results is that structured activities, such as faculty interaction and residence hall programming, are more influential for this population than informal peer groups.
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