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The handoff: the influence of higher education institutional collaboration to support traditional first-time full-time Black male transfer student success
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The handoff: the influence of higher education institutional collaboration to support traditional first-time full-time Black male transfer student success
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Content
The Handoff: The Influence of Higher Education Institutional Collaboration to Support
Traditional First-Time Full-Time Black Male Transfer Student Success
Billy Hébert, Jr.
Rossier School of Education
University of Southern California
A dissertation presented to the faculty
in partial fulfillment of the requirements for the degree of
Doctor of Education
December 2024
© Copyright 2024 by Billy Hébert, Jr. 2024
All Rights Reserved
The committee for Billy Hébert, Jr. certifies the approval of this Dissertation
Eric Canny
Erika Page
Daniel Abankwa
Douglas Lynch, Committee Chair
Rossier School of Education
University of Southern California
2024
iv
Abstract
The college completion rate of traditional first-time full-time Black male transfer students is an
important topic to address. This demographic continues to struggle with on-time completion
within 6 years of initial matriculation. This field study explored the experiences and challenges
this demographic continues to face as they navigate social, emotional, academic and financial
barriers that have historically impeded progress to bachelor’s degree completion. The
collaboration between institutions during the transfer “handoff” is explored, including the
support and services offered and utilized by the students. To determine the impact of institutional
collaboration has on the degree completion of these students, if any, interviews were conducted
with a purposeful sample of Black men who transferred between institutions and completed their
degrees within 6 years. Understanding how they were able to accomplished this goal which the
data reflects is not the narrative, is a large part of the study focus. Respondents shared their lived
experiences as transfer students, the barriers they encountered, and coping strategies they utilized
to succeed academically. Interview findings showed that these respondents experienced the same
barriers as many who came before them, and that something has to change in higher education.
The results of the study led to recommendations that include having standardized college transfer
metrics for students, creating transfer support services program centers at universities, and
developing a collaborative institutional partnerships program. These recommendations are
intended to create new opportunities for institutions to work more in collaboration in ways that
are extreme and noticeable to facilitate change and address inequitable circumstances for Black
male transfer students.
v
Dedication
To me, nothing is possible without the Heavenly Father and my Lord and Savior, Jesus
Christ. I have stopped trying to count the many blessings and comfort provided during this
journey with every passing day. There is actually a blessing in just waking up in the morning.
There were so many times when there was only one set of footprints along my path. Thank you.
To my beautiful, intelligent, and understanding Mother, you are my inspiration. This journey has
not been climbing up a crystal stair, it has been incredibly challenging as a working professional.
Yet, your encouragement has helped me with the climb. Thank you for instilling the importance
of education, taking chances, and demonstrating as a Mother how to overcome during sacrifice.
You have always been my role model, I love you.
To my siblings, Karen, Janine, Michelle, thank you for your prayers and encouragement.
I know I missed some family events, and slacked on calls, but I know you have never stopped
supporting me. Sister Cathy and nephew AJ, your spirit and motivation have been amazing and
needed. I love you all, family.
To my extended family, my sister Mel, my son Trey, my son AJ, my nephew Nick, little
brother Nahom, brother Anthony and sister Lucretia, brother Daniel, brother Paul, brother Eric,
sister Wilma, niece Abike, brother Chuck, and sister Gloria, I cannot show my appreciation
enough. You have added the laughter, the hugs, the words of encouragement, the prayers, and
pushed me when I was dragging along. You are my family, not ‘like’ family. I love you dearly.
To those Black men who strive to elevate themselves through education, with the power of voice
and action to tackle any obstacle to achieve their goals.
vi
Acknowledgements
To my classmates at the University of Southern California in the Organizational Change
and Leadership Program, Cohort 22, in particular Melissa M, Sommer, Jalaima, Chris L, Stef,
Meredith, Doris, Isaac, Kimberly, you are all amazing. You all, at some point, talked me off the
ledge and kept me as part of your circle. Frances, you are a blessing—thank you! I hope I
provided some inspiration to you along the way. Thank you for holding me accountable and
sticking by my side. We are forever joined by the grace of God. We have come this far by faith.
