Running head: Success and Persistence Factors for Transfer Students of Color

Success and Persistence Factors for Transfer Students of Color Julie A. Law, Pepper M. Lopez and Karolia Macias Azusa Pacific University

Success and Persistence Factors for Transfer Students of Color As enrollments arise at the U.S. colleges, the number of students who aspire to earn their bachelor degrees, and transfer from the community colleges to four-year institutes rises correspondingly (Laanan, 1996). However, for many students of color that is not the case (Laanan, 1996). Research has shown that there is a growing trend regarding student of color transferring from a community college to a four-year institution. They are not able to complete their degree on time, or even at all (Berger & Malaney, 2003). Approximately, eighty percent of students who enroll into a community college aspire to reach two goals: first, transfer to a college or university that awards bachelor degrees; and second, earn their bachelors degree (Berger & Malaney, 2003). Statistically, approximately only ten percent are able to achieve that first goal, and fewer than ten percent completed the second. This review will focus on three major themes around the issue of transfer success for students of color. The themes presented are the transfer shock that students face when it comes to their readiness and preparedness for college, the transitional issues that arise when students transfer from a community college to a four-year institution; and lastly, the institutional policy and how that relates to transfer students of color. The literature discussed will explore transfer student success and failures in an effort to shed further understanding on the following underlying research question: What are the retention and persistence factors of transfer students of color who have earned, or are assured of earning, their bachelors degree? The vast majority of the current body of research and evidence indicates that transfer students are less likely to earn a bachelors degree than students whom enroll directly into a fouryear institute (Wang 2009). The majority of students, approximately two-thirds, who enroll at a community college never transfer to a four-year college or university (Wang, 2009, Wang, 2012). This figure represents a slow rising trend. Statistics from the 1995-1996 academic year

Success and Persistence Factors for Transfer Students of Color measured a 29% rate of transfer for community college students to four year institutes, and a 22% transfer rate during the 1989-1990 academic year (Ishitani, 2008). Students of color are disproportionally represented at both the community colleges nationally and in California. Nationally enrollment at the community colleges represents 46% of all African American students enrolled in higher education. For Latino students the percentage is higher with 55% of this group being represented at these two-year institutes. (Boswell 2004) Enrollments at the community colleges also equals 46% of all Asian/Pacific Islander students enrolled in a post-secondary educational institution, and 55% of Native American students first enroll at these institutes after high school (Boswell 2004). The situation for Latinos is particularly disproportionally distorted in the state of California. Latinos represent 37% of the population in this state, yet only comprise 29% of the states community college enrollments. Compare this disparity to African American students who also remain historically academically marginalized. The African American population in California is 7%, and this also matches the single digit percentage of enrollments for the states community colleges (Meguizo, 2007). California particularly boasts a large percentage of transfer students into two of its prestigious University of California campuses, UC Berkeley and UC Los Angeles, from four of the most successful community colleges in relation to successful student transfers. These University of California campuses receive 70% of students who initially enroll at one of these four community colleges as transfer students. But, these figures are particularly dismal for students of color (Meguizo, 2007). The vast majority of these successful transfer students are Caucasians or Asians. Less than 5% of these students are of African American descent, and just over 10% are Latinos (Meguizo, 2007).

Success and Persistence Factors for Transfer Students of Color A students preparedness and need for remediation is also a critical factor in obtaining a bachelors degree, and this also particularly impacts students of color. A study from 2003 conducted by Green and Forster found that only 32% of high school graduates were qualified to enter a four-year college or university (Herzog, 2005). Further, Latinos and African American students are far less likely to take Advanced Placement classes, or to take the SAT or ACT tests. A whopping 70% of California community college students are placed in remedial math, and 42% in remedial reading. Research has demonstrated that Latinos primarily took English as a second language courses, and together with Black students, took the lowest number of first year college level courses being primarily relegated to remediation (Meguizo, 2007). Other student studies have found that community college dropouts are four times more likely to be enrolled in remedial classes than those students whom eventually earn a bachelors degree. This relationship between remediation and dropping out is increasing with the percentages doubling since 1982 (Herzog, 2005). These statistics illustrate unequivocally, that high school preparation and scope of academic curriculum are crucial to post-secondary success. Other crucial factors that positively influence student success at the university and community college levels are gender, psychological attributes such as locus of control, student self-concept, and the students desire to earn her or his degree (Wang, 2009). Female transfer students are more likely to earn a bachelors degree than their male transfer student counterparts. (Wang, 2009). Locus of control or the sense of the ability to succeed and a transfer students early college grade point average [GPA] are strong indicators of student persistence and degree completion. Lastly, transfer student who had establish the desire to earn a bachelors degree by the 12th grade were more likely to do so (Wang, 2009).

Success and Persistence Factors for Transfer Students of Color Transfer students can often experience the phenomena of transfer shock, a slight drop in GPA, upon matriculation to their new academic institution. Transfer shock is a temporary adjustment (Wang, 2012), and most students typically recover in that first year of transfer (Ishitani, 2008). Transfer students retention rates run 1% to 9% behind the student who had initially enrolled at a four-year college or university. The graduations rates of transfer student similarly trail those of the continuous four-year institute students by 2% to 8% (Ishitani, 2008). The end conclusion reached by certain researchers is that there is no significant difference between the bachelor degree obtainment of transfer students and that of rising juniors initially enrolled at four year institutes (Wang, 2012). The impression that remedial courses are only taken by students who lack a solid high school academic foundation or by those that are academically weak is inaccurate. Many students who lack academic preparation and the needed fundamental skills do not take remedial courses, and a substantial number of students with strong and rigorous academic backgrounds do take them (Attewell, Lavin, Domina, & Levey, 2006). Remedial courses are not the exclusive deposit of the socioeconomically challenged transfer student either. Statistics indicate that no significant socioeconomic variance exists regarding which transfer students enroll, or do not enroll in remedial coursework (Attewell et al., 2006). The is only a six to seven percent difference in graduation rates for bachelors degrees in regards to students who successfully passed her or his remediation courses versus a student who never in enrolled in a remedial (Attewell et al., 2006). Rather than remediation supporting that graduation for these students is an impossibility these remedial courses serve as an unacknowledged gate keeper for colleges and universities. The majority of colleges and universities in the United States are not selective in who they admitted as long as tuition can be generated (Attewell et al., 2006). Remediation serves to

