Transitioning Experiences of Transfer Students - Dalinda Lou Martínez

TRANSITIONING: EXPERIENCES OF TRANSFER STUDENTS By Dalinda Lou Martínez A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of Higher, Adult, and Lifelong Education—Doctor of Philosophy 2016 ABSTRACT TRANSITIONING: EXPERIENCES OF TRANSFER STUDENTS By Dalinda Lou Martínez Transfer students are a growing undergraduate population in higher education. Large numbers of underserved students, low-income, first-generation college students and students of color tend to begin their postsecondary education in community colleges. Yet, many studies show that while students may have intentions to transfer and obtain a bachelor’s degree, many do not. It is important to know what transfer students draw upon as resources to be successful in their degree attainment.

The purpose of this study was to understand the post-transfer experiences of underserved transfer students related to transitioning after they enrolled at the new institution when existing in a native student paradigm, meaning in an environment normed on native students who began at the institution. This qualitative study is guided by transition theory. This exploratory holistic case study was conducted to gain an understanding of the factors that contributed to the post-transfer experience of students, with a special interest in aspects of the institution. Respondents filled out an online demographic questionnaire and 27 individuals were selected to participate in one round of interviews (45-60 minutes).

The findings show that the participants encountered both academic and social challenges. Through transitioning capital, the participants mitigated these challenges and contributed to their continuous transitioning at the senior institution. Implications for practice, policy, theory and suggestions for future research are presented. Copyright by DALINDA LOU MARTINEZ 2016 To all the transfer students I have met whose path is not exactly what they planned but who continue to put one foot in front of the other.

You have given voice to so many others. Keep fighting, keep struggling, keep faith that you belong! Our world needs you. iv ACKNOWLEDGEMENTS Primeramente a Dios le doy las gracias. My sincerest thanks to people from all parts of my life, especially from the Rio Grande Valley, my hometown of Weslaco, Texas: I am blessed with many friends like the Silvas and the Castellanos who supported me with love and prayer.

From the University of New Mexico, especially mi familia from El Centro de la Raza and my RA friends, thanks for being my foundation for my passion of putting students first. Carolyn Sandoval, you have been an inspiration. I thank you for never judging me and always making me laugh. Luis Romero, si se pudo Valluco! You are a wonderful human being who drives me crazy but I am eternally grateful for our friendship.

To my University of Texas at Austin friends, thank you for supporting my decision to pursue my degree. Alex Salinas, I’m waiting to call you Dr. soon, so do what you got to do, to be what you are meant to be. Kedra Ishop, thank you for keeping it real.

Through multiple conversations, I learned that what is not in the textbook is only believable with experience. I appreciate the insight and drive to continue to bridge scholarship with practice. And of course to my Michigan State University friends, Drs. Leanne Perry, Missy Soto, Christina Yao and my buddy, LJ Shelton, you convinced this Texas girl to come to frigid MSU and for that I am glad for peer pressure.

To my HALE cohort, especially my A-Team (Drs. Tonisha Lane, Michelle Vital and soon to be Dr. Erin Carter), you held me accountable and made it possible for me to finish. To Rueda Latin@, you encouraged me to stay connected to my roots and to remember that we are all in this together.

My deepest appreciation is for my advisor, Dr. You made me believe that I could get through this process. Since day one, you held me accountable to my own hopes and dreams. I am forever thankful.

I also want to acknowledge my committee members for making v this dissertation a stronger narrative of transfer students. Brendan Cantwell, thank you for your insight on this study; Dr. Patricia Marín, gracias for pushing me to be a better scholar; Dr. Kim Maier, the long talks over the years helped keep me sane and maintain perspective.

To the rest of the HALE faculty and staff, I am extremely thankful for your understanding and support so that I could keep striving toward this goal when I had to tend to family matters. Dorinda Carter, kicking you off my committee was a smart move on my part because although you were my professor first, you most importantly became my friend. To my Lucy, the most loving and enjoyable dog that brings joy and laughter to this world, you were ever so patient until you let it be known that you had enough of these PhD shenanigans and tore up my book, papers, and the window. Lucy has truly been my best friend.

To the future Dr. Bernadette Castillo, three words started our relationship: Faith, Hope and Love! Oh, the days of narratives and graduation ceremonies to great parties and walks with Lucy. You are the smart one, crazy for joining me on this journey, but brilliant in what you bring to the field of education. I am forever thankful for your trust in us.

You are my biggest supporter and I thank you from the deepest part of my soul. I am proud of the work that you do and look forward to watching you walk across that stage. You make our community proud. And finally, I want to acknowledge la Familia Martinez, ¡No es la única pero si la mejor! From the Val-Verde Flea Market to the University, Mom and Dad, you are the hardest working people I know.

Your words, “do what you have to do,” kept me moving forward. My brothers and sisters: Jr, David, Debbie, Anna, Lidia, I hope you know your support means the world to me. I took this path to help build a better future for Trae, Alyssa, Ryan, Veronica, David, Eric, Danyella, Nicolas and Briana. Your love and prayers were felt all these years.

I hope I made you all proud. vi TABLE OF CONTENTS LIST OF TABLES. x LIST OF FIGURES. xi CHAPTER 1: INTRODUCTION.

1 Purpose of Study. 6 CHAPTER 2: LITERATURE REVIEW. 8 Theories of the Student Experience. 9 Framework: Schlossberg’s Transition Theory.

