2. Did students understand the content of the program?
3. Did students feel excluded from the program or the institution?
4. Did students feel included in the program or the institution?
5. How did students cope with isolation?
6. Did institutional agents help or provide support to ease the transition?
7. How did students respond to the new culture?
8. What new things help students to adapt to the new culture?
9. How did institutional agents support student’s incorporation to the institution?
Documents: I am formulating sample questions to reflect on the data collected from documents.
1. What documents help me understand the program?
2. Did the SBP use the same …show more content…
Van Gennep (1960) was concern with the social movement of individuals and societies, as well as with the mechanisms they use to ensure social stability during these times of change. These rites of passage were defined as the stages of separation, transition, and incorporation (Tinto, 1993) by Van Gennep, and used by Tinto. The first stage, separation, requires the individual to disassociate from the old environment (family, friends, high school, hometown) into the new environment (summer bridge program and eventually the university). The stage of transition is the period between the old and the new environment before the individual fully accepts or transition into a new sets of rules and responsibilities. The third stage, the incorporation (or integration) occurs when the individual fully accepts the new rules and responsibilities through daily contacts with other members of the institution in both the formal and informal domains. These three concepts can be integrated into two of the four concepts used by Tinto’s (1993) theory of departure: Institutional experiences and …show more content…
The academic experiences refer completely about the formal education of the students, while the social experiences refer to the daily life and needs of the various members of the institution, particularly the students. It is here where the first to rites of passages (separation and transition) would take place. In this study, the SBP is the vehicle used by the institution to promote the relocation and acceptance of the new rules and responsibilities. The integration, define as the incorporation by Van Gennep (1960) in the rites of passages, is the process in which the student commits to the