Success and Persistence Factors for Transfer Students of Color screen these students. Those that can pass the classes continue toward the regular college courses, and those that cannot pass, drop out, or are dismissed (Attewell et al., 2006). Remediation serves to equalize the achievement between the culturally advantaged and disadvantaged. It is important to note that white students represent the largest percentage of transfer students in remediation. However, students of color represent a disproportional need. It can be stated that without remediation a large percentage of students of color would be confronted with continued cultural and economic marginalization (Bahr, 2010). Higher education institutions are responsible to provide support services, advising and orienting their students regardless of being native or transfer students (Townsend & Wilson, 2006). According to Burger (2003) many senior institutions across the nation lack commitment with community college transfer students since they are more likely to be neglected or ignored in retention services. As an example, retention programs designed to assist the engagement of transfer students to their new four-year institute are few or non-existent comparatively to those programs available to native students to assist their sense of engagement and success as university students (Duggan & Pickering, 2008). Moreover, many universities are not meeting the needs of this student population according to Townsend and Wilson (2006) because of uninformed assumptions about transfer students made their universities officials. Transfer students are considered to be a subpopulation that does not need help transitioning or adjusting to the university since they have already experienced college, and prefer not to get involved in the campus life and co-curricular activities (Wawrzynski & Sedlacek, 2003; Townsend & Wilson, 2006). Lanaan (2007) suggested conducting studies beyond quantitative method, and instead to look at the overall college experience. University officials need to collect and analyze data to help understand the transfer student profile, their needs, and how the institution can serve this

Success and Persistence Factors for Transfer Students of Color student population better. Moreover, conducting such studies can help eliminate the prejudices about academic worthiness some faculty and staff have toward transfer students (Handel, 2011, p. 25). Ultimately it is imperative that transfer student advocates at the institution must notify senior leaders about transfer issues and concerns. Experts stated that in order to appropriately service transfer students there must be a vision from administration and faculty leadership (Handel, 2011). University stakeholders need to implement organization learning where the focus will be at the root of the problem (Harper & Quaye, 2009). In addition, Harper and Quaye (2009) stated, senior leaders must have vision and goal orientation as part of their institutional priority. Jain, Herrera and Bernal (2011) proposed a transfer receptive culture, in which senior institutions value and take responsibility in supporting a transfer culture among their institution. Moreover, in order to have a transfer receptive culture, it must be institutionalized among both academic and student affairs professionals and not limited to a few/offices on campus (Jain et al., 2011). Thus, all university personnel that provide services or instruction to students should be made aware of their institutions initiatives available to assist community college transfer students with any problems they might encounter. The best practices of contemporary higher education should be reflected, and these initiatives should be regularly assessed to measure effectiveness, and receive the support of the institutions senior leadership. Transfer students face very difficult issues when they transfer from a community college to a four-year university. It is actually very common for transfer students to have difficulty adjusting to their new environment (Berger, 2003). They have to adjust to differences in academic expectations, establishing a new social network among students who have already bonded with each other as well as learning a new culture on a vastly larger campus. Faced with

Success and Persistence Factors for Transfer Students of Color numerous transitional issues to overcome, transfer students are often begin feeling like a freshman despite their junior level standing (Berger, 2003). Other unique issues that transfer students must face which traditional students do not typically have would be the evaluation of previous coursework for academic credits, a new cultural environment and possible change is housing as a result of enrolling at four-year university, the transferring of their financial aid records from their community college, as well as dealing with any individualized transfer shock. The term transfer shock was first adopted in 1965 in order to summarize the abnormality of the decrease in grade point average for transfer students by John Hills. Nearly half a century later, higher education institutions are still using the term. One major transfer shock for incoming transfer students is the lack of community. Laanan (1996) ties the lack of community to the lack of involvement on campus. Laanan mentions that many transfer students are not able to overcome transfer shock because they are not able to get well adjusted on campus. One key component that Laanan mentions on how to adjust to a new environment is by getting involved on campus. He mentions that the more a student is involved, the greater sense of community for the student. Laanan also states that once a student has a sense of community at school their chances of retention skyrocket. His research also indicates that if a student is less active on campus that their chances of success and retention are significantly lowered (Laanan, 1996). Frankie Laanans (1996, 1998) research addressed social components as a factor for student success. In 1996, Laanan conducted a quantitative study that took a deeper scope into how academic and social factors contribute to the success of students. In the research conducted, a primary focal point was examining how involved students were at their respected institutions.

Success and Persistence Factors for Transfer Students of Color The study also took a deeper look into student involvement at their community college level, and also at the four-year universities and colleges to which they transferred. Cross comparisons were conducted in order to explore if students were more successful as a result of greater involvement on campus, or if being less engaged would lead to lesser student success rates. Laanan found that students of color have vastly different experiences, and have different levels of success than their culturally dominant Anglo counter parts (Laanan, 1996). In his findings, Laanan suggests that significant involvement and quality of effort variables contribute to students positive adjustment processes (Laanan, 1996, p.72). Laanan states that student of color further lack encouragement from their families, teachers, colleagues, and community members. He states that the lack of educational guidance and mentoring which students color are presented as they evolve as students ultimately results in a lack of community or representation as they transfer or fail to ever transfer into four-year institutions. As a result students of color are less likely to finish their undergraduate studies and earn their bachelors degree should they academically be able to survive to the point of transferring from a community college at all. (Laanan, 1996). A sense of community and active involvement on campus are essential factors for transfer students of color. They often need people in their lives to help them to drive their ambitions, foster their dreams, or even assist them with the basic collegiate preparation process (Bedsworth, 2006). It is fundamental for students of color to engage with networks of peers and faculty in order to positively impact their involvement on campus and overall retention rates (Bedsworth, 2006). Student involvement outside of the classroom, particularly within the residence halls and campus programs, has also been linked positively to students learning and development, persistence, and retention (Astin, 1977). Based on his research Astin theorizes that student involvement occurs along a continuum, and the amount of learning and personal

Success and Persistence Factors for Transfer Students of Color development within an educational program is directly proportional to the amount of energy invested (Astin, 1977). Astin (1999) further finds a students residence to be probably the most important and pervasive environmental influence on the students persistence in school. Because a student resided in the hall, he or she seemed to possess an advantage over a non-residential student in terms of getting involved in some aspect of campus life, and moreover, this attributed immensely to a students social integration within the institution (Astin, 1999). When students invest time within the community of a university, he or she has greater opportunities to interact with faculty, join student groups, become involved in resident hall life, participate in student government, or join a sorority or fraternity. All of this has been demonstrated to positively impact the students chances of graduating with a degree, and developing on a more holistic level (Astin, 1999). Students who became active on campus were able to better socialize with different racial, ethnic, and cultural groups enhancing their overall college experience, and this exposure deepened their understanding of the differences in communication and interaction styles (due to ethnic, cultural, or racial differences) contributing to a greater sense of community for transfer students. Based on the results and suggestions of Astins studies, universities are better able to understand and cultivate the learning environments that contribute to student retention and persistence initiatives, and thereby to actively increase student success. The foundational inquiry of this research project was directed very specifically at examining the factors which affected the retention and persistence of transfer students of color who had earned, or were positioned to earn, their bachelors degrees. The literature initially and extensively expounds that the dominant factors which influence the retention, persistence, and eventual success in students of color earning a bachelors degree were previous academic

