The Role of Institutional Agents in Promoting Transfer Access

Abstract

A growing body of research points to the important role played by “institutional agents” in facilitating college access and success for students from non-dominant racial-ethnic and low socioeconomic status groups. Applying attachment theory, this study adds to that literature by demonstrating how institutional agents can provide a secure base, in a psychological sense, for such low-status college students in the United States to make successful postsecondary transitions and develop collegiate identities. Based on the life stories of 10 low-status students who successfully transferred from a community college to a selective college or university, our narrative analysis depicts the students’ collegiate identity development and how college practitioners in positions of authority were instrumental in raising their collegiate aspirations. The results demonstrate the role of college practitioners in facilitating students’ postsecondary transitions and warrant the professional development of faculty and administrators as institutional agents. We conclude by providing resources for practitioners to develop their professional knowledge and capacity to act as institutional agents.

Mexican and Mexican American Student Reflections on Transfer: Institutional Agents and the Continued Role of the Community College

“…Community college transfer students may require additional and different kinds of support given their experiences (Townsend & Wilson, 2006)-this is particularly true for community college transfer students of Color attending Predominantly White Institutions (PWIs) (Bensimon & Dowd 2009;Dowd et al, 2013;Museus & Neville, 2012). Museus (2010) and Museus and Neville (2012) point out the importance of institutional agents in providing access to dominant forms of social capital for students of Color to ensure their success at PWIs.…”

“…Structured student support programs, including federal, state, and locally funded projects, can facilitate connections among incoming students and individuals at the college and university committed to their success. For Latinx community college transfer students, having access to transfer agents early in the transfer process is essential for decisions regarding how and where to transfer, as well as having the necessary information and materials to do so (Bensimon & Dowd, 2009;Dowd et al, 2013). Latinx students often have limited access to necessary information regarding transfer, which contributes to lower transfer and completion rates in general, as well as persistent underrepresentation at selective receiving institutions (Bensimon & Dowd, 2009).…”

“…The post-transfer experiences of Latinx transfer students at the receiving institution are also mitigated by access to supportive, caring, and well informed institutional agents (Dowd et al, 2013). In research conducted by Dowd, Pak, and Bensimon's (2013), many of their community college transfer participants had consistent support from institutional agents, including program directors, university administrators, faculty, among others, who had high levels of authority at both the sending and receiving institutions.…”

“…In research conducted by Dowd, Pak, and Bensimon's (2013), many of their community college transfer participants had consistent support from institutional agents, including program directors, university administrators, faculty, among others, who had high levels of authority at both the sending and receiving institutions. In their study, institutional agents provided students with mentorship that reassured their academic goals at both institutions, and more so at sending institutions-community colleges.…”

“…Like all postsecondary students, Latinx community college transfer students benefit from support, caring, and validation from institutional agents who can further support their educational experiences (Dowd, Pak, & Bensimon, 2013;Rendón, 2002). Dowd et 1 Our use of Latinx is an attempt at inclusivity and recognition of the non-binary, trans*, and fluid nature of gender-as well as the continuous development of language and linguistic choices.…”