To my colleagues, Carlos, Marcellene, Davin, Jose, Tyler, Jeff, Nadine, and Mia, thank
you for taking the time to listen, provide guidance, share insights of your own doctoral journeys,
and just being there for me from the day I set foot in California. You are true inspirations,
amazing sounding boards, and true beacons of light. Derek, you are an amazing person. Thank
you so much for your assistance during my journey. Noelle and Lorie, I appreciate you more
than you will ever know. Miesha, thanks for your encouragement! Dr. Ed Mills, I cannot thank
you enough for how you have guided me and been there for me. Tiffany, I truly appreciate you.
Go run the world!
To my friend, Deb Garrett. You have been an inspiration and guide since day one. Your
warmth, knowledge, big world view, and approach to life have been contagious elements to my
soul. When I needed someone to listen, you were there. When I needed someone to help me see
the parts before the whole, you were there. I cannot thank you enough for being a real friend in a
world where such a thing is rare.
Finally, this was an uncharted journey for me and would not have been possible without
amazing guides. To my dissertation committee, Dr. Doug Lynch, Dr. Eric Canny, Dr. Erika
Page, and Dr. Daniel Abankwa, I appreciate you so much. Doug, you were an amazing
vii
committee chair. I am grateful for everything throughout the ups and the downs of the
dissertation process.
This was a challenge. I am reminded of something my Mother often says: nothing worth
having will be easy to achieve. I am proud of myself for being surrounded by the folks God
intended me to be around. I am proud of myself for recognizing who really loves me and has
pulled for me every day. I am most proud of being a child of God, for whom all praises are due. I
hope that my completion of this degree during a time of change for my professionally and
through a pandemic, with an intense position in higher education, will motivate others to
persevere and link to those who care the most. I, most importantly, hope it sparks change! I hope
this effort is not in vain, as I elevate my ability to lead by example and not by word.
viii
Table of Contents
Abstract .......................................................................................................................................... iv
Dedication ....................................................................................................................................... v
Acknowledgements ........................................................................................................................ vi
List of Tables .................................................................................................................................. x
List of Figures ................................................................................................................................ xi
Chapter One: Introduction to the Study .......................................................................................... 1
Background and Context of the Problem ............................................................................ 3
Purpose of the Study and Research Questions .................................................................... 6
Significance of the Study and Key Concepts ...................................................................... 7
Ethics................................................................................................................................. 10
The Researcher.................................................................................................................. 11
Overview of Theoretical Frameworks and Methodology ................................................. 12
Chapter Two: Literature Review .................................................................................................. 17
Key Barriers for Black Males Attending College ............................................................. 18
Reasons Why Black Male Students Start at a Community College ................................. 24
The Vertical College Transfer Transition Process ............................................................ 28
Black Male Student Life Experiences and the College Journey ....................................... 37
Chapter Three: Conceptual Framework and Methodology .......................................................... 41
Research Questions ........................................................................................................... 43
Overview of Design .......................................................................................................... 44
Data Collection ................................................................................................................. 45
Research Setting................................................................................................................ 45
Interview Ethics ................................................................................................................ 46
Data Sources ..................................................................................................................... 47
ix
Data Analysis .................................................................................................................... 48
Assumptions, Limitations, and Delimitations ................................................................... 49
Chapter Four: Findings ................................................................................................................. 52
Summary of Research Method.......................................................................................... 53
Participants ........................................................................................................................ 54
Findings for the Research Questions ................................................................................ 55
Summary of Findings ........................................................................................................ 77
Conclusions Drawn From the Findings ............................................................................ 80
Chapter Five: Discussion and Recommendations......................................................................... 84
Discussion of Findings ...................................................................................................... 86
Implications for Practice ................................................................................................... 89
Recommendations for Future Research .......................................................................... 108
Implications in the Context of the USC Rossier Mission ............................................... 109
Conclusion ...................................................................................................................... 110
References ................................................................................................................................... 114
Appendix A: Interview Protocol ................................................................................................. 141
Respondent Type ............................................................................................................ 141
Introduction to the Interview .......................................................................................... 141
Warm-Up Questions ....................................................................................................... 143
Conclusion to the Interview ............................................................................................ 145
x
List of Tables
Table 1: Definition of Terms 9
Table 2: Data Source 44
Table 3: Respondent Demographics 55
Table 4: Theme Summary 76
Table 5: Center Support 99
Table 6: Institutional Collaboration 106
Table A1: Interview Questions 144
xi
List of Figures
Figure 1: Transfer Transition 16
Figure 2: Schlossberg Transition—The Four S’s 42
Figure 3: Schlossberg’s Transition Theory 43
1
Chapter One: Introduction to the Study
This study focused on the degree completion rates of first time-full time (FTFT)
traditional-age, Black male transfer college students, and the collaboration between the
community college and the 4-year institution that affects their success. I explored how these
students perceived the handoff between institutions, the support, and services provided to FTFT
Black male transfer students, the social, emotional, academic or financial barriers these Black
male students historically and currently navigate, and the reasons for the completion gap after
transferring to a 4-year institution. Even with additional efforts by both sides of the transfer
between the community college and 4-year university to increase traditional Black male transfer
student persistence, these students do not fare as well in terms of on-time completion.