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Success and Persistence Factors for Transfer Students of Color readiness and preparedness, the phenomena of transfer shock, a sense of connection or involvement with their four-institution; and institutional policies, services, and attitudes towards these students. Transfer students of color add an important element of diversity to a college and university campuses. The lack of their presence in the higher education setting and ethnic degree representation in relation to the dominant culture is a disservice to these cultural minorities; and a loss to higher education, other students who attend the U.S. university and colleges, and culture on the whole. Method Participants A total of eleven individuals participated for the study. Since the study focused on exploring the factors that related to the retention and success of transfer students of color all participants of research sampling were transfer students currently enrolled at a four-year institution; or, if graduated with a bachelors degree, had been a transfer students. All participants for various reasons had first attended a community college prior to transferring to a four-year university or college. Among the eleven participants, five identified as female and six identified as male. The study formed a diverse population of student of color with seven participants identifying as Latino, two as bi-racial (equal representation of two races of color), one as African- American, and one as Chinese. Of these; five participants were single, two were single parents, and three were married. In regards to socio-economic status, 70% of the participants identified as low to medium income, and 30% identified as medium to high income. Six participants who had graduated from their four-year institution with the last three years and five participants anticipated graduate dates of May, 2014. All of the participants had attended or

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Success and Persistence Factors for Transfer Students of Color are attending public four-year institution in Southern California. The numbers of students from their specific institutes were as follows:
six attended University of California Riverside three attended California State University Fullerton two attended California State University San Bernardino

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Materials This research project will provide a qualitative understanding of the nature of academic success for transfer students of color who have graduated from a public four year university, or who are on track to do so. Among the factors explored will be the students internal locus of control, or the students belief that she or he can succeed in the higher education environment. The foundations that helped to foster a students confidence and self-concept will also be explored in an effort to discover related themes among these students of color. Lastly; how these students were supported or not supported by the institutes and colleges to which they transferred, and how this cultured or failed to cultivate success for these underrepresented students will be discussed. The research themes to be measured are as follows: Internal Locus of Control: Is the belief held by a student that she or he is in charge of her or his academic success, and that the control of this success is within her or his internal capabilities, as opposed to external forces. Foundations of Confidence and Self-Concept: Is the core elements that created the students belief in self, and her underlying believe in her or his academic ability. Institutional Support of Minority Student Success: Is the transferred students experiences of feeling and being supported or not supported by their transfer institutions whether that support was cultural, services oriented, or both will be explored.

Success and Persistence Factors for Transfer Students of Color These variables were inspired by the themes exposed from the researching the success of students of color, and then specifically chosen to yield a rich landscape relevant student experiences indicative of qualitative research. The research shall be composed of both a focus group and individual interviews of transfer students of color. Dual moderators shall be used for the focus group. The focus group shall be asked a series of ten questions which appear in an appendix. These questions were generated by the researches after a thorough exploration of the scholarly data available on the success of transfer students of color. After the conducting of the focus group by the researchers, the series of questions will be refined and edited to provide a more effective exploration of the themes for the individual interviews. The individual interview shall be conducted one on one [one student and one researcher]. Procedure The initial inquiry began with the conducting of a focus group. The focus group was held at the University of California, Riverside campus on a Thursday evening. The focus group lasted one hour and fifty-two recorded minutes, and had a total of five participants. Prior to the focus group, a list of possible participants was generated by the researchers and then emailed to gage interest and availability. Once all participants confirmed, time and location was established. Participants were chosen by selective sampling due to convenience and availability. Prior to the focus group beginning, each participant was given a questionnaire in order to obtain additional demographic data (see Appendix A). The only instructions given to each of the participants was to be honest and open, and if any question didnt seem clear to feel free to ask for clarification. There were two researchers in attendance at the focus group. There was a predetermined series of questions asked to all of the participants (see Appendix B). Each researcher was given the

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Success and Persistence Factors for Transfer Students of Color flexibility of asking any follow up questions they deemed necessary to enhance the conversation or elaborate on a participants response. The focus group was recorded on two electronic devices so it could be transcribed and coded with complete accuracy. Next, all of the individual one-onone interviews were conducted by a single researcher with six different participants. Each individual interview was conducted separately by a researcher and lasted between 20-25 minutes. The same interview questions given to the focus group were given to each individual interview (see Appendix B). The same instructions were given to each participant in the individual interviews as was given to focus group. Three interviews were conducted each day for two consecutive days inside a private closed door office at two different local community colleges (Mount San Antonio College and Chaffey College). Each individual interview was recorded on two electronic devices so it could be transcribed and coded again with enhanced accuracy. Data Analysis Once the individual interviews and focus group were completed, the research team reviewed the recordings and transcribed all of the data. Multiple hours were invested to ensure with diligence that all of data was transcribed accurately. Upon completion of the transcription the Grounded Theory Method was used to analysis the data collected. The ground theory method is a useful technique designed to gather and identify related themes and relationships from the information given by the participants (Glaser & Strauss, 1967). The process begins by reading and re-reading the data (transcripts from the individual interviews and focus group). During the process of read and re-reading, researchers began to create open codes around the factors relevant to the success of transfer students of color at a four-year university. Each researcher read the transcripts and then re-read the transcripts looking for themes. Words, phrases and ideas were written down as a list. There were a total of forty open-codes. Once the

