Literaturnachweis - Detailanzeige
Autor/inn/en | Jabbar, Huriya; McKinnon-Crowley, Saralyn; Serrata, Carmen |
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Titel | Complex Pathways to Transfer: A Qualitative Comparative Analysis of the Transition from Community College to 4-Year University |
Quelle | In: AERA Open, 5 (2019) 2, (17 Seiten)
PDF als Volltext (1); PDF als Volltext (2) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 2332-8584 |
DOI | 10.1177/2332858419852039 |
Schlagwörter | Community Colleges; Two Year College Students; Universities; Student Educational Objectives; Barriers; Success; Social Capital; Academic Advising; Sense of Community; Family Role; Resilience (Psychology); Student Experience; Hispanic American Students; First Generation College Students; Minority Group Students; College Transfer Students; Student Financial Aid; Texas (Austin); Texas (San Antonio) Community college; Community College; University; Universität; Erfolg; Sozialkapital; Akademischer Rat; Studienerfahrung; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Hochschulwechsel; Schulwechsel; Studienortwechsel; Finanzielle Beihilfe; Studienfinanzierung; Studienförderung |
Abstract | Many community college students express a desire to transfer to a 4-year institution, but few achieve that goal. In this article, we examine what conditions lead to successful student transfer and which serve as barriers. Drawing on data from a longitudinal qualitative study of 61 transfer-intending students in Texas and using qualitative comparative analysis, we investigate the student-level conditions and experiences that contribute to successful or unsuccessful transfer to a 4-year institution. We find that there is no single condition that can predict success. Instead, we describe how factors such as social capital, students' family background, and advising supports interact with one another to determine student success or failure in the transfer process. We identify specific pathways to transfer, with implications for policies and programs that can help bolster students in the face of potential barriers. We provide suggestions for policy, practice, and future research. (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |