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

Abstract

This study models student- and institutional-level factors that influence vertical transfer among a national sample of White and underrepresented minority (URM) community college students. Results indicate that the predictors of transfer are different in many ways for White and URM students. Most notably, findings suggest that enrolling in vocational programs may hinder students’ odds of vertical transfer for URM (but not White) students. Implications for research, theory, and practice are discussed.

Using Ethnography to Understand How Policy Reform Influences the Transfer Process at One Community College

“…I spoke with 10 students of color, all of whom aspired to attain a bachelor's degree. As previous research suggests, community college students have high aspirations for degree attainment but need support in actualizing this goal (Crisp & Nuñez, 2014;Webb et al, 2015). Eight of my study participants stated that they intended to directly transfer to a nearby four-year institution after earning a certificate or associate's degree.…”

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

“…Research indicates Latinx students earn fewer baccalaureate degrees than their white peers despite desires to persist (Melguizo, 2009), and vertical transfer (e.g. transfer from a community college to a four-year university) rates continue to lag behind white students (Crisp & Nuñez, 2014). In what Nuñez and Elizondo (2013) refer to as the Latino/a Transfer Gap, Latinx community college transfer students remain underrepresented at four-year universities despite their expressed intentions to transfer and complete degrees.…”

“…yet, only about 35% complete a degree or certificate and/or transfer to a four-year university (Crisp & Nuñez, 2014). Critical research shows that Latinx transfer students can face disproportionate bias in the vertical transfer process, preventing full participation in college life and ultimately, completion.…”

Understanding the student success gap

“…While the representation of racial minorities is growing in postsecondary education (American Association of Community Colleges, 2015a; The Western Interstate Commission for Higher Education, 2016), African American and Hispanic/Latino students potentially require institutions and their agents to have culturally diverse understandings to assist racial minority students with their enrollment, the learning processes, and degree completion (Museus, Jayakumar, & Robinson, 2012;Museus & Quaye, 2009;Quaye, Griffin, & Museus, 2014). Although students who make upward transfers report high levels of satisfaction in the academic advising services in community colleges (Allen, Smith & Muehleck, 2014;, a racial gap exists in transfer successes among community college students (Crisp & Nunez, 2014). Furthermore, Pascarella's (2005) model addresses how the differences in the statuses of students, such as in their age, influences college outcomes while also discussing how higher education institutions affect individual development.…”

“…Furthermore, student outcomes in community college may differ among African American, Hispanic/Latino, and White students; but studies rarely compare the success of different racial/ethnic groups at community colleges. Since researchers have identified factors that relate to student development in community colleges (Crisp & Nunez, 2014;Crisp & Nora, 2010;Zambrana & Hurtado, 2015), this dissertation extends the existing literature on the impact of these colleges on student success and compares the effects of academic interventions on student success by African American, Hispanic/Latino, and White students as well as by undergraduates of traditional and nontraditional ages (I use the term "nontraditional" to refer to students who are 24 years old or older).…”