According to two detailed reports by the Community College Research Center at
Columbia (CCRC, 2024), the Aspen Institute College Excellence Program (AICEP, 2024), and
the National Student Clearinghouse Research Center (NSCRC, 2024), less than half of all
community college students who transfer to a 4-year university earn their bachelor’s degree.
These distinguished and poor outcomes are more apparent with the student populations that are
more vulnerable than others. Tracking transfers has been a regular process since 2017. Yet, the
outcome data were disaggregated for the first time, including student income, ethnicity, and race
(Weissman, 2024). In 2023, only 16% of all students who transferred from a community college
completed their bachelor’s degree within 6 years, a slight increase from 14% in 2016. In 2023,
80% of all community college students indicated they intended to transfer to a 4-year institution.
However, only 9% of Black transfer students completed a bachelor’s degree within 6 years.
Lower income students in transfer pathways are underperforming the most, and the system is not
2
providing adequate support while institutional partnerships are struggling with delivering
completion outcomes to close the gap (CCRC, 2024).
Some states did make positive gains in transfer student degree attainment within 6 years.
However, no state witnessed even one-fourth of its vertical transfers earn any a bachelor’s
degree. These numbers are staggering for transfer students and should serve to wake up
institutions who must work together, including community colleges rethinking where they send
their students (Weissman, 2024). Some institutions and professionals in higher education have
examples to learn from, things that they have figured out and work well. Those not completing
their bachelor’s degrees need tailored support (AICEP, 2024). Campuses should look at and
adopt these success models to solve problems with transfer degree completion. It is no secret that
every community college student does not seek a 4-year degree, but those that do should have
the nurturing and assistance in overcoming social, emotional, academic, or financial barriers
impacting degree completion.
According to recent data in a study presented by the NSCRC (2023), Black male transfers
still lag much further behind other demographics regarding bachelor’s degree completion. Two
surveys were conducted by Graduation Rate and the National Student Clearinghouse for the
study. There was an increase in transfer versus first-time non-transfer Black males overall. There
is no information about how many of these students were represented in the data (NSCRC,
2023).
What is known from the study is that Black males transfer at a higher rate compared to
other demographics. This data, along with the Clearinghouse data, paints a picture that may
indicate transferring does not necessarily equate to more of these students completing.
3
Transferring between institutions could be just the opposite, or it could mean that they are not
completing or enrolling anywhere at all (NSCRC, 2023).
This idea was reinforced by data showing that Black male students who do not transfer
and start college at the 4-year institution actually complete more degrees. The suggestion here is
that the stability of the institution plays a significant role in these students’ degree completion
(NSCRC, 2023). The findings for this broad study emphasize the critical need for institutions to
improve degree completion for these students, and the role they collaboratively play through
specific policy creation and enhancement of their processes. Interventions and various levels of
support are needed to address the challenges of student retention and persistence among Black
male transfer students (NSCRC, 2023).
I strove to capture the perceptions and experiences of former FTFT Black male students
who succeeded after transferring by completing their degrees. Part of the focus of this study was
to glean insights and knowledge that can inform institutions’ interventions and more holistic and
collaborative practices. Such insights may assist in efforts to create real change that improves the
completion rates of Black male transfer students.
Background and Context of the Problem
The transfer-student handoff has, for too long, been clumsy and inefficient (Mangan,
2020). Higher education faces a critical challenge: the need to give these students, many of
whom are from low-income, minoritized, and first-generation backgrounds, the helping hand
they need (Mangan, 2020). The “transfer gap” with Black male college transfer students is
particularly egregious (Dennon, 2022). There is little research that explores the responsibility of
the 4-year institution role as a partner in the transfer process. While the overall transfer rate for
community college students is low, studies show that the transfer gap is clearly racial. White
4
community college students are 71% more likely to transfer than students of color (Dennon,
2022). There is an increasing pressure placed on higher education to implement creative
processes, develop fluid pathways for long-term student success, and provide an interconnected
higher education system (Dennon, 2022). Improving educational pathways, including the
community college transfer, is vital to building educational equity and a more competitive
workforce (Dennon, 2022). Understanding how some Black male students successfully navigated
the process should inform the conversation.
