ERIC Number: ED450827
Record Type: RIE
Publication Date: 1995-Dec-4
Reference Count: N/A
Solving the Transfer Puzzle: What Issues Affect Minority Transfer Students? [Videotape].
American Association of Community Colleges, Washington, DC.
This 90-minute videotape presents a panel discussion of postsecondary leaders on issues pertaining to minority transfer students. Studies have found that the provision of the first two years of a bachelor's degree is one of the primary functions of community colleges. However, transfer success does not always come smoothly for minority students. Out of all minority freshmen entering higher education, 47 percent are enrolled in community colleges. Studies have found that, of the students entering in-state public universities, about 12 percent of black and Hispanic students have transferred, while about 23 percent of white and Asian students achieved the same goal. Researchers have found that the percentage of transfer students persisting until getting their bachelor's degrees was about the same as students who started at a four-year institution, 69 percent. Many factors account for the difference in the transfer success rate between minority students and majority students. The university environment may be more supportive of majority students than minority students. More minority students may need to work long hours, which may interfere with school. Maybe they lack self-advocacy to push themselves. Feelings of alienation by black students at majority campuses and lowered expectation by faculty could also affect minority transfer students. (JA)
Descriptors: Academic Achievement, College Transfer Students, Community Colleges, Degrees (Academic), Higher Education, Minority Groups, Transfer Programs, Transfer Rates (College), Videotape Recordings
American Association of Community Colleges, One Dupont Circle, N.W., Suite 410, Washington, DC 20036 ($10). Tel: 202-728-0200. Web site: http://www.bookstore.aacc.nche.edu.
Publication Type: Non-Print Media; Reports - Descriptive
Education Level: N/A
Authoring Institution: American Association of Community Colleges, Washington, DC.