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

References

• Baxter, L. A., & Bullis, C. (1986). Turning points in developing romantic relationships. Human Communication Research, 12, 469–493. doi:10.1111/j.1468-2958.1986.tb00088.x
   Web of Science ®Google Scholar
• Baxter, L. A., & Montgomery, B. (1996). Relating: Dialogues and dialectics. New York, NY: Guilford Press.
   Google Scholar
• Benmayor, R. (2002). Narrating cultural citizenship: Oral histories of first-generation college students of Mexican origin. Social Justice, 29, 96–121. Retrieved from http://www.socialjusticejournal.org/Backiss.html
   Google Scholar
• Blumer, H. (1969). Symbolic interactionism: Perspective and method. Englewood Cliffs, NJ: Prentice-Hall.
   Google Scholar
• Bullis, C., & Bach, B. W. (1989). Are mentor relationships helping organizations? An exploration of developing mentee–mentor–organizational identifications using turning point analysis. Communication Quarterly, 37, 199–213. Retrieved from http://www.tandf.co.uk/journals/titles/01463373.asp 10.1080/01463378909385540
   Google Scholar
• Bulmer, M. (1979). Concepts in the analysis of qualitative data. Sociological Review, 27, 651–677. Retrieved from http://www.wiley.com/bw/journal.asp?ref = 0038–0261 doi:10.1111/j.1467-954X.1979.tb00354.x
   Web of Science ®Google Scholar
• Burk, J. (2001). Communication apprehension among Master's of Business Administration students: Investigating a gap in communication education. Communication Education, 50, 51–58. doi:10.1080/03634520109379231
   Google Scholar
• Canary, D. J., & MacGregor, I. (2008). Differences that make a difference in assessing student communication competence. Communication Education, 57, 41–63. doi:10.1080/03634520701635133
   Web of Science ®Google Scholar
• Ceballo, R. (2004). From barrios to Yale: The role of parenting strategies in Latino families. Hispanic Journal of Behavioral Sciences, 26, 171–186. doi:10.1177/0739986304264572
   Web of Science ®Google Scholar
• Corbin, J., & Strauss, A. (2008). Basics of qualitative research: Techniques and procedures for developing grounded theory ( 3rd ed.). Thousand Oaks, CA: Sage.
   Google Scholar
• Coupland, J. (2003). Small talk: Social functions. Research on Language and Social Interaction, 36, 1–6. doi:10.1207/S15327973RLSI3601_1
   Web of Science ®Google Scholar
• Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five traditions ( 3rd ed.). Thousand Oaks, CA: Sage.
   Google Scholar
• Crombie, G., Pyke, S. W., Silverthorn, N., Jones, A., & Piccinin, S. (2003). Students' perceptions of their classroom participation and instructor as a function of gender and context. Journal of Higher Education, 74, 51–76. doi:10.1353/jhe.2003.0001
   Web of Science ®Google Scholar
• Deci, E. L., Ryan, R. M., & Williams, G. C. (1996). Need satisfaction and the self-regulation of learning. Learning and Individual Differences, 8, 165–183. doi:10.1016/S1041-6080(96)90013-8
   Web of Science ®Google Scholar
• Dobransky, N., & Frymier, A. (2004). Developing student–teacher relationships through out of class communication. Communication Quarterly, 52, 211–223. Retrieved from http://www.tandf.co.uk/journals/titles/01463373.asp 10.1080/01463370409370193
   Google Scholar
• Docan-Morgan, T., & Manusov, V. (2009). Relational turning point events and their outcomes in college student–teacher relationships from students' perspectives. Communication Education, 58, 155–188. doi:10.1080/03634520802515713
   Web of Science ®Google Scholar
• Flanagan, J. C. (1954). The critical incident technique. Psychological Bulletin, 51, 327–358. doi:10.1037/h0061470
   PubMed Web of Science ®Google Scholar
• Fraser, B. J. (1989). Twenty years of classroom climate work: Progress and prospect. Journal of Curriculum Studies, 4, 307–327. doi:10.1080/0022027890210402
   Web of Science ®Google Scholar
• Frisby, B. N., & Martin, M. M. (2010). Instructor–student and student–student rapport in the classroom. Communication Education, 59, 146–164. doi:10.1080/03634520903564362
   Google Scholar
• Frymier, A. B. (2007, November). Teachers' and students' goals in the teaching–learning process. Paper presented at the annual meeting of the National Communication Association, Chicago, IL.
   Google Scholar
• Goodman, J., Schlossberg, N. K., & Anderson, M. L. (2006). Counseling adults in transition ( 3rd ed.). New York, NY: Springer.
