ABSTRACT

The overarching purpose of this study was to explore the post-transfer factors contributing to transfer shock. More specifically, this study sought to understand what academic normative differences exist between community college and transfer institution contexts and how these differences induced transfer shock. The study focused on STEM majors due to existing research showing they experience the greatest shock and increasing policy emphasis on students in STEM fields. Unlike existing literature that focuses on student characteristics associated with transfer shock, this study used a human capital frame to highlight the role of institutional contexts and norms in relation to shock. Participants in this study were transfer students who hailed from 17 geographically diverse community colleges across five states and completed semi-structured interviews. Results highlight substantial normative differences in terms of faculty interactions, divergent exam norms, and expectations of independent learning. Findings underscore the presence of a disjuncture in academic norms between community colleges and four-year transfer universities that helps explain transfer shock and transitional academic issues transfer students experience.

摘要

本研究的首要目的是探讨导致转移休克的转移后因素。更具体地说，本研究试图了解社区大学和转学机构背景之间存在哪些学术规范差异，以及这些差异如何引发转学冲击。该研究侧重于 STEM 专业，因为现有研究表明，他们受到的冲击最大，而且政策对 STEM 领域的学生越来越重视。与关注与转移冲击相关的学生特征的现有文献不同，本研究使用人力资本框架来强调制度背景和规范在冲击中的作用。本研究的参与者是来自五个州的 17 所地域不同的社区学院的转学生，他们完成了半结构化面试。结果突出了教师互动、不同的考试规范和对独立学习的期望方面的重大规范差异。调查结果强调了社区学院和四年制转学大学之间的学术规范存在脱节，这有助于解释转学冲击和转学学生经历的过渡性学术问题。