The aim of this study was to explore perceived changes in relationships with mentors and parents during the transition to college among a sample of emerging adults from marginalized identities (i.e., racial/ethnic, LGBTQ+, first-generation college student, low income, or religious minority). Participants were 24 emerging adults from the Class of 2024, who were enrolled at a small liberal arts university on the east coast. Participants were invited to reflect on various aspects of their psychosocial adjustment as part of the larger, longitudinal qualitative study. Data analysis for this project was based on responses to the two questions from Wave 2 (summer 2021), which assessed perceived changes in relationships with mentors and parents over the transition from high school to college. Narrative responses to both questions were coded for emergent themes. Regarding perceived changes in relationships with mentors, results revealed 4 emergent themes: i) More positive mentorship in high school versus college (8, 33%); ii) More positive mentorship in college versus high school (7, 29%); iii) Hierarchical transactional relationships with college mentors (7, 29%), and iv) No perceived change in mentorship over the transition from high school to college (5, 21%). Regarding perceived changes in relationships with parents, results revealed 4 emergent themes: i) Personal growth and maturity within parent-emerging adult relationships (9, 38%); ii) A breakdown of parent-child hierarchy facilitates mutual support (8, 33%); iii) Moving away for college improved relationship with parents (5, 21%); and iv) The transition to college added challenges to relationships with parents (5, 21%). Findings from this study highlight the critical role of both mentors and parents in supporting emerging adults as they navigate their college career during a global pandemic. Future studies should assess the role of other interpersonal relationships (e.g., as friends and romantic partners). Findings from the current study can inform programs that address the interpersonal needs of college students from marginalized identities.
"},{"label":"Degree","value":["Bachelor of Arts with Departmental Honors"]},{"label":"Author-supplied Keywords","value":["Emerging adulthood","Mentors","Parent-child relationships"]},{"label":"Administrative Note","value":"Drupal Node ID: 23775