There is evidence, not surprising, that the COVID-19 pandemic during 2020 contributed
to the ever-widening socioeconomic educational completion gap (Engzell et al., 2021;
Rodriguez-Planas, 2022; Sass & Goldring, 2022). Remote learning models exasperated what was
already an increased loss of learning for lower-income students. The unusual and uneven access
issues and digital divide were contributors (Bacher-Hicks et al., 2021). The disruptions from
traditional learning created higher stress, uncertainty, and a lack of physical learning spaces for
the most disadvantaged of students, which also assisted in widening the existing completion gap
(Rodriguez-Planas, 2022). It is even worse for those lacking basic skills, as high performing
students require less self-regulation and discipline outside of a traditional classroom (Cuhna &
James, 2007). In spite of these academic and emotional barriers, little is known about how the
pandemic truly affected those college students during the spring of 2020, or even still today, or if
college students in general had varying effects from lower-income versus higher-income
household peers (Rodriguez-Planas, 2022).
Unfortunately, many students from low-income households were Black and not enrolled
in college at the time after the pandemic due to economic uncertainties and disruptions. Many of
these students entered the workforce to help support their families (Barshay, 2021). Colleges and
5
universities continued to play catch up to fill seats from the pandemic scramble as the number of
applications decreased. Although many students during the pandemic elected to matriculate to
community college, the biggest enrollment hit was for those institutions (Barshay, 2021). Black
students, males in particular, continued to struggle the most from the challenges of continuing
their education. Many of their challenges were caused by a lack of basic needs or technological
access (Center for Community College Student Engagement, 2021). So, the pandemic
exacerbated the problems for Black male college students (Calhoun & Unaka, 2022).
Based on a report by the NSCRC (2021), even though higher education institutions
worked hard to make the process of transferring more workable, the disparities between Black
males continued and the equity gap widened (Weissman, 2021). The NSCRC urged institutions
of higher learning to design new transfer pathways and work harder for students most impacted
by the pandemic challenges. In 2021, over 2 million transfer students faced hardships and
financial challenges. Remote learning models were also problematic (Weissmann, 2021). The
transfer process between institutions did not function well or equitably prior to the pandemic
(Weissmann, 2021). Although more selective transfer institutions saw an increase in enrollment
among all demographics, the increases maintained the achievement gap, as Black males did not
make inroads. Overall, those students enrolled at the more selective institutions were
predominantly out of state transfers, a phenomenon that implies those with financial means
benefited the most, as wealthier students could afford higher tuition rates (Weissmann, 2021).
The 2021 report offered a more granular analysis of the deepening racial gap, even with
the increase of transfer students. In particular, the gaps increased in terms of inequities (NSCRC,
2021). Black male transfer students continued to experience the steepest decline in enrollment
(Weissman, 2021). The universities, or receiving transfer institutions, were poised to benefit
6
from this report if they were serious about increasing access and student support for groups, such
as Black males, disproportionately affected coming out of the pandemic (NSCRC, 2021).
Purpose of the Study and Research Questions
My study examined the experiences of former traditional FTFT Black male community
college transfer students, exploring how they believed institutional collaboration shaped their
academic success. My problem focused on the perceived institutional collaboration during the
handoff between institutions, perceptions of any support these former students received during
their transfer experience, and their coping strategies to navigate the university and overcome any
social, emotional, academic, or financial barriers after transferring. The data, literature, and
voices of the Black males who were fortunate enough to complete college after transferring, even
with the challenges, informed my effort to discern the “why” in regard to Black male transfer
students who did not succeed after spending time in what should have been, holistic educational
community college environments, before being passed on to larger, more robust communities of
nurturing and support. It is time that attention is given to this transition. I also reviewed historical
aspects of systematic cultural barriers for Black males that may continue to affect their collegiate
educational success.
The research questions were derived from the literature and one noticeable gap in terms
of understanding a stakeholders’ perception—former FTFT traditional-age Black male students.