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Success and Persistence Factors for Transfer Students of Color list was completed, the researchers clustered all of the open-codes into axial-codes (connecting themes). During the process of establishing axial-codes, researchers discussed possible situations for each open-code. Items were discussed until there was a final list of eight axial codes. Once the list was finalized, the researchers discussed a little further and found there were four immerging themes that identified with the research question. Establishing Trustworthiness In any qualitative research project, four issues of trustworthiness arise: credibility, transferability, dependability, and conformability. All are fundamental to establishing the validity of the research data. Credibility refers to the plausibility of the research data, and its results. Lincoln and Guba (1985) state it as credible interpretation drawn from the participants original data. Extensive research as the basis for any qualitative study, thorough and thoughtful procedures integrated into the research process, and insightfully directed questions designed to illuminate a rich and thick description of the dependable subjective data which answers the research question or questions are necessary for establishing research credibility. These researchers (Lincoln & Guba, 1985), further define transferability as the degree to which the findings of an inquiry can apply or be transferred beyond the bounds of the project. Dependability is an assessment of the quality of the integrated processes of data collection, data analysis, and theory generation. Conformability is a measure of how well the inquirys findings are supported by the data collected. In the study, the research was developed on the basis of, and adhered to these strategies to establish its trustworthiness. Checks and balance, triangulation, debriefing, member checks, and independent auditing were utilized to manage the threats to the data. An appendix has been

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Success and Persistence Factors for Transfer Students of Color included with the research questions tailored to explore the factors which effect the retention, persistence, and success of transfer students of color. Findings There were four themes regarding the retention and persistence of transfer students of color that immerged from the study. These were family, economic stability and social capital, adult and peer influences, and confidence and motivation. Family Family influences were the most prominent theme in relation to student success these transfer students of color revealed from this research project. There were four interrelated subthemes that composed this theme: influence, motivation/support, lack of understanding, and setting the example. The majority of students mentioned a family member (e.g. father, mother, both parents, brother, daughter, fianc) who had played a fundamental influencing role in inspiring their college ambitions. The sibling of one student who had passed away prior to having the opportunity to earn his degree served as a powerful and permanent inspiration, My older brother was actually the one who pushed me since I was little. He always said education was first. Other students were positively influenced by the socio-economic difficulties their parent or parents faced as minorities, often with little or no education, in relation to the dominant culture. The words of two students are below: I remember my dad sitting down with me and telling me how hard it has been for him. I never thought of going to college until he planted the seeds into my brain. I think if it wasnt for that moment, and my father; I really dont believe I would have graduated. My mom always dreamed of going to school but couldnt do it as a single mom working two jobs, so at that moment I knew it was important for the both of us.

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Success and Persistence Factors for Transfer Students of Color It can be seen that the socio economic difficulties, and their subsequently difficult lives characterized by harsh work environment and long work hours, that the mothers and fathers of color experienced inspired their children to seek better lives for themselves through education. Knowing their parents dedication to family served as inspiration for these students to make a difference with their lives, change their economic fate, and give back to the parents that had given to selflessly as family providers and caregivers. This served as a constant source of motivation for these students of color to continue and complete their college journey. Participants expressed different sentiments such as: I didnt do it because of me necessarily, but because I wanted to make my mom proud. Another student mentioned, [My father] broke his back day in and day out to provide for us, it was an internal flame that was burning in me to finish college A third said, My mother was my motivation and later my daughter. Waking up to go to class every day and seeing my little girl, it pushed me and drove me to the finish line. Families provided a sense of support of their students, the majority of who were first-generation college students. My mom and family were my everything. They helped with my daughter when I needed something. They were there for moral support and picked me up when I was down. One student mentioned how her parents were in school at the same time as her. She mentioned, When one [of us] was down we all looked at each other for support and motivation. Knowing we were in it together until the end, really helped. For all these students of color; their family dynamics, whether through positive or negative motivation, served to assist students reach their educational goals and aspirations to better both themselves and families. Although many of these students had their family support, some of them faced a lack of understanding from their family. The majority of these students as stated above were first

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Success and Persistence Factors for Transfer Students of Color generation college students. Parental lack of education yielded a lack of awareness regarding the dedication, work, and time commitment required to earn a bachelors degree. One student whose mother worked long hours at her own flower shop commented regarding this lack of parental understanding. Even though Im here now, I go home every weekend and I help my mother in her flower shop. Sometimes I have papers to write. Why you have do school stuff? Why you have to do it? Well I have class. You just have to get out your computer and fill it out. Well, Im not. Another said the following: My mom doesnt understand my school work and how time consuming it could be. She asked to help her to do things around the house when I am in the middle of writing a paper. Sometimes I just want to finish my paper. A single mother explains her frustration towards the lack of support from her family: I think even in my early years sometimes they make feel that I like I have a kid already get your life together like stop trying being a teenager. So I guess you know, get out already and work. I think now my brother sees Im more serious so he is more supportive, but I guess they all just kind need to realize Im not trying to be a teenager. Im not even a party mom, thats the sad part. So I actually like working towards a goal and you know they could have supportive me, they dont realize that I guess. Lastly, many of the students mentioned how they felt they were setting the example to their siblings. One student explained, Im setting higher standards for my sisters. Moreover, others mentioned how family members viewed them as role models for their younger siblings or cousins. This can be seen from one students statement below: My nephews are the ones who are more like; Im very educated, and are looking up to me because in my family [there is] no one to admire. So my cousins say, Look at your tia. My first quarter here(my nephew asked), Tia whats your mascot? I said, I dont

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Success and Persistence Factors for Transfer Students of Color know, a bear I think. And so I go over the following weekend and my nephew tells me, Tia your mascot is a Highlander, its a bear from Ireland. (I said), Oh okay, why? (And he answered), Because it was college week in my school, and I wanted to do your school because you go there. Thats when it hit me. The students of color who participated in this study knew that by earning a bachelors degree that they were changing the educational future of their families. All had a sense of its importance, in relation to its economic benefits and cultural empowerment, and had expectation regarding its merit in bettering the futures of both family and self. Confidence and Motivation Student expressed both confidence and a lack confidence in regards to their abilities as a student. This sense of confidence seemed to be directly related to a students past academic success or difficulties. One student describing her environmental difficulties said as follows: So, I feel like I wasnt very confident even when I got here, I feel like, aum, like when I got hereI was like my writing Im all shaky about the [way] I speak. Because I feel like Im not as intelligent as other people around me. So, I really feel like, aum, a lot of the times whenwhen you grow up like in the neighborhoods that I grew up in, at least Ill speak for myself, you kind of need reassurance to build your self-confidence cause youre not given that confidence when youre in thatin that type of situation. When all youre given is youre going to be a teen mom, and youre going to be a gangster when you grow up. Or, youre going to be a criminal. Or youre like good for nothing.

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A second student explained the impact of her environment on her education as follows: Well I, at least for me, I wasnt a very confidentlike about my education and stuff. I was, aum, not very confident. I think, and personally-wise, Im not confident either. But, aum, growing upI moved a lot when I was in elementary. So I went to like six different elementaries from like first to like third grade. So like I didnt know how to read when I got to third grade cause I missed that.

