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Harwsr, many RMarchara wara finding that awn this prepamlion was not
adequale (Brady, 19W Johnson (L Boahm. 1995; Mwm-Eyman. 1981). A mode(
of -fui transilim situated in a high shd Wing was the Teulon residence
in Miloba, whem SWb ofthe studemswho livad at the residence enjoyed
staying them because ofthe home style avimnment and the hiandships fwmsd
in an or- and secure sming (Knight. Hulbull. (L m k i . 1986).
TransWn isrues, such as finding suitable aaamodabbnt and adjusting
to a new emrimnmm, muld be addressed with similar pmgramming modified to
the poataecondary studsnta murds. While 90% did enjoy lheir exrn'en- at the
Taulon residence. it is impm to examine why 10% did nd. Knight at ai.
(1988) Rpor(ed SWfmnIliet, lack ofprivacy, distancs fmm home, disdpline.
baredm and loneliness as m e reem audems did not enjoy their Mnce expfiance. Addrersing these ma-posifive issues are importam
mnMwalions in dewloping smxssful b anm pq*amniyl.
Pen- and perceptions
vaa's (1993) rewarm on pst-mndary expeeems wnd rtudsntd
eawimces in m#ege innuencad students' self-mwptbns and their academic
envimnment. Bolh Nave and m N a h Wpnta viewed arpeas dtheir
relatmnsk4p with (hair families dillerenlly aftera year at college (Vaala. 1993).
Va& (1993) aiw found lhei (he extent to which dlqe pmgrams had a sped%
carearorMatkm sbongiy influemad Native student's perceptions oftheir
um'aMe=.