I focused my study on former Black male students who transferred from a Zion Community
College District (pseudonym) public community college institution and completed their degrees
at Faith University (pseudonym), a mid-sized public state institution. The Zion Community
College District is the largest feeder of Black male transfer students to Faith University, and
7
comprises four public community college campuses: Jordan College, Bryant College, Curry
College, and George College (pseudonyms). The research questions were as follows:
1. How did former first time-full time FTFT traditional Black male college transfer
students perceive the support most beneficial during their academic experience?
2. What were any perceived barriers these former students faced during the transfer
experience?
3. What coping strategies did these former students believe they deployed during their
transition and subsequent college completion?
Significance of the Study and Key Concepts
More than half of Black college students fail to complete their degree work for reasons
that have little to do with innate ability or environmental conditioning (Forte, 2002). Despite the
lure to community college, Black student enrollment declined and has worsened since the
pandemic. Black male community college enrollment fell 24% from pre-pandemic levels, in
2021 compared to just 4% at public 4-year institutions (NSCRC, 2024). Although the number of
all students transferring dropped by 11%, Black male student transfers making the same
transition fell by 14% in 2021 (NSCRC, 2024). Community college has served as a higher
education gateway for Black males in America.
However, access and opportunity does not necessarily equate to equity in outcomes such
as enrollment, graduation, transfer, debt and future earnings (Camardelle et al., 2022). Black
men, in particular, have historically experienced unique barriers to college and degree
completion (Graham, 2022). Black students also had the lowest transfer rates of any racial or
ethnic group at community colleges between 2011 and 2017, and the problem appears to have
worsened during and post-COVID (Weissman, 2022). Institutions, staff, support areas, and
8
students should all want the handoff to the 4th year to be a successful endeavor, leading to ontime degree completion.
This study examined the perceptions of support and institutional collaboration, along with
developed coping strategies by former FTFT traditional Black males who transferred from a
Zion Community College District institution to Faith University. The study was significant
because it provided insights into the challenges and opportunities related to the transfer process,
highlighted what aspects of the transfer were positive and why, and provided strategies and
recommendations for institutions to better collaborate and serve these students effectively while
eliminating social, emotional, academic, or financial barriers to student success.
Identifying and remedying gaps between the perceptions and student realities, in
particular during the handoff process between institutions, will hopefully provide significant
opportunities for these institutions to collaborate more intently. Insights may assist these
institutions with any necessary pivots in structures and policies related to Black male student
transfer, spark meaningful conversations internally and collaboratively, and create change
initiatives based on what are determined to be successful and non-successful experiences for
these students. Opportunities to evaluate resources and address the collaborative handoff of the
students and identify unforeseen factors that contribute to the lack of success for Black male
transfer students may also be determined from this study. Key concepts to identify include:
student social, emotional, academic, or financial barriers, challenges, and perceptions
of support from the institutions to help with navigation to achieve academic success
student coping strategies
institutional collaboration and potential future determinations and interventions to
improve Black male transfer success
9
identification of proven or necessary services and support, additional staff, and
remedies for institutions to assist with Black male academic completion
The key terms for this study are defined in Table 1.
Table 1
Definition of Terms
Term Definition
Associate vice
president for
student affairs
Assists the vice president and serves as executive in charge of specific
operational functions/divisions. Has significant authority over specific
divisional units within student affairs and is one of the most
significant and challenging roles and essential resource with a strong
foundation to build on sustained student success (NASPA, 2015).
Barrier
(educational)
For this study, an educational barrier to learning is any obstacle
preventing a student from being fully engaged, including frustration,
lack of preparedness, or any physical, emotional, cultural,
environmental or social element that obstructs the student from
achieving academic goals. They can be caused by various factors,
such as social, emotional, academic, or financial challenges.
Black Preferred for this study to be consistent with the literature term. Black,
unlike the term African American, is used by those who cannot trace
their lineage back to Africa and recognize being Black is not just
about race. It is an entire culture. “Black” and “AfricanAmerican” are not always interchangeable. African American was
typically used to refer to descendants of people from Africa who were
enslaved (Pew Research Center, 2022).
Completion For the purposes of this study, first time-full time students who
graduates from a university in 6 or less years with a bachelor’s
degree.
Degree-seeking A student enrolled in college courses with the intent to one day earn a 4-
year bachelor’s degree (Law Insider, 2024).