   Google Scholar
• Horan, S. M., & Myers, S. A. (2009). An exploration of college instructors' use of classroom justice, power, and behavior alteration techniques. Communication Education, 58, 483–496. doi:10.1080/03634520903055981
   Web of Science ®Google Scholar
• Houser, M. L., & Frymier, A. (2009). The role of student characteristics and teacher behaviors in students' learner empowerment. Communication Education, 58, 35–53. doi:10.1080/03634520802237383
   Web of Science ®Google Scholar
• Huston, T. L., Surra, C., Fitzgerald, N. M., & Cate, R. (1981). From courtship to marriage: Mate selection as an interpersonal process. In S. Duck & R. Gilmour (Eds.), Personal relationships 2: Developing personal relationships (pp. 53–88). New York, NY: Academic Press.
   Google Scholar
• Johnson, D. I. (2009). Connected classroom climate: A validity study. Communication Research Reports, 26, 146–157. doi:10.1080/08824090902861622
   Google Scholar
• Kaplan, A., & Maehr, M. L. (2007). The contributions and prospects of goal orientation theory. Educational Psychology Review, 19, 141–184. doi:10.1007/s10648-006-9012-5
   Web of Science ®Google Scholar
• Kearney, P., Plax, T. G., Hays, L. R., & Ivey, M. J. (1991). College teacher misbehaviors: What students don't like about what teachers say or do. Communication Quarterly, 39, 309–324. doi:10.1080/01463379109369808
   Google Scholar
• Kerssen-Griep, J., Trees, A. R., & Hess, J. A. (2008). Attentive facework during instructional feedback: Key to perceiving mentorship and an optimal learning environment. Communication Education, 57, 312–332. doi:10.1080/03634520802027347
   Web of Science ®Google Scholar
• King, P., & Witt, P. (2009). Teacher immediacy, confidence testing, and the measurement of cognitive learning. Communication Education, 58, 110–123. doi:10.1080/03634520802511233
   Web of Science ®Google Scholar
• Komives, S. R., & Brown, S. C. ( n.d.). A facilitator guide for seniors: Four years in retrospect. Retrieved from http://www.newsreel.org/guides/seniorsg.htm
   Google Scholar
• Marjoribanks, K. (2006). Adolescents' cognitive habits, learning environments, affective outcomes of schooling, and young adults' educational attainment. Educational Psychology, 26, 229–250. doi:10.1080/01443410500344233
   Google Scholar
• Marks, H. M., & Robb Jones, S. (2004). Community service in the transition: Shifts and continuities in participation from high school to college. The Journal of Higher Education, 75, 307–339. doi:10.1353/jhe.2004.0015
   Web of Science ®Google Scholar
• Martin, M. M., Myers, S. A., & Mottet, T. P. (1999). Students' motives for communicating with their instructors. Communication Education, 48, 155–164. doi:10.1080/03634529909379163
   Web of Science ®Google Scholar
• Mazer, J. P. (2013). Student emotional and cognitive interest as mediators of teacher communication behaviors and student engagement: An examination of direct and interaction effects. Communication Education, 62, 253–277. doi:10.1080/03634523.2013.777752
   Web of Science ®Google Scholar
• Mottet, T. P., & Beebe, S. (2006). The relationships between student responsive behaviors, student socio-communicative style, and instructors' subjective and objective assessments of student work. Communication Education, 55, 295–312. doi:10.1080/03634520600748581
   Web of Science ®Google Scholar
• Nichols, Z., & Lucas, K. (2010, November). How to and must do messages: A comparison of first- and continuing-generation college students' family messages. Paper presented at the meeting of the National Communication Association, San Francisco, CA.
