Freshman experiences at the university. An approach from the French sociology of education
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Abstract
Based on research in the French sociology of education on the experience of students in the mass university, the article considers the way in which first-year students deal with their transition to a chilean public university. Through data reported from eight focus groups with 42 students from the University of Santiago de Chile, it showed that first-year experience constitutes a complex socialization process scarred by a series of discontinuities regarding the school: strong decline in previous academic evidence, deficit in academic preparation attributed to school education, and a readjustment of routines and habits to manage time and study. The conclusions highlight the contributions of the study and propose a research agenda for future studies in the area.