From Open Door to Limited Access: Transfer Students and the Challenges of Choosing a Major

Musoba, Glenda Droogsma; Jones, Veronica; Nicholas, Tekla

doi:10.1353/csd.2018.0067

Cited by 12 publications

(20 citation statements)

References 5 publications

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“…As demonstrated by the results of one t -test relating to H1, transfer students were more likely to indicate degree practicality as a motivator to pursue multiple majors ( M = 4.64 ± 0.75) than nontransfer students ( M = 3.70 ± 1.49). This result seems to confirm Musoba et al. ’s (2018) point that transfer students possess a limited number of course credits and, therefore, also possess a limited number of major choices.…”

Section: Discussionsupporting

confidence: 81%

See 1 more Smart Citation

Exploring the differences among motivations, advantages and disadvantages of multiple majoring by student characteristics

Leibowitz

Grabsch²,

Chinnam³

et al. 2022

JARHE

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PurposeThe purpose of this study is to understand the differences in motivations, advantages, disadvantages and time of multiple-major awareness among students who pursue multiple majors based on a set of defined characteristics. The student characteristics of interest included race, gender, financial aid status, class standing, transfer status, first-generation status and the number of majors.Design/methodology/approachThe authors administered a survey instrument to a random sample of multiple-major undergraduate students to gauge the prevalence of motivations, advantages, disadvantages and time of multiple-major awareness themes developed during individual interviews.FindingsStatistical analysis revealed significant differences among multiple-major students based on characteristics of interest. Results discussed at length include transfer students deriving higher levels of motivation from degree practicality than nontransfer students and students who receive financial aid indicating multiple passions as a primary motivation more frequently than students not receiving financial aid. Similar differences between male and female students are uncovered relating to perceived advantages of diverse interactions and experiences and increased balance, as well as perceived disadvantages of time commitment and ability to grow professionally. Finally, first-generation students learned about multiple majoring later than non-first-generation students.Originality/valueThis study builds on previous research regarding multiple-major students, an understudied yet important population in higher education. Additionally, it delves deeper by exploring differences in this population by student characteristics.

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Section: Discussionsupporting

confidence: 81%

“…Additionally, international students comprise only 1% of students pursuing double majors (Russell et al. , 2008), while transfer students tend to enter their institutions with decreased flexibility in scheduling, thereby limiting their major choices (Musoba et al. , 2018).…”

Section: Literature Reviewmentioning

confidence: 99%

Exploring the differences among motivations, advantages and disadvantages of multiple majoring by student characteristics

Leibowitz

Grabsch²,

Chinnam³

et al. 2022

JARHE

View full text Add to dashboard Cite

show abstract

“…At most community colleges, advisors deal with large volumes of students, and students may see a different advisor each time they visit the office (Allen et al, 2014; Jaggars et al, 2019). Students often report negative experiences with transfer advising, such as receiving inaccurate information that results in time and credit loss; a lack of personalization in advising; and that advisors do not know them or understand their education goals and plans (Allen et al, 2014; Felix, 2018; Musoba et al, 2018; Packard & Jeffers, 2013; Pak et al, 2006; Wang, 2020). In general, proactive outreach from advisors or coaches seems more effective than drop-in advising in terms of improving student outcomes (Bettinger & Baker, 2014;Donaldson et al, 2016; Earl, 1988;).…”

Section: Review Of the Literaturementioning

confidence: 99%

“Lost in the Shuffle”: How Relationships and Personalized Advisement Shape Transfer Aspirations and Outcomes for Community College Students

Fay

Jaggars

Farakish

2022

Community College Review

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Objective: Few community college students who aspire to transfer ever do so. Prior research suggests that relationships with advisors, faculty, and administrators may play an important role in promoting successful transfer outcomes, particularly for traditionally underserved students. This study examines how students identified and weighed possible transfer destination colleges, and how dedicated and personalized advisement shaped students’ transfer plans and contributed to their transfer outcomes. Method: This mixed-methods study uses interviews to explore students’ transfer planning processes, as well as student record data to examine transfer outcomes. Analyses compare students who received personalized transfer advising through a community college honors program and similarly qualified transfer-aspiring peers attending the same six community colleges who received “business as usual” advising. Results: Findings suggest that personalized advisement and relationships with transfer advisors contributed to higher rates of transfer and may support transfer to more-selective destinations. Contributions: This research extends the literature on community college transfer by tracing students’ planning processes, exploring factors that raise or lower transfer aspirations, and estimating the effects of an advising-intensive honors program on students’ transfer outcomes, including the selectivity of their transfer destinations. We also offer more empirical support for the importance of personal relationships and transfer agents in facilitating successful transfer outcomes.

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“…Although not focused on transfer, another study documented the role of professional, service-oriented, and identity-based fraternities in creating opportunities for support during the first year at a predominantly White 4-year institution (Ballysingh, 2016), suggesting that such fraternities may play an important role during college transitions. More broadly, transfer experiences are often characterized by complexity and ambiguity, as students navigate resources and policies from different institutions (Musoba et al, 2018). Looking back to the broader literature on gender, masculinity, and identity conflicts in education contexts (discussed above), we might expect that these complex and ambiguous transfer processes may lead to unique conflicts between normative masculine values of independence and stability.…”

Section: The Transfer Processmentioning

confidence: 99%

Latino Men and Masculinities: A Multi-Institution Study of Community College Transfer Experiences

Rodriguez

Blaney

Urias

et al. 2021

Community College Review

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Objective: The purpose of this study was to investigate how Latino men’s conceptions of masculinities influenced their attitudes and behaviors during the transition from community colleges to 4-year institutions. Method: A phenomenological approach was used to explore the lived experiences of 34 Latino men across Texas, California, and Florida. Each participant was interviewed twice; all data were recorded, transcribed, and coded for themes. Results: Findings suggest that, although prior conceptions of masculinities can sometimes provide positive tools during transfer, these conceptions also cause challenges as men negotiate incongruences between their masculine identity and what is required to succeed in college. Participation in on-campus men’s groups and student organizations can help Latino students navigate these incongruences and negotiate their own intersectional identities and conceptualizations of masculinities in light of their new environment. Contributions: This study demonstrates that Latino men continue to face challenges related to masculinities and identity conflicts during the community college to 4-year institution transfer process. Future research might further investigate how the multiple, intersecting identities of Latino men (e.g., sexuality, class) influence masculinities and transfer experiences. Implications for practice include a recommendation that institutions consider creating on-campus spaces and learning environments to support men in navigating masculinities.

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From Open Door to Limited Access: Transfer Students and the Challenges of Choosing a Major

Cited by 12 publications

References 5 publications

Exploring the differences among motivations, advantages and disadvantages of multiple majoring by student characteristics

Exploring the differences among motivations, advantages and disadvantages of multiple majoring by student characteristics

“Lost in the Shuffle”: How Relationships and Personalized Advisement Shape Transfer Aspirations and Outcomes for Community College Students

Latino Men and Masculinities: A Multi-Institution Study of Community College Transfer Experiences

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