Abstract
Summer bridge programs have become a widely adopted strategy in four-year institutions to address the unique challenges faced by first-year, low-income, first-generation college students. These programs aim to enhance academic preparedness, foster a sense of belonging, and improve retention rates. However, this paper critically examines the effectiveness of summer bridge programs in achieving these goals. Drawing on a review of existing literature, it becomes evident that while summer bridge programs offer certain benefits, they may not be as effective in promoting holistic success, persistence, and retention among this specific group of students. The analysis highlights several limitations, including a limited focus on socio-emotional support, potential stereotype threat effects, and the short-term impact of these programs. The paper concludes by emphasizing the need for more comprehensive and student-centered approaches, recognizing the importance of addressing both academic and non-academic challenges, and ensuring sustained support throughout students' college journeys. Future research and program improvements are essential to better serve the holistic needs of FTFY FGLICS in four-year institutions.
Recommended Citation
Emmanuel, J. N. (2024). (In)Effectiveness of Summer Bridge Programs among First-year Low-income, First-generation College Students. The Vermont Connection, 45(1). https://scholarworks.uvm.edu/tvc/vol45/iss1/13