The Role of Community College First-Year Experience Programs in Promoting Transfer Among Latino Male Students

Abstract

Latina/os are one of the fastest growing populations nationwide. In California, Latino males make up 33% of the total male population. While Latino males in the state are opting to pursue a higher education, only 18% are enrolled in public four-year institutions. Most Latino males begin their academic trajectory in community colleges and aspire to transfer to four-year universities. Unfortunately, community colleges are struggling to retain and transfer Latino males, and literature attributes this to both environmental and institutional factors. Although overall, Latino males struggle in community colleges, those who participate in First-Year Experience (FYE) programs have demonstrated higher persistence rates that in turn, lead to transfer. Multiple studies highlight how involvement in FYE leads to greater student academic success. While these studies document the overall success of Latina/o students, the number of iii studies examining the role of FYE programs in facilitating transfer among male students is limited. This study aimed to address this research gap by examining the role that FYE program components have in promoting transfer among Latino male students.A qualitative case study approach was used to examine the components in two FYE programs that promote transfer among study participants. Participants included four groups: current Latino male students, Latino male alumni, FYE counselors, and FYE coordinators. Data collection strategies, including semi-structured interviews, site observations, and data analysis, were used to build a greater understanding of how FYE program components promote transfer.Data were analyzed through a community cultural wealth perspective focused on positively highlighting the qualities that Latino male students bring to higher education settings. Findings suggest that the greatest challenges faced by Latino male students included help-seeking behaviors, frustration in the length of time it takes to transfer, and financial responsibilities.Results from the study also show that FYE program components that proved most influential in promoting transfer was not due to one single component, but rather, a set of interrelated components. Primarily, students and alumni identified familial and welcoming environments that helped them develop their help-seeking behaviors as most influential in preparing for transfer. Findings inform current FYE program practitioners on how FYE programs help promote transfer among Latino male students. Findings also have implications for educational leaders and policymakers who are trying to understand what FYE program components are most successful in promoting transfer and what components can be scaled up. iv This dissertation of Mauro Ivan Peña is approved.

Factors and Interventions that Foster Success of Latinx Students in Public Community Colleges: A Theory-Driven Systematic Review and Content Analysis of Psychological Research

“…Constant reminders also helped Latinx students stay on track to transfer (Andrade, 2019). In a study focused on Latinx men, culturally-responsive practices that supported students’ development of help-seeking behaviors helped them transfer to 4-year colleges (Peña & Rhoads, 2019). Across genders, Latinx students that participated in faculty-developed paired courses 4 were more likely to persist (Barnes & Piland, 2010).…”

“…Latinx students that started community college needing to be enrolled in developmental courses were less likely to graduate or to transfer to a 4-year college (Pérez & Ceja, 2010). In a study focused on Latinx men, those who took longer to finish developmental courses were less likely to get into transfer-level classes, to be transfer ready, and to complete their community college degree (Peña & Rhoads, 2019; Ponjuán & Hernández, 2016).…”

“…Promoting these students’ success involves coordinated, multisystemic approaches that implement promotive practices and de-implement or prevent those that act as obstacles. Specifically, effective approaches should involve specific changes at the macrosystems (e.g., the implementation of state policies that facilitate the 2- to 4-year college transfer process: Pérez & Ceja, 2010), mesosystems (e.g., expedient enrollment of students into credit-bearing courses; Pérez & Ceja, 2010), microsystems (e.g., offering parallel remedial/credit-bearing courses; Andrade, 2019; Peña & Rhoads, 2019), and individual (e.g., improved high school college preparation; Pérez & Ceja, 2010; Wood & Harris, 2015) levels.…”

“…as early as possible(Barnes & Piland, 2010;Pérez & Ceja, 2010) Graduation and retention  Late class class registration(Pérez & Ceja, 2010) Graduation and transfer X Extended enrollment in remedial courses(Peña & Rhoads, 2019;Pérez & Ceja, 2010;Ponjuán & Hernández, 2016) Graduation and transferX Successful transition into credit bearing courses as early as possible (Pérez & Ceja, 2010) Persistence  Continuous enrollment in college (Pérez & Ceja, 2010; Vasquez Urias, 2012) activities (García & Garza, 2016; Museus et al, 2012; Ponjuán & Hernández, 2016) Persistence  X Sense of belonging in college (Ponjuán & Hernández, 2016) Persistence  Positive campus experiences (Peña & Rhoads, 2019) Transfer  Exosystem Community background Higher success in suburbs and towns compared to cities (Vasquez Urias, 2012) Graduation  Macrosystem State policies States with policies that facilitate the transfer of credits from community college to 4-year institutions (Pérez & Ceja, 2010) Transfer …”