“Life prepared me well for succeeding”: The Enactment of Community Cultural Wealth, Experiential Capital, and Transfer Student Capital by First-Generation Engineering Transfer Students

“Like a Freshman Who Didn’t Get a Freshman Orientation”: How Transfer Student Capital, Social Support, and Self-Efficacy Intertwine in the Transfer Student Experience

“…For aspiring transfer students, the pathway from a two-year campus (the “sending institution”) through their destination four-year college or university (the “receiving institution”) may be influenced by multiple individual and institutional factors. In disparate strands of the literature, researchers have identified “transfer student capital” (TSC), self-efficacy, and social support as enablers of successful transfer (e.g., Laanan et al, 2011 ; Wang et al, 2017 ; Mobley and Brawner, 2019 ); however, few studies have examined the potential interplay between those factors during the transfer process.…”

“…TSC represents gained knowledge, including information about applications, financial aid, articulation policies, course curriculum alignment across campuses, and how to be a college student more generally ( Townsend, 2008 ; Laanan et al, 2011 ; Moser, 2014 ; Lukszo and Hayes, 2020 ). The TSC framework builds upon the ideas of: (1) social capital, or the personal networks that provide individuals with both information and opportunities ( Coleman, 1988 ; Moser, 2014 ; Mobley and Brawner, 2018 ), and (2) cultural capital, or one’s accumulated experiences within specific cultural contexts ( Starobin et al, 2016 ). Although TSC is described in different ways in the literature to date, here we define TSC to include any information about transfer (i.e., when and how to leave a sending institution and enroll at a receiving institution) or post-transfer (i.e., how to acclimate to the receiving institution), whether that information was gathered through official institutional channels, other transfer students, or other sources.…”

Asset-based Approaches to Engineering Design Education: A Scoping Review of Theory and Practice

“…• Navigational capital ("ability to move through social institutions") [9] • Experiential capital ("precollege experiences that provide a foundation for Students transferring from two-year colleges may be attuned to maneuvering through complex support systems and identifying the right resources needed for college success [27]. Fouryear institutions should not take such capital for granted.…”

“…Fouryear institutions should not take such capital for granted. Rather, support systems need to be success in college and engineering") [27] strengthened (e.g., having dedicated faculty mentors in addition to staff advisors; better coordination of dual-enrollment courses that goes beyond articulation agreements) [28], [29].…”

Getting a Head Start on Transfer Shock at a Newly Established Engineering College

“…This framework focuses on four types of capital: aspirational, familial, navigational, and resistant. Mobley (2018) [15] added the experiential capital described by O'Shea [16] to this framework to gain insight into the perception and experiences of students with three identifiers: first-generation students, transfer students from community colleges, and engineering major. The qualitative analysis of these targeted studies involved iterative questioning including open-ended questions.…”