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ERIC Number: ED524957
Record Type: Non-Journal
Publication Date: 2010
Pages: 160
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1244-5031-5
The Effect of a First-Year Experience Program on Transfer Readiness and the Transfer Process of Community College Students
Mosqueda, Cynthia
ProQuest LLC, Ph.D. Dissertation, University of California, Los Angeles
Close to 71% of Latino students enrolled in community colleges declare transfer as their primary goal, but only 7-20% ever transfer to a four-year institution. Research has demonstrated that, when Latino students start at a community college, their chances of earning a bachelor's degree is less than that of students with similar academic backgrounds who start at a four-year institution. Although research has shown the effectiveness of using FYE programs to improve student retention and persistence, few studies have investigated the role that FYE programs play in helping students, particularly Latino students, become transfer ready at the community college level. The purpose of this study was to examine the relationship between FYE programs and students becoming transfer ready. The participants belonged to three cohorts: FYE transfer-ready, FYE transferred, and a comparison cohort of students who did not participate in the FYE program but who had characteristics similar to those in the program. All participants were able to navigate the transfer process and eventually transfer to four-year institutions, with the exception of students in the FYE transfer-ready group, who were awaiting offers of admissions but were eligible to transfer. Data were drawn from student interviews, FYE coordinator interviews, biographical surveys, academic transcripts, institutional data on course progression, persistence, and transfer rates of FYE students were examined. A semi-structured interview protocol was used for student and coordinator interviews. A grounded theory approach was used to form the categories and themes that emerged. The results demonstrated that FYE programs can be effective in helping students transfer. FYE programs have the potential not only to help students understand transfer requirements but also to influence student decision-making toward transfer. Further, the students in FYE cited frequent faculty and counselor interactions and reported a smoother transition to college. FYE students reported learning about transfer through their FYE counseling classes and had higher levels of interactions with their counselors and faculty. The findings can inform future FYE coordinators interested in designing an FYE program that focuses on preparing students for transfer and may be relevant to college administrators, transfer directors, and faculty interested in increasing transfer rates. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Two Year Colleges
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A