   Google Scholar
• O'Neill, K. L., & Todd-Mancillas, W. T. (1992). An investigation into the types of turning point events affecting relational change in student–faculty interactions. Innovative Higher Education, 16, 277–290. doi:10.1007/BF00917813
   Google Scholar
• Orbe, M. P. (2004). Negotiating multiple identities within multiple frames: An analysis of first-generation college students. Communication Education, 53, 131–149. doi:10.10/03634520410001682401
   Google Scholar
• Orbe, M. P. (2008). Theorizing multidimensional identity negotiation: Reflections on the lived experiences of first-generation college students. New Directions for Child and Adolescent Development, 120, 81–95. doi:10.1002/cd.217
   PubMedGoogle Scholar
• Orbe, M. P., & Groscurth, C. R. (2004). A co-cultural theoretical analysis of communicating on campus and at home: Exploring the negotiation strategies of first generation college (FGC) students. Qualitative Research Reports in Communication, 5, 541–547. Retrieved from http://www.tandfonline.com/toc/rqrr20/current
   Google Scholar
• Owen, W. F. (1984). Interpretive themes in relational communication. Quarterly Journal of Speech, 70, 274–287. doi:10.1080/00335638409383697
   Web of Science ®Google Scholar
• Pascarella, E. T., Pierson, C. T., Wolniak, G. C., & Terenzini, P. T. (2004). First-generation college student: Additional evidence on college experiences and outcomes. Journal of Higher Education, 75, 249–284. doi:10.1353/jhe.2004.0016
   Web of Science ®Google Scholar
• Patrick, H., Ryan, A. M., & Kaplan, A. (2007). Early adolescents' perceptions of the classroom social environment, motivational beliefs, and engagement. Journal of Educational Psychology, 99, 83–98. doi:10.1037/0022-0663.99.1.83
   Web of Science ®Google Scholar
• Ramsey, K., & Peale, C. (2010, March 29). First-generation college students stay the course. USA Today. Retrieved from http://www.usatoday.com/news/education/2010-03-30-FirstGenDorm30_ST_N.htm
   Google Scholar
• Rubin, H. J., & Rubin, I. S. (2005). Qualitative interviewing: The art of hearing data ( 2nd ed.). Thousand Oaks, CA: Sage.
   Google Scholar
• Sargent, A. G., & Schlossberg, N. K. (1988). Managing adult transitions. Training & Development Journal, 42, 58–60. Retrieved from http://www.astd.org/TD/
   Google Scholar
• Schlossberg, N. K. (1981). A model for analyzing human adaptation to transition. The Counseling Psychologist, 9, 2–18. doi:10.1177/001100008100900202
   Web of Science ®Google Scholar
• Schlossberg, N. K. (1984). Counseling adults in transition. New York, NY: Springer.
   Google Scholar
• Schlossberg, N. K. (1989). Overwhelmed: Coping with life's ups and downs. Lanham, MD: Lexington Books.
   Google Scholar
• Schlossberg, N. K., Waters, E. B., & Goodman, J. (1995). Counseling adults in transition ( 2nd ed.). New York, NY: Springer.
   Google Scholar
• Smith, J. A. (1995). Semi-structured interviewing and qualitative analysis. In J. A. Smith, R. Harre, & L. Langenhove (Eds.), Rethinking methods in psychology (pp. 9–26). Thousand Oaks, CA: Sage.
   Google Scholar
• Sprague, J. (1993). Why teaching works: The transformative power of pedagogical communication. Communication Education, 42, 349–366. doi:10.1080/03634529309378951
   Web of Science ®Google Scholar
• Stewart, J. (Ed.). (2012). Bridges not walls: A book about interpersonal communication ( 11th ed.). New York, NY: McGraw-Hill.
   Google Scholar
• Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student attrition ( 2nd ed.). Chicago, IL: University of Chicago Press.
   Google Scholar
• Turner, J. C., Midgley, C., Meyer, D. K., Gheen, M., Anderman, E. M., Kang, Y., & Patrick, H. (2002). The classroom environment and students' reports of avoidance strategies in mathematics: A multimethod study. Journal of Educational Psychology, 94, 88–106. doi:10.1037/0022-0663.94.1.88
   Web of Science ®Google Scholar
• U.S. Department of Education. (1998). Higher Education Act of 1965, 1998 Higher Education Act Amendments (P.L. 105–244). Retrieved from http://www2.ed.gov/about/offices/list/ope/trio/triohea.pdf
   Google Scholar
• Wang, T. R. ( in press). “I'm the only person from where I'm from to go to college”: Understanding the memorable messages first-generation college students receive from parents. Journal of Family Communication.
   Google Scholar
• Wang, T. R. (2012). Understanding the memorable messages first-generation college students receive from on-campus mentors. Communication Education, 61, 335–357. doi:10.1080/03634523.2012.691978
   Web of Science ®Google Scholar
• Woolsey, L. K. (1986). Critical incident technique: An innovative qualitative method of research. Canadian Journal of Counseling, 20, 242–254. Retrieved from http://cjc-rcc.ucalgary.ca/cjc/index.php/rcc
   Google Scholar
• York-Anderson, D. C., & Bowman, S. L. (1991). Assessing the college knowledge of first-generation and second-generation college students. Journal of College Student Development, 32, 116–122. doi:10.1007/BF02496662
   Web of Science ®Google Scholar