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Communication Education Volume 63, 2014 - Issue 1
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Original Articles

Formational Turning Points in the Transition to College: Understanding How Communication Events Shape First-Generation Students' Pedagogical and Interpersonal Relationships With Their College Teachers

Tiffany R. WangCorrespondence[email protected]
Pages 63-82 | Published online: 16 Oct 2013

Citations (20)

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Read on this site (15)

Zac D. Johnson & Sara LaBelle. (2023) College Students’ Intent to Persist with Their Education: The Direct and Indirect Effects of Classroom Confirmation and Academic Self-Efficacy. Western Journal of Communication 87:3, pages 451-470.
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Gerda Hagenauer, Jennifer Waber & Lea de Zordo. (2023) ‘She never actually let you walk into a trap’: exploring relational turning point events in the mentor–mentee relationship in the practicum. Professional Development in Education 49:3, pages 402-415.
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Cicely T. Wilson, Shukura A. Umi, Alice Reid & Katherine Grace Hendrix. (2023) Still passed over: race and the forgotten professors and students of color. Communication Education 72:2, pages 124-146.
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Geneva L. Sarcedo. (2022) Using Narrative Inquiry to Understand Faculty Supporting First-Generation, Low-Income College Students of Color. Journal of First-generation Student Success 2:3, pages 127-142.
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Kristen L. Farris, Madeline Martinson, Jovana Andelkovic & Luke A. Dye. (2022) Exploring students’ perceptions of instructor requests for forms of address and students’ appraisals of the instructor. Communication Quarterly 70:2, pages 181-204.
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Graziella Pagliarulo McCarron. (2022) First and Flourishing?: An Exploration of How First-Generation College Students Make Meaning of Their Well-Being Through Purpose, Relationships, and Multiple Identities. Journal of First-generation Student Success 2:1, pages 1-17.
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Milagros Castillo-Montoya & Jillian Ives. (2021) Transformative Practices to Support First-Generation College Students as Academic Learners: Findings From a Systematic Literature Review. Journal of First-generation Student Success 1:1, pages 20-31.
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Brandi N. Frisby, Angela M. Hosek & Anna Carrie Beck. (2020) The role of classroom relationships as sources of academic resilience and hope. Communication Quarterly 68:3, pages 289-305.
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Karin Nordin & Melissa A. Broeckelman-Post. (2020) Surviving or thriving? Demographics differences in mindset across the introductory communication course. Communication Education 69:1, pages 85-104.
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Deidra Peaslee. (2018) The Relationship between Faculty Confirmation and Community College Student Self-Efficacy. Community College Journal of Research and Practice 42:10, pages 635-649.
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Rebecca M. Chory & Evan H. Offstein. (2018) Too Close for Comfort? Faculty–Student Multiple Relationships and Their Impact on Student Classroom Conduct. Ethics & Behavior 28:1, pages 23-44.
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Angela N. Gist-Mackey, Marissa L. Wiley & Joseph Erba. (2018) “You’re doing great. Keep doing what you’re doing”: socially supportive communication during first-generation college students’ socialization. Communication Education 67:1, pages 52-72.
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Tiffany R. Wang & Audra K. Nuru. (2017) “He Wanted Me to Achieve that for Our Family and I Did, Too”: Exploring First-Generation Students’ Experiences of Turning Points During the Transition to College. Journal of Family Communication 17:2, pages 153-168.
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Caryn E. Medved. (2016) Stay-at-Home Fathering as a Feminist Opportunity: Perpetuating, Resisting, and Transforming Gender Relations of Caring and Earning. Journal of Family Communication 16:1, pages 16-31.
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Jeff Kerssen-Griep & Paul L. Witt. (2015) Instructional Feedback III: How Do Instructor Facework Tactics and Immediacy Cues Interact to Predict Student Perceptions of Being Mentored?. Communication Education 64:1, pages 1-24.
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Articles from other publishers (5)

Brandi Frisby & Jessalyn Vallade. (2021) “Minor Setback, Major Comeback”: A Multilevel Approach to the Development of Academic Resilience. Journal of Communication Pedagogy 5, pages 115-134.
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Patty Witkowsky, Victoria Obregon, Brett Bruner & Jennifer Alanis. (2018) Connecting Familismo and Higher Education: Influence of Spanish Language PFMO Programs on Latinx Family Involvement and Sense of Belonging . Journal of Hispanic Higher Education 19:4, pages 354-368.
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Young K. Kim & Linda J. Sax. (2018) The Effect of Positive Faculty Support on Mathematical Self-Concept for Male and Female Students in STEM Majors. Research in Higher Education 59:8, pages 1074-1104.
Crossref
Jessica Rae Jorgenson Borchert. 2018. Equity, Equality, and Reform in Contemporary Public Education. Equity, Equality, and Reform in Contemporary Public Education 153 173 .
Young K. Kim & Linda J. Sax. 2017. Higher Education: Handbook of Theory and Research. Higher Education: Handbook of Theory and Research 85 139 .

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