Factors Contributing to the Upward Transfer of Baccalaureate Aspirants Beginning at Community Colleges

Abstract

Incorporating the psychological perspective, this study examined factors associated with the upward transfer of baccalaureate aspirants beginning at community colleges. Based on the data from the National Education Longitudinal Study of 1988 and the Postsecondary EducationTranscript Study, the study tested a logistic regression model to predict bachelor's degreeseeking community college entrants' transfer to four-year institutions. The results indicate that students' socioeconomic status, identification as African American, self-concept, high school test scores, and postsecondary enrollment patterns were significantly associated with the probability of transfer to four-year institutions among baccalaureate aspirants. 2The past century has witnessed dramatically increased access to postsecondary education in the United States. The availability of community colleges contributed to this expansion of educational opportunities significantly. Undergraduate enrollment at community colleges increased from 5.9 to 7 million students from 2000 to 2008 and is projected to reach 8.2 million by 2019 (Aud et al., 2010). For a large number of these students, the community college represents an alternative route to the bachelor's degree or higher by means of transferring to a four-year institution (Bailey & Morest, 2006;Hoachlander, Sikora, Horn, & Carroll, 2003).Although gaining entry into postsecondary education is necessary, persisting and realizing degree goals are what eventually matters (Swail, Redd, & Perna, 2003).For baccalaureate aspirants beginning at community colleges, the process of persisting towards their degree goals is structurally convoluted by the two-phase nature of the road to the baccalaureate. As both the transfer function and the number of baccalaureate aspirants at community colleges continue to be substantial, so do concerns about whether these students actually transfer to four-year institutions. Based on their extensive review of related research evidence from 1970 to 2000, Pascarella andTerenzini (2005) concluded that "students seeking a bachelor's degree who begin their college careers in a two-year public institution continue to be at a disadvantage in reaching their education goals compared with similar students entering a four-year college or university" (p. 381). Research based on more recent student populations has also indicated that this disadvantage is still being experienced by today's baccalaureate-aspiring students who attend community colleges (Long & Kurlaender, 2009). Pascarella and Terenzini further argued that part of the disadvantage appears to be associated with whether students in fact transfer to a four-year institution. Unfortunately, a considerable number of students who expect to earn a bachelor's degree but begin at a community college never transfer (Berkner, He, & 3 Cataldi, 2002). Therefore, characteristics associated with the successful transfer to four-year institutions among these students are important factors to be taken into account when considering the m...

Changing the frame: queering access to higher education for trans* students

“…Deeply troubling trends related to these social and institutional structures continue, such as overrepresentation in elite colleges for the highest income students (Guinier, 2015), disparities in persistence for college-going men of color (Harper, 2012), and continuing low numbers who transfer to four-year institutions among those who begin at community colleges (Wang, 2012). Nevertheless, critical race and queer theorists have arguably shifted the discourses on college access considerably in the last two decades from staid analyses of 'student readiness and ability' to radical reconfiguration of institutional norms and practices that further marginalize those who are least well served (Kumashiro, 2002;Pinar, 1998;Quinlivan & Town, 1999).…”

Understanding the Racial Transfer Gap: Modeling Underrepresented Minority and Nonminority Students’ Pathways from Two-to Four-Year Institutions

“…To begin with, being female has consistently been shown to reduce the probability of transfer, even after controlling for a wide range of factors (Dougherty & Kienzl, 2006;Eddy, Christie, & Rao, 2006;Lee & Frank, 1990;Surette, 2001;Velez & Javalgi, 1987). There is also evidence to suggest a positive relationship between transfer and parents' education levels (Anderson, Alfonzo, & Sun, 2006;Porchea, Allen, Robbins, & Phelps, 2010) and related socioeconomic status (Eddy, Christie & Rao, 2006;Lee & Frank, 1990;Roksa, 2006;Velez & Javalgi, 1987;Wang, 2012). Additionally, findings by Anderson, Alfonso, and Sun (2006) suggest that financial aid support may be positively related to vertical transfer.…”

“…Several environmental pull factors (Nora, 2004) have also been shown to negatively impact community college transfer including dependency status (Anderson, Alfonso, & Sun, 2006), having a spouse and/or children (Dougherty & Kienzl, 2006;Roksa, 2006;Wang, 2012) and work commitments (Anderson, Alfonso, & Sun, 2006;Dougherty & Kienzl, 2006). There is also a substantial amount of evidence to suggest that enrolling full-time versus part-time for one or more semesters increases students' probability of transfer (Anderson, Alfonso, & Sun, 2006;Dougherty & Kienzl, 2006;Doyle, 2009;Eagan & Jaeger, 2009;Eddy, Christie, & Rao, 2006;Lee & Frank, 1990;Porchea et al, 2010;Wang, 2012).…”

The Impact of Developmental Education on Community College Persistence and Vertical Transfer

“…Variables were drawn from the community college transfer model (Crisp & Nuñez, in press), which was developed from Nora's student/institution engagement model (2004) and empirical findings specific to vertical transfer (e.g., Anderson, Alfonso, & Sun, 2006;Dougherty & Kienzl, 2006;Eddy, Christie, & Rao, 2006;Lee & Frank, 1990;Porchea, Allen, Robbins, & Phelps, 2010;Wang, 2012). In sum, the model posits that transfer from a community college to a 4-year institution, known as vertical transfer, can be predicted by a combination of socio-demographic factors (e.g., first-generation status), pre-college experiences, pull factors (including working off-campus and enrollment status), degree expectations, academic and social experiences (e.g., academic integration, first-year grade point average), and institutional variables (such as enrollment size).…”