Facilitating Transfer Student Success: Exploring Sources of Transfer Student Capital

Abstract

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.

Black and Latino Adolescents’ Self-Regulation: Placing College Preparedness in Context

“…Although college students at 2- versus 4-year institutions are similar in terms of GPA and ACT scores (Coca et al, 2017), students at community colleges tend to reflect racial and ethnic minoritized backgrounds, have lower college debt, and are more likely to graduate, compared to four-year university students (Ma & Baum, 2016). Students who transfer from 2- to 4-year colleges tend to acquire “transfer student capital” from family, peers, high school counselors, and community college advisors, who help students foster self-efficacy (Maliszewski Lukszo & Hayes, 2020). Notably, in that past study, students were asked “.…”

Testimonios of Mexican American Students Along the Community College Pathway: Intercultural Conciencia as an Act of Responsiveness

“…By drawing upon students' cultural capital, the community college can integrate their lived experiences with their learning outcome in furthering their educational aspirations. This holds true especially when considering early lived experiences that influence the transfer process and acquiring a higher education (Maliszewski Lukszo & Hayes, 2020). Contemporary research on community college instructors indicates that by cultivating positive and supportive relationships with students there is a significant increase in behavioral and cognitive engagement in academic success (Parnes et al, 2020).…”

Heading in the Right Direction? Examining the Relationship of Transfer Patterns and Income Status on College Student Outcomes

“…Lastly, Transfer Student Capital (TSC) refers to the collection of knowledge that students accumulate, both before and during the transfer process, that fosters academic success and positive student outcomes (Maliszewski Lukszo & Hayes, 2020). This collection of knowledge is an amalgamation of information and resources (i.e., support and knowledge from peers and family, known academic requirements, etc.)…”

“…It has been emphasized that having more information and knowledge during the transfer process can help students set their expectations while creating feasible plans to successfully transition to their intended receiving postsecondary institution without encountering setbacks that may extend time to degree and/or increase costs (e.g., credit loss, unanticipated curriculum requirements at the receiving institution, etc.). The knowledge gained as part of TSC has aided in the reduction of credit loss, enhanced self-efficacy, and less turbulent transitions to new postsecondary environments (Maliszewski Lukszo & Hayes, 2020).…”