11 Characteristics of the Particular Transition: First-Year Experience. 12 Native student paradigm. 12 Characteristics of Individuals Experiencing Transition: Transfer Students. 16 Pre-transfer factors.

17 Characteristics of the Pre- and Post-Transition Environments. 18 Pre-Transition Environment: Sending Institution. 19 Institutional relationships and policies. 20 Post-Transition Environment: Receiving Institution.

21 Role of institution in persistence. 22 Challenges to persistence. 26 Adaptation as Transition to the New Environment. 27 Using the 4Ss: Situation, Self, Support, and Strategies.

31 Case Study Approach. 31 Research Site and Location. 33 Participants of Study. 38 vii Data Analysis.

46 Trustworthiness and Internal Validity. 47 Role of the Researcher. 64 Finding Support Networks. 64 Diverse student body.

66 Faculty and staff. 69 Creating Support Networks. 70 Living on campus. 72 Native student paradigm.

75 Transfer student stigma. 88 Out-of-state transfer. 90 Transfer Student Challenges. 97 Identify other transfer students.

97 Embrace school spirit. 98 Purposefully choose housing arrangements. 99 viii Leverage work experiences. 100 Engage in classroom leadership.

101 Capitalize on university opportunities and resources. 103 Equation of Ss. 107 Summary of Findings. 111 Discussion of Findings.

111 Pre-Transfer Experience. 116 Native Student Paradigm. 117 Transfer Student Challenges. 120 Identify other transfer students.

120 Embrace school spirit. 121 Purposefully choose housing arrangements. 121 Leverage work experiences. 121 Engage in classroom leadership.

122 Capitalize on university resources and opportunities. 122 Study Implications and Recommendations for Future Research. 122 Implications for Practice. 123 Implications for Policy.

124 Implications for Theory. 125 Recommendations for Future Research. 128 APPENDIX A: Lateral Transfer. 129 APPENDIX B: IRB Approval Letter.

130 APPENDIX C: Participant Solicitation Letter. 131 APPENDIX D: Profile Demographic Questionnaire. 132 APPENDIX E: Participant Consent Form. 133 APPENDIX F: Demographic Survey.

134 APPENDIX G: Comprehensive Participant Demographics. 140 ix LIST OF TABLES Table 3.1 Demographic Summary of Participants .1 Summary of Key Themes and Mechanisms .1 Participant Demographics, Pathways, College, 1st Generation College Student Status and Pell-Eligibility Status .137 x LIST OF FIGURES Figure 1: Adapted from Schlossberg’s Transition Model .8 xi CHAPTER 1: INTRODUCTION President Obama argued that increasing the number of educated citizens within the United States is important to maintain global competitiveness for the nation’s economy (2014). Additionally, Carnevale and Rose (2011) reported that the United States needs an additional 20 million postsecondary-educated workers by 2025, requiring 15 million individuals to earn their bachelor’s degrees in order to compete in the global market. Bachelor’s degree recipients include not only native students but also transfer students.

Native students are undergraduates who begin their education at the place where they complete it (Adelman, 2006). Transfer students are those who did not originally begin their postsecondary studies at the university where they are currently enrolled (Tinto, 1993). While bachelor’s degree recipients are typically assumed to be native students, the ability of transfer students to contribute towards this socioeconomic need is often overlooked (McGlynn, 2013a). Transfer students represent a growing contingent within the larger student population in postsecondary institutions due to an increased emphasis in higher education enrollment and degree attainment for transfer students (Hagedorn, 2006; Nuñez & Elizondo, 2013; Shapiro et al.

There is much progress to be made on degree completion if the United States is to reach its goal by 2025; transfer students help fill this need and are an essential part of the equation. Students from community colleges are the largest population of transfer students (Carnevale & Rose, 2011). The community colleges play a unique role in providing access to underserved students. Community colleges are a gateway to the baccalaureate for an increasing number of students, especially for students of color and other underrepresented groups, such as first-generation college and low-income students (Bensimon & Dowd, 2009a; Crisp & Nora, 2010; Handel & Williams, 2012; Laanan, 2007; Melguizo, 2007).

These underserved students 1 have already faced difficult circumstances but continue to use community colleges as a vehicle towards earning a bachelor’s degree. Unfortunately, not all students who transfer to four-year institutions achieve a bachelor’s degree. The National Student Clearinghouse Research Center found that students who started their college careers at community colleges had a bachelor’s degree completion rate of 16.2%, while students who started at four-year public institutions had a completion rate of 62.8% (Shapiro et al., 2013; Shapiro, Dundar, Yuan, Harrell, & Wakhungu, 2014). The disparity in types of degrees, based on where students initiated their postsecondary education, perpetuates the stratification of opportunities to underrepresented communities where low-income and students of color are marginalized (Bensimon & Dowd, 2009; Shapiro et al.

Although there are many underserved students enrolled in community colleges, it is not sufficient that they gain access to four-year institutions; they must complete their bachelor’s degree in order to change the stratification of opportunity (Carnevale & Rose, 2011). However, what is less clear in the existing discourse is how to better serve transfer students, including underserved students, to persist while enrolled at the bachelor’s degree-granting institution. Thus, it is important to understand the experiences of these students post-transfer. Although there are more transfer students enrolled in institutions of higher education than before (Handel & Williams, 2012; Normyle, 2014), very little research has been done on the persistence of transfer students at the receiving institution.

The persistence literature focuses on native students and overlooks transfer students who move from one institution to another or many (Tuttle & Musoba, 2013).