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A dearth of literature exists on first-year transfer student interventions, which makes it difficult to determine whether there are transfer student subgroups that struggle more than others. This study used a latent class analysis to examine whether meaningful subgroups of transfer students emerged based on their response patterns to measures of academic and social adjustment. Results identified four subgroups and showed participants in a first-year transfer student course more likely to be report positive adjustment and had the smallest drop in GPA. Furthermore, STEM majors were most likely to belong to the subgroup with lower adjustment. This study is one of the first to use a latent class analysis to identify transfer student subgroups and provide empirical support for first-year transfer student program interventions at a selective research-intensive public university.

This article presents a comparative study of the adaptation of Korean and Korean American parents to their children with developmental disabilities. Repeated interviews with 16 mothers in each group were designed to elicit parental descriptions of the major chronological events concerning their child, process of adaptation and accommodation, sources of stress and support, and perceived benefits and contributions to their lives. The interviews were conducted in Korean, transcribed, translated, and analyzed in a structured procedure in keeping with one major tradition of qualitative research. Comparative cross-cultural research allows investigators to see taken-for-granted phenomena that might otherwise go unseen. The study revealed that both Korean and Korean American parents experienced a process of transformation in regard to their beliefs and feelings about their exceptional children. Religion played an important role in this process. Public policy, social services, and available resources were dramatically different in the two nations, and these differences suffused parental accounts of their individual experiences. The similarities and differences between the two groups are presented thematically. The findings are further discussed in relation to major theories about adaptation in families of young children with disabilities. [ABSTRACT FROM AUTHOR]