Success and Persistence Factors for Transfer Students of Color This lack of confidence was imbedded for many students by the time they became college students. The following comment was made by a student regarding his sense of academic confidence and academic worthiness: before I never thought that I was, ah, UC material, you know. When I was here at UCR I was like, What am I doing here? You know, What the hell am I doing here? I dont think Im UC material But, I mean, after a while, after talking to different people, and knowing that they have the same struggles as I did, and once Im here. Aum, I mean, Im, ah, Im obviously doing something right cause Im here. I got accepted, and I got my bachelors.

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His statement implies that more than confidence, determination and motivation were more important internal aspects regarding Latino student retention, persistence, and success. This was echoed by another student, I think that more than self-confidence, ah I think self-confidence can gocome and go; ah, but looking back at it, it was mostly about commitment and discipline. For students of color commitment, discipline, and motivation were the factors that more accurately led to scholarly success since a lack of academic confidence was frequently an obligation which students of color had to overcome: I dont think my self-confidence had anything to do with it. (Pause). I honestly believe that I succeed because I had the motivation to succeed. When I went into college I wasnt the most confident. I didnt want the professor to call on me in class, or I was afraid when group projects had been assigned because I didnt want anyone to think I wasnt as smart as everyone else. But the reason that I finished my associate degree, and transferred, and then earned my bachelors degree was because I was motivated.

Another student contributes this lack of academic confidence to the lack of support received earlier as a student, and again it was the students motivation for success that ultimately resulted in earning a bachelors degree:

Success and Persistence Factors for Transfer Students of Color I dont think my self-confidence played a role in my success as a transfer student. When I started college I didnt even know I could do college. I was not the best student and then when I transferred I still didnt think I could do it. My motivation and drive knowing I had to do it is what led to my success. I didnt have confidence in myself so my drive made up for it. I didnt have confidence cause I was always told that I wasnt the best student.plus I never really tried to be the best student. In high school all my teachers thought I was a slacker

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Of the eleven students interviewed both individually and in the focus group only two indicated confidence as being a positive influencing regarding their educational success, rather than a deficit which had to be overcome. These students statements follow below: I think it [confidence] allowed me to strive for bigger goals. I knew I could do anything that I set my mind too so if I wanted to do something. It was important that I did it and was able to work hard at it because I didnt want to let myself down. My family has contributed to my confidence. They always pushed me to do my best and work hard, and telling me that I can do whatever I set my mind too. This really helped because I knew I could do it, and I wanted to do it.

The second participant added: I was raised to be very confident in yourself, and to work hard. If you set your eyes on something that there is nothing that is going to stop you except for yourself. If you dont work hard and push yourself you are not going to succeed, and I feel that fed into my confidence. I knew I had the drive and passion to keep myself going so nothing was going to stop me expect for me. My parents helped in that manner since they always told me to look at things with an optimistic outlook, and that if there is something I want to work hard and get it.

Success and Persistence Factors for Transfer Students of Color These two students, as well as others, indicated that family was often the well from which students motivations for success sprang. One student indicted that in addition to family, spirituality was an important to his internal desire to succeed: I started reading when I was about sixteen. Not because I enjoyed reading, but I couldnt find answers anywhere else. So, I read The New Earth and The Power of Now, and other readings. So, theyre like spiritual readings, ah; andand so I found, ah you know, it madeit made a lot of sense. I was raised Catholic, and Im still Catholic. I go to church every Sunday. Im in the choir, ah guitar. But, aum, but that book was just talking about how a new earth was possible where we, you know if we reach an certain level of consciousness. It was very logical, and very nicely structured and all this stuff. So I guess I gained mymy motivation, ah, that like a better world is possible through some of this. And then from him, I started reading other I started reading the bible more. And, I started reading Thoreau, and other things. So, I guess my motivation came fromfromfrom spirituality, and these great people talking about that things are possible.

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Adult and Peer Influences In addition to the influence of family, another thematic factor in regards to the retention of students of color is the influence of adults and peers. These influences could, just as with confidence, serve as both a positive and negative influence for students. The impact that high school faculty was cited in this dual manner. One student described a surreal situation that derailed her intent to enroll directly into a four-year institute. She stated as follows: The reason why I went to a community college was because our career counselor; ah, our college counselor I mean, didnt send out my transcripts because I wasnt like, aum, in A or C track which were the like C track was the honors tracks, or whatever, and even though I took AP classes. I took honors classes most the time that I was there since like tenth grade. I took AP classes senior year. But, out of 800 students were graduating was the biggest class for Roosevelt that actually started from like, aum, freshman to

Success and Persistence Factors for Transfer Students of Color senior to graduate. Like there was, aum they had broken a record from past years of less dropouts; and 500, aum, applied. She only sent like 250, aum, transcripts. So a lot of usended up in community college because of that. The y actually fired her because of that. Aum, she had her favorites. I didnt even know that we had a college, aum, corner thing until my senior year. Which she never I never saw her she neveraum, she had to know all of us, and take us out and stuff. No one no none of my friends knew her. When me and my best friend we actually had decent grades, and had applied to a lot of schools and I had asked for my transcripts my best friend she didnt know. She didnt even know where the office was. So she said like, I got in, but they I just got a new email. They rejected me because they didnt get my transcripts. And I was like, They didnt send out yours either? Shes said like, No.

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A second student expressed a similar story of a previous high school teacher undermining her academic abilities. I was walking on campus. It was during the summer so summer school theres not a lot of people. There was a field trip from a high a brand new high school from the valley, and it happened to be my high school teacher that I had for 11th and 12th grade. And I, aum, or no 10th and 11th, and I started working during those years. Aum, so Id stopped caring about school like I would just go, and whatever. I didnt care. Aum, and then he saw me, and then he like he was wearing sunglasses he went like that [gesturing lifting sunglasses in surprise]. And, then he took them off, Judith? I was like, Oh, hi, mister, and you know. And then hes, aum, Youre here? What are you doing here? Well, Im a student here, you know. But, I like, like his reaction was likelike he never would have ever expected me to be here.

Despite the negative influence that some students of color experience from their high school faculty and staff, others were inspired and guided while in high school, and also while in college. One student illustrated the positive impact a caring teacher can have on a student:

Success and Persistence Factors for Transfer Students of Color community college gave me the second chance. Aum, you know, high school I was like the last day I applied. I even sent the little fee waiver slip, and I was like, If I make it nah Im not going to college. My teacher was on top of me, Hey, you know, like, like, did you do it? I was like, Yeah. I did it. Whend you do it? Oh, last night.

