Socioeconomic Stratification of Community College Transfer Access in the 1980s and 1990s: Evidence from HS&B and NELS

2008 ◽  
Vol 31 (4) ◽  
pp. 377-400 ◽  
Author(s):  
Alicia C. Dowd ◽  
Tatiana Melguizo
Keyword(s):  
Community College ◽  
Community College Transfer ◽  
College Transfer ◽  
Socioeconomic Stratification

scholarly journals The Talent Blind Spot: The Case for Increasing Community College Transfer to High Graduation Rate Institutions

2018 ◽  
Author(s):  
Benjamin Fresquez ◽  
◽  
Tania LaViolet ◽  
McKenzie Maxson ◽  
Joshua Wyner
Keyword(s):  
Community College ◽  
Graduation Rate ◽  
Blind Spot ◽  
Community College Transfer ◽  
College Transfer

Assessing the Community College Transfer Market

1976 ◽  
Vol 47 (6) ◽  
pp. 661-680
Author(s):  
Douglas V. Leister ◽  
Douglas L. Maclachlan
Keyword(s):  
Community College ◽  
Community College Transfer ◽  
College Transfer

How Political and Ecological Contexts Shape Community College Transfer

2020 ◽  
Vol 94 (1) ◽  
pp. 65-83 ◽  
Author(s):  
Lauren Schudde ◽  
Huriya Jabbar ◽  
Catherine Hartman
Keyword(s):  
College Students ◽  
Community College ◽  
Community College Students ◽  
Social Order ◽  
Educational Aspirations ◽  
Complex Structure ◽  
Community College Transfer ◽  
College Transfer ◽  
Strategic Action ◽  
Primary Means

Broad higher education contexts shape how community college students and postsecondary personnel approach transfer from community colleges to baccalaureate-granting institutions. We leverage the concept of strategic action fields, an organizational theory illuminating processes that play out as actors determine “who gets what” in an existing power structure, to understand the role of political-ecological contexts in “vertical” transfer. Drawing on interviews with administrators, transfer services personnel, and transfer-intending students at two Texas community college districts and with administrators, admissions staff, and transfer personnel at public universities throughout the state, we examine how institutional actors and students create, maintain, and respond to rules and norms in the community college transfer field. Our results suggest university administrators, faculty, and staff hold dominant positions in the field, setting the rules and norms for credit transfer and applicability. Students, who hold the least privilege, must invest time and energy to gather information about transfer pathways and policies as their primary means of meeting their educational aspirations. The complex structure of information—wherein each institution provides its own transfer resources, with little collaboration and minimal alignment—systematically disadvantages community college students. Although some community college personnel voice frustration that the field disadvantages transfer-intending community college students, they maintain the social order by continuing to implement and reinforce the rules and norms set by universities.

Early Integration and Other Outcomes for Community College Transfer Students

2013 ◽  
Vol 55 (4) ◽  
pp. 370-399 ◽  
Author(s):  
Mark M. D’Amico ◽  
Sandra L. Dika ◽  
Theodore W. Elling ◽  
Bob Algozzine ◽  
Donna J. Ginn
Keyword(s):  
Community College ◽  
Transfer Students ◽  
Community College Transfer ◽  
College Transfer ◽  
Early Integration ◽  
Community College Transfer Students ◽  
College Transfer Students

scholarly journals Facilitating Transfer Student Success: Exploring Sources of Transfer Student Capital

2019 ◽  
Vol 48 (1) ◽  
pp. 31-54 ◽  
Author(s):  
Casey Maliszewski Lukszo ◽  
Shannon Hayes
Keyword(s):  
Community College ◽  
High Schools ◽  
Transfer Students ◽  
Self Efficacy ◽  
Critical Role ◽  
Transfer Student ◽  
Community College Transfer ◽  
College Transfer ◽  
Community College Transfer Students ◽  
Descriptive Case Study

Objective: This study seeks to expand understanding of transfer student capital (TSC), including sources of TSC and how TSC is used by community college transfer students to navigate transfer to a public, 4-year institution. Method: Using the TSC framework, a descriptive case study design was employed. Data sources include 17 transfer student interviews, eight observations of pre-transfer meetings between students and advisors, and a review of documents. Data were analyzed inductively and deductively using a pattern matching coding technique. Results: Family and peers appear to be the most common way that students gain TSC to navigate the transfer process. High schools also provide critical transfer information to students. Transfer advisors and faculty either at community colleges or 4-year colleges sometimes provide important transfer information but serve in a critical role of building students’ self-efficacy for transfer rather than merely passing along transfer information. Contributions: This study indicates that high schools, family members, and peers are influential sources of TSC, in addition to previously well-understood sources, such as community college faculty and transfer advisors. This study introduces a new term, self-efficacy for transfer, and offers an expanded TSC conceptual model.

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