Bridges or Barriers? How Interactions between Individuals and Institutions Condition Community College Transfer

Jabbar, Huriya; Schudde, Lauren; Garza, Marisol; McKinnon-Crowley, Saralyn

doi:10.1080/00221546.2021.1953339

Cited by 20 publications

(28 citation statements)

References 41 publications

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“…Specifically for CC student validating interactions with advising staff and faculty increased student confidence in transitioning from CC to a 4-year university (Jabbar et al, 2022). Last, events like transfer fairs connected CC students with 4-year university staff, which helped improve students’ self-efficacy, motivation, and their confidence in transferring to a 4-year university (Jabbar et al, 2022).…”

Section: Review Of Literaturementioning

confidence: 99%

“…Moreover, for diverse from across a range of different institutions (e.g., private, public 4-year colleges, community colleges), faculty and staff validation of students' experiences mitigates the negative impact of discrimination and bias on sense of belonging to their institution (Hurtado et al, 2015). Specifically for CC student validating interactions with advising staff and faculty increased student confidence in transitioning from CC to a 4-year university (Jabbar et al, 2022). Last, events like transfer fairs connected CC students with 4-year university staff, which helped improve students' self-efficacy, motivation, and their confidence in transferring to a 4-year university (Jabbar et al, 2022).…”

Section: Interpersonal Challengesmentioning

confidence: 99%

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“Transfers tend to be an afterthought”: The role of institutional support for staff in creating a receptive culture for transfer students of color.

Casanova,

Alonso Blanco

2023

Journal of Diversity in Higher Education

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Section: Review Of Literaturementioning

confidence: 99%

Section: Interpersonal Challengesmentioning

confidence: 99%

“Transfers tend to be an afterthought”: The role of institutional support for staff in creating a receptive culture for transfer students of color.

Casanova,

Alonso Blanco

2023

Journal of Diversity in Higher Education

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“…A recent study identified advising, transfer fairs, and transfer programing are key factors in successful transfer (Jabbar et al, 2022). Community colleges that offer these options are consider to have strong institutional for transfer.…”

Section: Institutional Support and Programingmentioning

confidence: 99%

“…Community colleges that offer these options are consider to have strong institutional for transfer. Having similar transfer specific advising at the receiving institution was also an important factor (Jabbar et al, 2022). Community college faculty can provide support by partnering with transfer institutions to align course learning outcomes and to help students understand that lower division coursework is similar across institutional types (Shaw et al, 2019).…”

Section: Institutional Support and Programingmentioning

confidence: 99%

“…In the absence of adequate transfer support, specifically advising and programing, community colleges that build and tap into student cultural capital including familial, social, and navigational (Yosso, 2005) build bridges to successful transfer (Jabbar et al, 2022). Including family in the transfer decision-making and planning process is important, especially for historically excluded students, as they are an important source of familial capital (Jabbar, et al, 2022). In addition, students often rely on their peer networks, tapping into the social and navigational capital they provide, to help with the transfer process (Jabbar et al, 2022).…”

Section: Student Transfer Preparation Needsmentioning

confidence: 99%

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Framing the Transfer Experience for Community College Students: Connection, Preparation, Support, Advocacy, and Resilience

Sandoval-Lucero,

Lindsey,

Klingsmith

et al. 2023

Community College Review

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Objective/Research Question: This practitioner-scholar study investigated perceptions and experiences of community college students who transferred upon completion of their associate degree programs in Colorado, a state with multiple state-level transfer policies. Each student participated in a cohort-based transfer support program offered at their community college. The research questions were: 1. Do community college students who participated in transfer programing while earning their associate degree perceive that it helped prepare them for successful transfer? 2. Do community college students perceive that their courses prepared them to be successful at a university? 3. What are the perceptions and experiences of community college students who transferred upon completion of their associate degree programs within a context of a state with multiple transfer policy initiatives? Methods: This study used a phenomenological approach and qualitative data collection methods. Results: While students believed their community colleges prepared them academically, and their transfer preparation programing was beneficial, their reflections highlight that regardless of support provided, academic preparation, or policy context, transfer from community college to university is challenging, problematic, and bureaucratic. Often community college students are viewed with a deficit lens by university staff. Conclusions/Contributions: Regardless of state policy context, transfer preparation, and support, obstacles encountered in the transfer process from community college to university must be negotiated through relationships and advocacy both on the part of college staff and the students themselves. However, students who transfer from a college with dedicated transfer support and preparation demonstrate resilience to complete the process successfully.

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Together and Toward Equity: Experiences and Insights of Faculty in a Transfer Partnership

Okur,

Contreras‐Garcia,

Widmer

et al. 2024

New Drctns Community Coll

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Empirically grounded, this article presents practical insights from a faculty‐led cross‐institutional transfer partnership involving three community colleges and a university in the Midwest. Drawing upon focus group interviews with over 60 members involved in the partnership, we delve into how faculty participants traverse domains of teaching, mentoring, and collaboration in their quest for developing equitable transfer opportunities and pathways. The article offers implications and recommendations that inform several vital areas of community college research and practice, such as transfer partnerships and equity initiatives, especially those led by faculty. Further, by illuminating how faculty negotiate priorities, tensions, strategies, and opportunities across their multiple roles in the transfer partnership, this article offers approaches for supporting community college faculty in reconciling their multiple professional roles toward complementarity, synergy, and sustainability.

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Bridges or Barriers? How Interactions between Individuals and Institutions Condition Community College Transfer

Cited by 20 publications

References 41 publications

“Transfers tend to be an afterthought”: The role of institutional support for staff in creating a receptive culture for transfer students of color.

“Transfers tend to be an afterthought”: The role of institutional support for staff in creating a receptive culture for transfer students of color.

Framing the Transfer Experience for Community College Students: Connection, Preparation, Support, Advocacy, and Resilience

Together and Toward Equity: Experiences and Insights of Faculty in a Transfer Partnership

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