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Peers could also hinder or support student success. A negative experience is characterized as follows by one student. I was a great student at junior high, like 3.5 3.6 g.p.a. Once that I got into high school in tenth grade, aum, I had friends that were not good. So, I lost my g.p.a. went like down to a 1.5. Peers could also be supportive. ... My friends are very disciplined. Aum, you know, weI grew up in church, so like we knew all thethelike a bunchlike we used to have, aum How do you say [pronouncing Spanish] debate? Yeah. We used to debate like only who knew more texts of the bible. Aum, and then like, wed go for one hundred verses and go on and on, me and my sisters; and then our mother would give us five bucks or something, you know.

Economical Stability and Social Capital The last theme that came out of the research was desire for economic stability. Economic stability is refers to the idea of status of an individual financially stable, or economic viability. The majority of the students interviewed stated that the idea of being economically stable was a foundational reason for them to go to attend college, and earn a bachelors degree. Participation in as a member of focus group helped to students to make the correlation between education and economics, and ground that understanding. Well, like I said, it was important because, ummm, getting an education, you know your.youreconomic stability, you know. Or, at least thats what everyone says so that what you do. Thats pretty much having economic stability and then that leads to you know, a better life.

Success and Persistence Factors for Transfer Students of Color For most students the understanding of this already existed. Many had been told that an education will better prepare them to build a strong financial foundation for their future, but the more visceral experience was the reality that within their socio-economically challenged families students of color had lived through the difficulties that the lack of education and career choice had caused for their parents and families. When asked when he first remembered deciding that he wanted to earn their bachelors degree one student answered: My parents always told me I was going to go to college and get my degree. They wanted me to be better off than them. So knowing that education was important I knew I had to go for them. It was instilled that college is a must and that no matter what I was going to finish. A good education means a better job. A better job means more money and more money means stability. My parents had to work their fingers to the bones. They had two jobs each and barely made ends meet. They didnt graduate high school so they could only get the left over jobsmostly cleaning up after others. So I learned that education in the US is so important and it should be on everyones list of things to do.

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Students expressed in the interviews that by seeing their parents struggle financially, and seeing them have to work multiple jobs to provide for their family pushed them to earn their degree. All of the participants identified getting an education with social capital. For these transfer students of color the idea of wanting to get an education was entwined with achieving stability for themselves and also for their entire family. They wanted to provide for their parents in a socioeconomic manner that their parents deserved based on their scope of their hard work and ceaseless giving, but that their parents had been unable to provide for them as children. They sense of family required that they give back in gratitude to their parents, and with the better prospects that would result from a higher education mantle the role of care giver. The participants felt that social capital was vital in todays economy and could not be obtained without an education. A student expresses the following: In the United States to have

Success and Persistence Factors for Transfer Students of Color a socioeconomic status you need an education..mmmm.look at my parents, they have no degree, and they are on the bottom of the social ladder. The majority transfer students participating expressed the importance of getting an education in relation to social and economic well-being. Five individuals characterized this correlation as a societal expectation. This sense was captured by a student who had become a parent prior to beginning her undergraduate studies. Parenthood provided her a new lens with which to view the need for her to earn her education. Like it was kind of like your parents really push that on you because they, umm, just have you look at their example and see how they struggled like financially and even like physically, likelike the burden of the job. So they push that on you and essentially like it just kind of becomes like, I have to do this. And I did. I tried community college or college after high school but financial aid and whatever so I took a semester off. And, then I had a little joy. And, umm, I think that when I was pregnant I realized, like crap.like, I need to go to college. Because 10 dollars an hour is not probably going to cut it for the rest of my life not with my expensive habits. So, year, thats when I really decided likelike I need to make this happen like now.

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Nearly all of the participants explained the importance of getting an education and its correlation with financially stable. They believed that by getting an education they can better prepare for their future. This common belief propelled these transfer students of color from their high schools, to their community colleges, and eventually to their four-year colleges or universities. Discussion In exploring the factors which influenced the retention and persistence of transfer students of color this study found four immerging themes from the data from eleven randomly selected participants. These were family influences, the desire for economic stability and increased social capital, adult and peer influences, and confidence and motivation with family

Success and Persistence Factors for Transfer Students of Color influences being the dominant theme. Students expressed family as the source for their motivation to obtain an education. Their comments reflected a sense of gratitude towards their parents for their hard work as providers and care givers. However, the literature collected for this study does not support this finding. There is little literature on family being transfer students influence and motivation to attend a four-year university. The majority of the current research regarding transfer students explores the phenomena labeled transfer shock. Transfer shock is a term applied to the factors which result in transfer students experiencing a decrease in their grade point average their first year at a senior institution (Wang, 2012). It can be applied to factors which affect student success that exist within the student, as in previous academic preparation; or to describe the impact of institutional support or the lack thereof in relation to its enrollment body of transfer students (Duggan & Pickering, 2008). One can assume that family is a common theme among Latino students since the majority of the students in our sample identified as Latino or Latina. In 2000 the research of John Hernandez (2000) stated that for Latino students their families were sources of support and encouragement that contributed to their persistence with their studies at the senior institutions, and success in earning a bachelors degree. More research is merited in relation to the family and how it influences the retention of students of color. Laanan (1996) reports that students of color lack encouragement from their families. Based on this study it is possible that Laanans research might be better reinterpreted as a lack of family understanding for these students in color in relation to the demands and dynamics of higher education, rather than a lack of encouragement that implies any sense of diminished value or hopes for these students. Many of the participants in this study were first generation college students. Because the parents of these first generation college students have not attended a

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Success and Persistence Factors for Transfer Students of Color university themselves there is a gap in their understanding of the nuances regarding all that is demanded of this first-generation child, and it often proves difficult to balance their academic studies with family responsibilities. Much of the research for this project indicated the difficulty that students of color have accessing higher education (Wang, 2009; Wang, 2012; Herzog, 2005; Meguizo 2007). One of the unique aspect of qualitative research, over quantitative, is its ability to bring the human truth and individual voices to light. As suggested by Hernandez (2000) this project focused on factors that would illustrate the factors that influenced success in students of color in this humanistic sense. This focus compliments the body of quantitative data which illustrates the difficult cultural dynamic that students of color face, but it is different. It hopes to provide solutions for educators aware of the scope of the problem. John Hernandez (2005) cites the I want to do it quality that Latino students possess as the major theme of his research. It is the students beliefs that they have the ability to earn a bachelors degree. This research project inquiries into the why and how nature of this confidence of self that exists within successful transfer students of color. What was found was that sense of confidence was more frequently absent in the members of our research sample than it was present. The more relevant factor for this group of students was the characteristic to be determined or motivated to succeed despite a lack of confidence. Hernandez (2005) indicated a difference, but relation in confidence and motivation; and this seems to be verifying his results. Adult and peer influences also proved to be a theme that was presented by this research project. The initial research of the literature for this study did not focus in this area, and would suggest that the influence of specifically high school faculty and administrations, as well as peer

