ABSTRACT

Existing research regarding the post-transfer experiences of Students of Color who transfer from the community college to a four-year college or university is limited. However, we know less about what Latina/o community college transfer students confront during the post-transfer transition process. Therefore, this study describes the post-transfer experiences of 10 Latina/o community college transfer students who transferred to a Predominantly White Institution in Texas. Using a case study approach, the goal of this study was to highlight how Latina/o community college transfer students used their cultural and social capitals to navigate and negotiate the post-transfer conditions at their new institution. The findings show that having transfer programming does not mean the institution is serving its transfer student community equitably. A limited transfer receptive culture by the university showed how Latina/o community college transfer students practiced their aspirational, familial, navigational, and social capitals as a response to the lack of financial aid resources, academic, and social support, at their receiving institution.

摘要

关于从社区大学转入四年制学院或大学的有色人种学生转学后经历的现有研究是有限的。然而，我们对拉丁裔/社区大学转学生在转学后过渡过程中面临的情况知之甚少。因此，本研究描述了 10 名拉丁裔/o 社区大学转学生的转学后经历，这些学生转学到德克萨斯州的一个以白人为主的机构。使用案例研究方法，本研究的目标是强调拉丁/社区大学转学学生如何利用他们的文化和社会资本来导航和协商他们新机构的转学后条件。调查结果表明，拥有转学计划并不意味着该机构正在公平地为其转学学生社区服务。