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The paper critiques existing conceptualizations, then advances legitimate peripheral participation paired with transition as becoming as an emerging viewpoint. This approach is proposed to help educators design supportive environments, better represent students’ lived experiences, and strengthen research, study, and implementation of student transition programs in the United States.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/rethinking-college-transitions-legitimate-peripheral-participation-as-a-pathway-to-becoming/590275/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/rethinking-college-transitions-legitimate-peripheral-participation-as-a-pathway-to-becoming/590275.png","ImageObject",300,407,{"name":92,"@type":93},"Adam","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-25","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the paper’s main purpose?","Question",{"text":112,"@type":113},"To review theoretical explanations of college transitions, critique their usefulness, and argue for shifting from viewing transitions as induction/development to viewing them as becoming.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the paper propose to understand transitions as becoming?",{"text":117,"@type":113},"By using legitimate peripheral participation alongside transition as becoming, which is argued to support educators in shaping environments, describe students’ lived experiences, and improve understanding and implementation of transition programs.",{"name":119,"@type":110,"acceptedAnswer":120},"Why is the topic of college transitions also an access and equity issue?",{"text":121,"@type":113},"The paper notes that many students still stop out during transitions and that retention gaps are substantial for Latina/o, Black, and Native American students, linking transition support to equity outcomes.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590275,1792209373,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1374404737137,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","AERA Open  \nJanuary-December 2024, Vol. 10, No. 1, pp. 1–18 DOI: 10. 1177/23328584241255631  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2024. [https://journals.sagepub.com/home/ero](https://journals.sagepub.com/home/ero)  \nRethinking College Transitions: Legitimate Peripheral Participation as a Pathway to Becoming  \nDallin George Young  \nUniversity of Georgia  \nBryce D. Bunting  \nBrigham Young University  \nThis paper’s purpose is to review theoretical explanations of college transitions, offer a critique of their utility, and make an explicit argument that the field of higher education would benefit from a shift from a view of transition as induction or development to transition as becoming. Moreover, we propose that the use of legitimate peripheral participation paired with transition as becoming as an emerging theoretical viewpoint that (1) points toward ways educators can shape environments that support transitions as becoming,(2) more effectively describes the lived experiences of students in transition, and (3) facilitates improved understanding, study, and implementation of student transition programs in the United States.  \nKeywords: becomingist, colleges, content analysis, first-year success, higher education, legitimate peripheral participation, student development, transitions, theoretical perspectives on transition  \nThe college experience includes various transitions, such as entrance, moving from the first to second year, beginning or changing a major, transferring, and graduating. During these transitions, students face potentially educative challenges, including new academic expectations, increased personal responsibility for learning, new relationships, and decentralized networks of unfamiliar support resources (Tobbell & O’Donnell, 2005) . Together these experiences provide opportunities for students to increase academic competence, establish new interpersonal networks, and explore emerging identities (Greenfield et al., 2013; Upcraft et al., 2005) . Thus, while college transitions do include difficulty, discomfort, and unfamiliarity, they are also a powerful opportunity for students to experience meaningful learning and growth. However, transitions are too often thought of as merely problems or obstacles that somehow impede student progress. Our goal is to make the case for a new way of thinking about transitions—one that both recognizes the inherent challenges in transition and positions researchers and practitioners to better understand and leverage the opportunities for growth that come during college transitions.  \nAt a basic level, the way transitions are conceptualized in research, theory, and practice has critical implications for student achievement and the sorts of fundamental metricsand outcomes at the foundation of any conversation about  \nstudent success. Indeed, students are more likely to leave college during transitions (Schreiner, 2020) . While persistence and retention rates have improved slightly, gains are spotty and dependent on field of study, full-time status, age at entry, and student race and ethnicity (National Student Clearinghouse, 2022) . Ultimately, too many students still stop out during transitions. More concerning is the fact that between 30% and 40% of Latina/o, Black, and Native American students are not retained (National Student Clearinghouse, 2022) . Additionally, any growth in higher education enrollments will come from minoritized and lowincome students (Hussar & Bailey, 2020) . Thus any conversation about transition is inherently a conversation about access and equity. When institutions fail to adequately support students in transition, they perpetuate inequities and maintain the status quo.  \nWe acknowledge the important transitions work that has taken place over the last decades and, simultaneously, feel an urgency to respond to calls for refinement, clarification,","cbCaimrpaZ4onKLn","https://ap.wps.com/l/cbCaimrpaZ4onKLn","pdf",429498,18,"English","# Purpose and core argument\n# College transitions and the challenges students face\n# Implications for student achievement and equity\n# Limits of existing theorizing and inconsistent definitions\n## Internal change, socialization, and movement definitions\n## Adjustment before vs. after movement","[{\"question\":\"What is the paper’s main purpose?\",\"answer\":\"To review theoretical explanations of college transitions, critique their usefulness, and argue for shifting from viewing transitions as induction/development to viewing them as becoming.\"},{\"question\":\"How does the paper propose to understand transitions as becoming?\",\"answer\":\"By using legitimate peripheral participation alongside transition as becoming, which is argued to support educators in shaping environments, describe students’ lived experiences, and improve understanding and implementation of transition programs.\"},{\"question\":\"Why is the topic of college transitions also an access and equity issue?\",\"answer\":\"The paper notes that many students still stop out during transitions and that retention gaps are substantial for Latina/o, Black, and Native American students, linking transition support to equity outcomes.\"}]","Rethinking College Transitions: Legitimate Peripheral Participation as a Pathway to Becoming | PDF",1792069225,45]