Navigating The Transition: Hispanic High School Graduates' Experiences With Eight-Week College Semesters

This study explored the transition from high school to higher education within the context of eight-week academic semesters for Hispanic students. Utilizing Interpretative Phenomenological Analysis (IPA) and grounded in Schlossberg's Transition Theory, the research investigates the lived experiences of Hispanic high school graduates navigating accelerated college courses. The students faced challenges such as time management, transportation, and financial constraints, they also exhibit resilience and adaptability. The eight-week semester format was generally perceived positively, offering flexibility and fostering a sense of achievement.