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ERIC Number: EJ1138267
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Reference Count: 37
Latino Student Persistence Strategies in Transferring from Community College to Tier 1 Universities: A Phenomenological Analysis
Harris, Linwood N.
European Journal of Educational Research, v6 n2 p113-122 2017
This study is a departure from discussions on why community college students do not transfer in large numbers, but instead, provides an analysis of Latino students from community college who have successfully transferred to Tier 1 universities. The conceptual framework included student engagement theory (Kuh, 2003), the support for student autonomy (Koestner et al., 2015), and the importance of students studying to mastery (Sarwat & Irshad, 2012). These theories were applied to the central research question, "What strategies do Latino students from a community college use to create a successful transition from community college to Tier 1 colleges and universities?" The researcher generated six themes on how Latino students experienced successful transfer: institutional support, student transfer experiences, strategies to adapt, financial support, studying to mastery, and family support as major factors for academic success. These findings would be significant to student development specialists in community colleges. Further, such findings can be used to support Latino community college students as they sought transfer to four-year colleges and universities.
Descriptors: Hispanic American Students, Two Year College Students, College Transfer Students, Student Adjustment, Student Experience, Financial Support, Mastery Learning, Family Role, Student Personnel Services, Phenomenology, Interviews
Eurasian Society of Educational Research Association. Ataturk District 70.Str. No:15 Gaziantep, Turkey 27260. Tel: +90-342-2116792; Fax: +90-342-2116677; e-mail: firstname.lastname@example.org; Web site: http://www.eu-jer.com
Publication Type: Journal Articles; Reports - Research
Education Level: Two Year Colleges; Higher Education; Postsecondary Education
Authoring Institution: N/A