Skip navigation
Please use this identifier to cite or link to this item:
Title: Filling in the Gap: An Analysis of the Effects of Princeton’s Bridge Year Program on Participants’ Identities
Authors: Ibekwe, Dominique
Advisors: McLanahan, Sara F.
Department: Sociology
Class Year: 2016
Abstract: Taking a gap year between the completion of high school and the start of college has become a recent postsecondary phenomenon in America. The Bridge Year Program at Princeton is the University-sponsored gap year program that gives a select group of students the opportunity to live abroad for nine months to engage in cultural immersion and community service. Few studies have examined the role of postsecondary settings like the gap year abroad on student identity development. Therefore, this thesis explores how Bridge Year students perceive their identities to have changed and developed after participating in the program. Based on in-depth interviews, this study illuminates ways in which participants’ identities developed not only intrapersonally but interpersonally, academically, and vocationally as well. The positive, lasting outcomes from the experience abroad inspire and enable students to bring forth their best selves to the various social, intellectual, and cultural contexts within our global society.
Extent: 104 pages
Type of Material: Princeton University Senior Theses
Language: en_US
Appears in Collections:Sociology, 1954-2017

Files in This Item:
File SizeFormat 
Ibekwe_Dominique_2016_Senior_Thesis.pdf680.86 kBAdobe PDF    Request a copy

Items in Dataspace are protected by copyright, with all rights reserved, unless otherwise indicated.