Community college transfer phenomena: Experiences of academically resilient Mexican and Mexican American students.

Sánchez, Adriana; Morgan, Melissa L.

doi:10.1037/dhe0000295

Cited by 4 publications

(2 citation statements)

References 69 publications

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“…To address these RQs, we conducted a mixed‐method sequential explanatory study using TSOC surveys and focus groups. Our study expands the literature about campus relationships (Hurtado et al., 2022; Sanchez & Morgan, 2022; Shaw et al., 2019) and sources of capital (Cepeda et al., 2021; Del Real Viramontes, 2021; Jabbar et al., 2022; Laanan et al., 2010), as factors impacting transfer receptivity at an HSI.…”

Section: Introductionsupporting

confidence: 62%

“…Additionally, Sanchez and Morgan's (2022) study at a public HSI highlighted the role of relationships with peers and family members in the students' experiences with overcoming challenges and remaining persistent. Peers who have transferred become key navigational aids in choosing a university (Jabbar et al, 2022).…”

Section: Campus Relationships and Transfer Students Of Colormentioning

confidence: 99%

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Cultivating the transfer landscape: Using a CRT framework to examine transfer receptivity at a Hispanic Serving Research Institution

Casanova,

Alonso Blanco,

Radoff

et al. 2024

Journal of Social Issues

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When students of color transfer to Hispanic Serving Research Institutions (HSRI), they experience institutional barriers and stigmatization. Through 268 HSRI transfer students of color (TSOC) surveys and 12 interviews from four focus groups, we examined the role of stigmatization, campus relationships, and cultural strengths on TSOC's sense of belonging. Quantitative results showed greater stigmatization was associated with a lower sense of belonging, while stronger faculty and peer relationships and greater navigational and aspirational capital positively predicted a greater sense of belonging. Faculty and peer relationships mitigated the negative effects of stigmatization on sense of belonging. Qualitative results capture the intersectional marginalities experienced by our participants and how transfer receptivity was shaped by the prejudiced assumptions others have of TSOC, isolating white spaces, and a lack of transfer‐specific resources. We highlight the importance of campus relationships and students’ cultural strengths in navigating the transfer landscape and make institutional recommendations to cultivate transfer receptivity.

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Section: Introductionsupporting

confidence: 62%

Section: Campus Relationships and Transfer Students Of Colormentioning

confidence: 99%

Cultivating the transfer landscape: Using a CRT framework to examine transfer receptivity at a Hispanic Serving Research Institution

Casanova,

Alonso Blanco,

Radoff

et al. 2024

Journal of Social Issues

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Transfer Shock and Resilience: How Transfer-Related GPA Drop and Rebound Predict Student Departure from a Flagship University Campus

Jaggars

Rivera

Buelow

2023

Journal of College Student Retention: Research, Theory & Pr

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As they navigate the social and academic expectations of a new college, transfer students commonly suffer “transfer shock,” or a sudden drop in GPA. However, little is known about why some students suffer transfer shock, why some bounce back, and the consequences in terms of student retention. This analysis of over 25,000 transfer students (N = 25,000) at a large flagship university finds an average first-term drop of −0.30 GPA points, but the impact of this shock on student departure is dependent on initial GPA, the steepness of the drop, and the student's ability to rebound in their second term. To support transfer student retention and graduation, sending institutions can help students to pre-appraise the potential setback as normal and temporary, while receiving institutions can provide proactive outreach to transfers who arrive with a GPA below 2.0 or who suffer a GPA drop steeper than −0.50 in their first term.

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How Institutional Agents and Resources Shape Vertical Transfer Students’ Agency

Hudson

Nahlik

Nelson

2023

Journal of College Student Retention: Research, Theory & Pr

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Many students who aspire to attain a bachelor's degree begin their journeys at a community college with the goal of transferring to a 4-year institution, yet only 24% of community college students ultimately transfer and just 17% attain a bachelor's degree within 6 years. To provide new insight into this problem, we drew upon Wang’s concepts of agentic momentum and agency by default to understand how pre- and post-transfer students exhibit agency along their vertical transfer journeys as well as how their experiences within the sending and receiving institutional environments may shape how they exhibit agency. Using focus group and interview data, we identified four forms of agency exhibited as well as patterns in how availability and utility of institutional agents and resources shaped their agency. Our findings highlight how institutions can amplify students’ agentic momentum so they don’t have to pursue their transfer journeys on their own.

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Community college transfer phenomena: Experiences of academically resilient Mexican and Mexican American students.

Cited by 4 publications

References 69 publications

Cultivating the transfer landscape: Using a CRT framework to examine transfer receptivity at a Hispanic Serving Research Institution

Cultivating the transfer landscape: Using a CRT framework to examine transfer receptivity at a Hispanic Serving Research Institution

Transfer Shock and Resilience: How Transfer-Related GPA Drop and Rebound Predict Student Departure from a Flagship University Campus

How Institutional Agents and Resources Shape Vertical Transfer Students’ Agency

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