Transition to Community College: The Journey of Adult Basic Education English Learners from Non-Credit to Credit Programs

This phenomenological study examined the transition of a group of adult English language learners from an Adult Basic Education program to a community college. The purpose of the study was to gain a deeper understanding of the driving forces of Adult Basic Education English language learners who had successfully transitioned from a non-credit Adult Basic Education program to community college degree programs. The study was guided by an overall question: What is the experience like for ABE ESL students who transition to community college degree programs? Two sub-questions helped build the evidence of the study: (a) How do ABE ESL transfer students perceive differences and similarities in academic cultures between an ABE ESL program and a community college? and (b) What do ABE-ESL transfer students say about what kinds of support and which services contributed to their successful transition? The data collection for this study included focus group and in-depth individual interviews. The result of this study suggested that Adult Basic Education English language learners' transition to community college degree programs were more successful when the students felt a sense of caring through supporting services.

Level thesis:degree_level

Doctorate Degree

Year dc:date.issued

2012

Author dc:creator

• Csepelyi, Tünde

Advisor dc:contributor.advisor

• Ferrara, Margaret M.

Committee members dc:contributor.committeemember

• Robinson, Michael Robinson
• O'Reilly, Kim
• Barone, Diane
• Oikonomidoy, Eleni

• Adult Basic Education
• adult English learners
• ethic of care
• transition

Statement dc:rights

• In Copyright(All Rights Reserved)

Handle dc:identifier.uri

http://hdl.handle.net/11714/3542

OAI identifier oai:identifier

oai:scholarwolf.unr.edu:11714/3542