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Success and Persistence Factors for Transfer Students of Color influences be explored further. Both adults and peers served as both positive and negative influencing factors. In the smallest sense best practice guidelines could be developed for high school staff and faculty in relation minority students, and training given to educators as need. Research indicates family influence as relevant to Latino success (Hernandez 2005). It may be able to be concluded from this research project, and other more detailed supporting studies, that this same drive also connects Latinos to community. Several of the participant in this study expressed being involved in support organizations at their university, such as the Puente program. These Latino students also voiced providing support to others, whether transfer, high school, or junior high school students. And almost all mentioned the importance of earning a degree to their families, siblings, and extended families. The desire for economic stability appeared to be a determining factor for the participants in regards to graduating from a four-year institution with bachelors degrees. Nearly all of the students stated that they were driven to get their education as a means to establish economic stability. For these students of color the idea that an education would lead to a better paying job motivated them. Initial research did not showcase economic stability as a motivating factor. However, upon further investigation, there appears to be a few findings researching into socioeconomic ambitions or desires as a source for increases motivation. Research shows that when there are monetary ties to a goal, the outcome tends to be more positive (Inglehart, 1997). Based on this study, these results appear to be valid. Participants established a goal (getting their degree), and focused on the idea that it would lead them to economic stability (monetary tie). According to Inglehart, if an individual feels that they will be compensated for achieving a particular goal they are more inclined to successfully complete the given task.

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Success and Persistence Factors for Transfer Students of Color In addition to Inglehart, Morris states that in todays society mone y and finances are a driving force for many individuals in the United States. According to Morris (2010), Money, is often what greases everyones wheels. If an individual feels that they will be financially compensated than they will be more motivated and hardworking (p. 102). In recent years, research shows that a key factor in motivating individuals are rewards, and typically the most successful reward is money (Morris, 2010). However neither Inglehart, nor Morris correlated education as the task or goal demonstrated to be related positively with monetary ties it associated outcomes. With the lack of literature it appears that the theme may be challenged in the future once additional research has been conducted. The theme can also be challenged because of the limited demographics of the transfer student of color sampled in this study. The students were all from southern California, and the themes exposed could be likely rooted in upbringing and perspective bound by such. In other words, the sampling was limited, and the results may not be extendable to other areas or institutions. However, based on this study there appears to be a theme between economic stability as a factor in finishing ones education for transfer students of color, and further research would be merited. Suggestions for Practice Based on this qualitative study we recommend for universities to create a parent newsletter. This newsletter should be written in parents native language in how they can best support their students while they are attending a four-year institution. Moreover, transfer students expressed the need to have a transfer center where they can meet other transfer students and share their experiences. There seemed to be a serious lack of support for single parent transfer students. Having more services this sub-group of transfer students of color, such as clubs or

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Success and Persistence Factors for Transfer Students of Color advisors, could provide support for them as undergraduate student parents. Many transfer students are not taking advantage of the many services that university offers based on the interviews. Universities should create greater visibility regarding its programs and resources available to its transfer students on the whole, and specifically these transfer students of color. Limitations The limitations of this research project were its sample size and the narrow demographics of its participants. The sample was size was just eleven students or graduates. A larger sampling from multiple institutes would likely yield a study with richer results and an inherent greater degree of transferability. Time was another limitation experienced. Having to conduct the research study in a matter of a few weeks was not enough time to conduct a more deeply constructed qualitative inquiry. Additional time would have allowed more depth in exploring the voices of more individuals, conducting additional focus groups, and soliciting participation for students from a greater breadth of institutes. Time would have also allowed for follow up time with each participant to ask additional questions. These broader perimeters would present the possibility of producing a richer pool of data and assumedly larger landscape of theme to code, and greater transferability an understanding in relation to the factors which have on impact on the retention and persistence of transfer students of color. Suggestions for research Many of the participants mentioned that confidence and motivation were key factors in earning their bachelors degrees. It would be interesting to explore this topic further. Such possible areas to explore would be how confidence is gained, what keeps individuals motivated, and the psychological foundations that foster success in these transfer students of color. This study was an excellent starting point for these suggested topics, but is only beginning to delve

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Success and Persistence Factors for Transfer Students of Color into these motivating psychological factors. Future research would be pivotal in mapping an understanding about the factors that impact the success of students of color. Further research in regards to economic well-being as a source for motivation for students of color in pursing an education would also be relevant. Many participants mentioned that the desire for economic stability motivated them to pursue their bachelors degree, but currently there seem to be limited research in this area with this group of students. No findings demonstrated economic factors as a source of motivation for students of color completing their bachelors educations during the literary review for this study; yet all participants expressed the idea of being economically stable, and the desire to provide for not only their future families and dedicated parents. The majority of the participants wanted financial freedom and saw education as their vehicle its achievement. Taking the limitation into consideration, it would be a great idea to elaborate on the current study nationwide. Having student voices from all areas of the United States would help to eliminate any value/belief bias that may have arisen by sampling a limited area. Also increasing the sample size will add validity to the occurring themes that would be established. A more extensive timeframe for time to conduct interviews and focus groups could deepen and expanded the research themes resulting in a richer body of data. Transfer students of color are a vital to any college campus, and culturally their fair representation is important. Insuring that the experience, dynamics, and voices of the small percentage of students of color that through varied factors are motivated to succeed despite the often academically undermining cultural barriers is of extraordinary value for the future generations of these students as universities set about to create better support systems and enhance existing programs to increase access and success for these minority groups.

