Thinking Through Transfer: Examining How Community College Students Make Transfer Decisions.

IF 1.7 Q2 EDUCATION & EDUCATIONAL RESEARCH

Community College Review Pub Date : 2021-01-01 Epub Date: 2020-10-16 DOI:10.1177/0091552120964876

Huriya Jabbar, Eliza Epstein, Joanna Sánchez, Catherine Hartman

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引用次数: 0

Abstract

Objective: For many students, community college is a convenient first step toward a bachelor's degree. Yet, although more than 80% of those who enroll in community colleges intend to transfer to a 4-year institution, fewer than 35% do so within 6 years. Quantitative data reveal the presence of a transfer gap and there is extensive research on college choice for high school students, but little qualitative research has been done to examine the transfer process for community college students to identify what drives their decisions.

Method: In this article, we draw on interviews with 58 community college students in Texas to examine how they made transfer decisions.

Results: We find that their decision-making and transfer pathways were complex and nonlinear in ways that were particular to the uncertainty of the community college context. For a subset of students, we identify minor hurdles that could derail their decision-making, lengthen their timelines to transfer, or lead to a failure to transfer.

Contribution: By illuminating student pathways to transfer using qualitative research, our work identifies potential areas where policy and practice could strengthen transfer to improve student outcomes.

查看原文本刊更多论文

透过转学思考:检视社区大学生如何作出转学决定

目的:对许多学生来说，社区大学是迈向学士学位的第一步。然而，尽管在社区大学注册的学生中有超过80%的人打算转到四年制大学，但在六年内这样做的人不到35%。定量数据揭示了转学差距的存在，并且对高中生的大学选择进行了广泛的研究，但很少有定性研究来检查社区大学生的转学过程，以确定驱动他们决定的因素。方法:在这篇文章中，我们对德克萨斯州的58名社区大学生进行了访谈，以研究他们是如何做出转学决定的。结果:研究发现，在社区大学环境的不确定性下，大学生的决策和迁移路径是复杂的、非线性的。对于一部分学生，我们确定了可能影响他们决策、延长转学时间或导致转学失败的小障碍。贡献:通过使用定性研究阐明学生的转学途径，我们的工作确定了政策和实践可以加强转学以提高学生成绩的潜在领域。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Community College Review EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.40

自引率

7.70%

发文量

期刊介绍： The Community College Review (CCR) has led the nation for over 35 years in the publication of scholarly, peer-reviewed research and commentary on community colleges. CCR welcomes manuscripts dealing with all aspects of community college administration, education, and policy, both within the American higher education system as well as within the higher education systems of other countries that have similar tertiary institutions. All submitted manuscripts undergo a blind review. When manuscripts are not accepted for publication, we offer suggestions for how they might be revised. The ultimate intent is to further discourse about community colleges, their students, and the educators and administrators who work within these institutions.