Desiring to Fit: Fostering the Success of Community College Transfer Students in STEM

Abstract

The United States is experiencing a dire need for individuals who possess training and expertise in areas of science, technology, engineering, and mathematics (STEM). With over half of the nation's students entering university environments via community colleges coupled with a large portion of this population majoring in STEM areas, the successful transition and adjustment of community college transfer students is essential to the STEM workforce. This article uses an ex post facto survey research design to examine the socialization factors that impact the transition and adjustment experiences of community college transfer students in STEM disciplines. Two hierarchical regression models are employed to examine the factors that impact the academic and social adjustment of community college transfer students in STEM majors. This research was situated using an adaptation of Weidman's (1987) Socialization Theoretical Framework. Implications, and recommendations for policy and practice will be provided based on the overall results of this study.

Adult transitional theory and transfer shock in higher education: practices from the literature

“…Transfer students at a small liberal arts college majoring in education, fine arts, humanities and social sciences experienced an increase in their post-transfer GPA, known as transfer ecstasy, while students majoring in mathematics and sciences experienced transfer shock (Cejda, 1997). A recent study on the academic and social adjustment experiences of transfer students in science, technology, engineering and mathematics (STEM) disciplines at a midwest research university found that female students had more difficulty adjusting academically than males (Jackson and Laanan, 2015). While the majority of transfer students experienced transfer shock, their major can have a clear impact on their success after transferring.…”

“…The transfer students who majored in education, where faculty collaboration had occurred, maintained higher GPAs than other transfer students (Cejda, 1994). Transfer students are more likely successfully adjust to the university if they view their university professors as approachable, accessible and interested in their academic development (Jackson and Laanan, 2015).…”

“…Creating partnerships between community colleges and universities provides students with an understanding that the community college and the university are both helping to guarantee their success (Jackson and Laanan, 2015). Laanan (2007) suggests that academic counselors at two-year colleges should be knowledgeable about the information and services prospective transfers need to make a successful transition to a four-year university.…”

“…The responsibility of transfer student success does not just fall on the student but on the institution as well (Jackson and Laanan, 2015). University faculty, staff and administrators should be mindful of the different adjustment experiences of transfer students (Jackson and Laanan, 2015). Herrera and Jain (2013) explain that institutions should develop a transfer-receptive culture and make an institutional commitment to provide the support needed for transfer students to be successful.…”

“…Campus support for transfer students can also help ensure transfer student persistence and completion of a bachelor's degree. The responsibility of transfer student success does not just fall on the student but on the institution as well (Jackson and Laanan, 2015). University faculty, staff and administrators should be mindful of the different adjustment experiences of transfer students (Jackson and Laanan, 2015).…”