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Success and Persistence Factors for Transfer Students of Color References

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Astin, A. W. (1977). Four critical years. San Francisco: Jossey-Bass. Astin, A. W. (1999). Student involvement: A developmental theory for higher education. Journal of College Student Development, 40(5), 518-29. http://eric.ed.gov/?id=EJ614278 Attewell, P., Lavin, D., Domina, T., & Levey, T. (2006). New evidence on college remediation. The Journal of Higher Education, 77(5), 886-924. http://www.gse.uci.edu/person/domina_t/docs/JHE%20remediation%20final.pdf Bahr, P. (2010). Preparing the underprepared: An analysis of racial disparities in postsecondary mathematics remediation. The Journal of Higher Education, 81(2), 209237. http://muse.jhu.edu/journals/jhe/summary/v081/81.2.bahr.html Berger, J.B. & Malaney, G.D. (2003). Assessing the transition of transfer students from community colleges to a university. The Journal of Higher Education, 60(5), 1-23. http://works.bepress.com/joseph_berger/5/ Boswell, K. (2004). Bridges or barriers: Public policy and community college transfer function. Change, 36(6), 22-29. http://eric.ed.gov/?id=EJ708608 Duggan, M. H., & Pickering, J. W. (2008). Barriers to transfer student academic success and retention. Journal of College Student Retention: Research, Theory & Practice, 9(4), 437459. http://baywood.metapress.com/app/home/contribution.asp?referrer=parent&backto=issue ,3,6;journal,23,56;linkingpublicationresults,1:300319,1 Harper, S. R., & Quaye, S. J. (2009). Student engagement in higher education: Theoretical perspectives and practical approaches for diverse populations. New York, NY: Routledge. Hernandez, J. (2000). Understanding the retention of Latino college students. The Journal of

Success and Persistence Factors for Transfer Students of Color College Student Development, 41(6), 575-584. http://eric.ed.gov/?id=EJ621100 Herzog, S. (2005). Measuring determinants of student vs. dropot/stopout vs. transfer: A first-to-second year analysis of new freshmen. Research in Higher Education, 46(8), 883-928. doi.http://dx.doi.org/10.1007/sw11162-005-6933-7 Hills, J. (1965). Transfer shock: the academic performance of the transfer student. The Journal of Experimental Education, 33(3), 19-31. http://www.jstor.org/discover/10.2307/20156766?uid=3739560&uid=2129&uid=2&uid= 70&uid=4&uid=3739256&sid=21102658499241 Ishitani, T. (2008). How do transfers survive after transfer shock? A longitudinal study of transfer departure at a four-year institution. Research in Higher Education, 49(5), 403419. doi.http://dx.doi.org/10.1007/s11162-008-9091-x Inglehart, R. (1997). Modernization, cultural change, and the persistence of traditional values. Journal of Political Science, 31(2), 381-392. doi: http://dx.doi.org/10.1017/S00084239 00019934 Jain, D., Herrera, A., Bernal, S., & Solorzano, D. (2011). Critical race theory and the transfer function: Introducing a transfer receptive culture. Community College Journal of Research and Practice, 35(3), 252-266. http://dx.doi.org/10.1080/10668926.2011.526525 Kuh, G. D. (1995). The other curriculum: Out-of-class experiences associated with student learning and personal development. Journal of Higher Education, 66(2), 123-155. http://www.questia.com/library/1G1-16769817/the-other-curriculum-out-of-classexperiences-associated Laanan, F. S. (1996). Making the transition: Understanding the adjustment process of community college transfer students. Community College Review, 23(4), 69-84. http://crw.sagepub.com/content/23/4/69.extract

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Success and Persistence Factors for Transfer Students of Color Laanan , F. S. (2007). Studying transfer students: Part II: Dimensions of transfer students' adjustment. Community College Journal of Research and Practice, 31(1), 37-59. doi:10.1080/10668920600859947 Melguizo, T. (2007). Latino and african-american students transfer pathway to elite education in california. Change, 39(6), 52-55. http://www.changemag.org/Archives/Back%20Issues/NovemberDecember%202007/abstract-latino-african-students.html Melguizo, T., Keinzl, G., & Alfonso, M. (2011). Comparing the educational attainment of community college transfer students and four-year college rising juniors using

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propensity score matching methods. The Journal of Higher Education, 82(3), 265-291. http://muse.jhu.edu/journals/jhe/summary/v082/82.3.melguizo.html Morris, J. (2010). Motivation and monetary incentives: A closer look. Journal of Management and Marketing, 17(7), 98-106. doi: http://dx.doi.org/10.1017/S00084239659713619 Townsend, B. & Wilson, K. (2006). A hand hold for a little bit: factors facilitating the success of community college transfer students to a large research university. Journal of College Student Development, 47(4), 439-456. https://muse.jhu.edu/login?auth=0&type=summary&url=/journals/journal_of_college_stu dent_development/v047/47.4townsend.html Wawrzynski, M. R., & Sedlacek, W. E. (2003). Race and gender differences in the transfer student experience. Journal of College Student Development, 44(4), 489-501. doi:10.1353/csd.2003.0045 Wang, X. (2009). Baccalaureate attainment and college persistence of community college transfer students at four-year institutions. Research in Higher Education, 50(6), 570-588.

Success and Persistence Factors for Transfer Students of Color doi.http://dx.doi.org/10.1007/s11162-009-9133-z Wang, X. (2012). Factors contributing to the upward transfer of baccalaureate aspirants beginning at community colleges. Journal of Higher Education, 83(6), 851-875. http://research.policyarchive.org/95965.pdf

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Success and Persistence Factors for Transfer Students of Color Appendix A Intake Form Full name: ____________________________________________________________________ Major: _________________________________ Gender: ______________________________

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Race:_________________________________________________________________________ Marital Status: Single Single Parent Married Divorced Widowed

Language (s) you learned to speak at home: __________________________________________ Circle the income that applies to you: (If Dependent circle your parents income) Low-Medium Parents education level: Father o Never attended o Elementary o Middle School o High School o Some College o Four- year Graduate o Postgraduate Mother o o o o o o Elementary Middle School High School Some College Four- year Graduate Postgraduate Medium-High High

Success and Persistence Factors for Transfer Students of Color Appendix B 1. When is it that you first remember deciding that you wanted to earn a bachelors degree? a. Why was that important to you? 2. What factors formulated your decision to attend a community college before transferring to a four-year college or university? 3. What or who was the source of your motivation to earn a bachelors degree? 4. What elements, internal or external, was important to your success as a transfer student? 5. How did your self- confidence help you succeed as a transfer student? 6. Describe your academic work ethic. 7. In what ways has your family been supportive? 8. In what ways has your family not been supportive? 9. What student services or activities; such as career services, student activities or organizations, and academic advising; did you find beneficial as a transfer student? 10. Did you find any of these services or activities not really helpful or effective? 11. Did you feel supported by your 4-year institution as a transfer student? Why or why not? 12. Why do you feel a sense of connectedness was important to you, or your success? 13. If you could make improvements for transfer students regarding their sense of connectedness upon entering their new university or college from their community college what would this be? 14. Based on your experience as a transfer student why do you feel that your suggestions would be effective?

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