Complex Pathways to Transfer: A Qualitative Comparative Analysis of the Transition From Community College to 4-Year University

Abstract

Many community college students express a desire to transfer to a 4-year institution, but few achieve that goal. In this article, we examine what conditions lead to successful student transfer and which serve as barriers. Drawing on data from a longitudinal qualitative study of 61 transfer-intending students in Texas and using qualitative comparative analysis, we investigate the student-level conditions and experiences that contribute to successful or unsuccessful transfer to a 4-year institution. We find that there is no single condition that can predict success. Instead, we describe how factors such as social capital, students' family background, and advising supports interact with one another to determine student success or failure in the transfer process. We identify specific pathways to transfer, with implications for policies and programs that can help bolster students in the face of potential barriers. We provide suggestions for policy, practice, and future research.

“Like a Freshman Who Didn’t Get a Freshman Orientation”: How Transfer Student Capital, Social Support, and Self-Efficacy Intertwine in the Transfer Student Experience

“…Our findings indicate that students with active sources of TSC experienced an easier transfer process, whereas those without social and academic networks at both the sending and receiving institution felt less confident in their choices, unsupported, and in some cases, discouraged from belonging to the new institution. However, these students still showed determination and were motivated to complete the transition and persist to graduation as best as they could, highlighting the importance of considering intrapersonal resources such as self-efficacy in addition to social and cultural capital ( Jabbar et al, 2019 ).…”

“…Students who need to develop TSC may leverage both formal and informal processes at both the sending and the receiving institutions. For example, TSC can be gained through interactions with peers, previous transfer students, friends, family, faculty members, high school staff, community college staff, and pre-transfer advisors; it can also be gained through coursework, pamphlets, websites, or other official sources ( Townsend, 1995 ; Tovar, 2015 ; Laanan and Jain, 2016 ; Starobin et al, 2016 ; Jabbar et al, 2019 ; Mobley and Brawner, 2019 ; Rodriguez et al, 2019 ; Dang, 2020 ; Hayes et al, 2020 ; Jabbar and Edwards, 2020 ; Lukszo and Hayes, 2020 ; Schudde et al, 2020 ). Through these formal (institutional) and informal (social/cultural) sources, transfer students gain information necessary to navigate the transfer process, such as which courses to take at the community college in order to ensure seamless transfer of credits to their destination college, or when and how to complete an application to that college.…”

“…Social connections are a critical part of late adolescence and early adulthood (e.g., Erikson, 1959 ), with the most common sources of social support coming from family/parents and peers. In fact, support from family ( Tao et al, 2000 ; Rayle et al, 2006-2007 ; Somers et al, 2006 ; Miller and Goldrick-Rab, 2015 ; Jabbar et al, 2019 ) and peers ( Dennis et al, 2005 ; Rayle et al, 2006-2007 ; Somers et al, 2006 ; Whiteman et al, 2013 ; Miller and Goldrick-Rab, 2015 ; Altermatt, 2019 ) is associated with increased persistence, retention, and academic success for students. Support from college faculty members also improves academic outcomes ( Tinto, 2012 ; Baker, 2013 ; Ayllon et al, 2019 ), and peer supports may have an even greater effect, particularly in terms of academic motivation ( Dennis et al, 2005 ; Purswell et al, 2008 ; Baker, 2013 ).…”

Institutional Partnerships for Transfer Student Success: An Examination of Catalysts and Barriers to Collaboration

“…National data show that while approximately 52% of students begin at community colleges, only 37% of those students actually transfer to a 4-year institution, and 42.2% of those transfer students successfully complete a baccalaureate degree (Shapiro et al, 2018). The vertical transfer process poses numerous and complex challenges for students ranging from credit transfer issues and curricular misalignment, to confusion, isolation, and transfer shock (Grites, 2013; Jabbar et al, 2019; Laanan, 2007; Monaghan & Attewell, 2015; Schudde & Grodsky, 2018, Taylor & Jain, 2017). Many of these barriers could be mitigated by community colleges and 4-year institutions strategically working together to reduce confusion about transfer policies, requirements, and procedures, as well as to more seamlessly support transfer students both in the pre- and post-transition process (Bahr et al, 2013; Handel & Williams, 2012; Jain et al, 2011).…”

“…National data show that while approximately 52% of students begin at community colleges, only 37% of those students actually transfer to a four-year institution, and 42.2% of those transfer students successfully complete a baccalaureate degree (Shapiro et al, 2018). The vertical transfer process poses numerous and complex challenges for students ranging from credit transfer issues and curricular misalignment, to confusion, isolation, and transfer shock (Grites, 2013;Jabbar et al, 2019;Laanan, 2007;Monaghan & Attewell, 2015;Schudde & Grodsky, 2018, Taylor & Jain, 2017.…”