The Validation Function of a Sustained Orientation and Transfer Program: A Longitudinal Qualitative Study

Abstract

This study longitudinally examined the experiences of four different student cohorts who participated in Adelante, a sustained orientation/transfer program designed to assist students in the transfer process from the community college to a baccalaureatedegree granting university. The researcher found that students positively perceived the services, structure, social networking environment, and early exposure to careers. The study provides evidence for the validation function of sustained orientation programs and suggestions for similar programs to help Latina/o students succeed. Resumen Este estudio longitudinal examinó las experiencias de cuatro grupos diferentes de estudiantes que participaron en Adelante, un programa de transferencia sostenida/ programa de transferencia diseñado a asistir estudiantes en el proceso de transferencia de un colegio comunitario a una universidad que otorga grado universitario. El investigador encontró que estudiantes percivían positivamente los servicios, estructura, entorno de comunicación social, y la exposición temprana a carreras. El estudio provee evidencia de la función de validación de programas de orientación sostenida y sugerencias para programas similares de apoyo para el éxito de estudiantes latina/os.

Factors and Interventions that Foster Success of Latinx Students in Public Community Colleges: A Theory-Driven Systematic Review and Content Analysis of Psychological Research

“…These transfer rates are notably higher than the national rate of 14% among Latinx community college students (Velez, 2016). In a separate study, Latinx students that participated in a transfer program reported that many of the resources and services offered by the program were very useful in helping them persist, graduate, and transfer to a 4-year college (Andrade, 2019).…”

“…Staff and faculty practices positively influenced Latinx student persistence and transfer. Counselors provided Latinx students with useful information about the transfer process and requirements to persist (Andrade, 2019). Constant reminders also helped Latinx students stay on track to transfer (Andrade, 2019).…”

“…Counselors provided Latinx students with useful information about the transfer process and requirements to persist (Andrade, 2019). Constant reminders also helped Latinx students stay on track to transfer (Andrade, 2019). In a study focused on Latinx men, culturally-responsive practices that supported students’ development of help-seeking behaviors helped them transfer to 4-year colleges (Peña & Rhoads, 2019).…”

“…Promoting these students’ success involves coordinated, multisystemic approaches that implement promotive practices and de-implement or prevent those that act as obstacles. Specifically, effective approaches should involve specific changes at the macrosystems (e.g., the implementation of state policies that facilitate the 2- to 4-year college transfer process: Pérez & Ceja, 2010), mesosystems (e.g., expedient enrollment of students into credit-bearing courses; Pérez & Ceja, 2010), microsystems (e.g., offering parallel remedial/credit-bearing courses; Andrade, 2019; Peña & Rhoads, 2019), and individual (e.g., improved high school college preparation; Pérez & Ceja, 2010; Wood & Harris, 2015) levels.…”

“…When examining the psychological correlates of Latinx student success at community colleges, researchers have tended to focus narrowly on specific factors or domains. For instance, some studies focus on students’ background characteristics (e.g., Wood & Harris, 2015) whereas others focus on services offered by the community colleges (e.g., Andrade, 2019). In these studies, researchers tend to overlook that these multiple factors and domains likely influence each other across systems (e.g., Barnes & Piland, 2010; Museus et al, 2012; Vasquez Urias, 2012).…”