Dean of students Serves as the campus’s central resource for all students who require
support (or concerned about) other students who may be struggling
with crisis or conflict. Serves as a liaison to the President and Cabinet
and helps with those needing a greater connection to community life
at a university.
First-time, full-time
student (FTFT)
A student attending any college or university for the first time at the
undergraduate level with 12 or more academic credits/units. Includes
students enrolled in the fall term who attended college for the first
time in the prior summer term. Also includes students who entered
with advanced standing (college credits earned before graduation
10
Term Definition
from high school).
Handoff For this study, the process of a community college preparing a student
to transfer to a 4-year institution, where the student is then received
by the 4-year institution to continue working toward degree
completion. In essence, the student transition between institutions.
Institutional barrier Policies, procedures, or situations that systematically disadvantage
certain groups of people (Learning and Work Institute, 2018).
Receiving
institution
The 4-year university receives the student from a community college
(Wiley, 2021).
Male For the purposes of this study, a male identifies as someone who was
born (or later identifies) to the biological sex that has the specific
reproductive role of producing sperm and is the opposite of a female
(NPR, 2021).
Systematic barriers Structural or institutional obstacles that impact specific groups or
individuals disproportionately due to systematic biases or
discriminatory practices. These can be social, economic, or racial
(Dulabaum, 2016).
Traditional student Students who matriculate directly from high school (PNPI, 2019).
Vertical transfer Students who transfer from a community college to a 4-year university
(NACAC, 2024).
Ethics
This study exposed some of the challenges or gaps these former students perceived
during the transfer process. I work in higher education and have held positions at 2- and 4-year
institutions, and therefore, I am cognizant of the many barriers these students face. I presented
delimitations to my study about any bias, my experiences personally and professionally, and was
transparent and honest in regard to my feelings about what works and fails for institutions that
should be working together to ensure a positive transfer experience. To address any bias, I
worked to build rapport with the interviewees, listened actively, and adapted to the interview
environment (Creswell & Creswell, 2018).
I asked those interviewed in my study to remain anonymous, thus providing opportunities
for transparency and honesty. I gave the respondents an opportunity to provide an accurate
11
picture of their experiences and perceptions driven by the questions. I transcribed the interviews
verbatim and did not approach this study with preconceived notions about what I would find.
The study conducted will hopefully serve the interest of higher educational institutions and
traditional-age FTFT Black male community college students transferring between institutions. I
aimed to focus on the positive experiences along with the challenges.
The Researcher
The researcher is a Black heterosexual male raised in a single parent household. He is the
second oldest and only male, in an immediate family that includes a mother and three sisters. His
family historically, is from New Orleans and he was raised in poor inner-city neighborhoods in
Chicago. The researcher also lived with uncles on various Air Force bases around the world
during his childhood. Some consider him a military brat. He was blessed with high athletic
ability, which was cultivated with very hard work and mentorship, earning a college scholarship
as a dual-sport athlete. Educationally, he has three master’s and two bachelor degrees,
and started college at a very young age.
Professionally, the researcher is immersed in the higher education space. He spent half of
his career in various positions of escalating authority, including vice president and dean of
students. Having worked at various institutions in underserved communities, his epistemology
buttresses the fact that Black male college transfer students have struggled to persist, be retained,
and complete due to common barriers still causing an inequitable experience in higher education.
Quite often community college campuses have their own identities, are racially diverse, and
come with different sets of challenges that the institutions are not equipped to address. The
researcher knows, based on life and professional experiences, that this presents barriers that
eliminate consistency of services and does not always address insecurities or inequities. He also
12
knows from his professional network that other Black administrators in a similar position,
recognize this as well.
Part of the researcher’s frame of knowledge is watching countless youth elect the streets
over education due to a lack of hope, or without a mother who instilled the importance of getting
a degree no matter where you start your educational journey. He understands the challenges
other Black administrator’s face at community colleges which are designed to help those with
unique needs have a chance. He has lived this challenge professionally and works hard to better
the lives of all students. The researcher hears the voices of first-time full-time traditional Black
male transfer students, and he champions the need for more resources, surveys the parents,
listens to other administrators nationally, and sees the data first-hand.
The researcher continues to create interventions for Black male transfer students who
struggle with financial hardship and harsh environments, skill development, poor high school
preparation, lack of trust, transportation, and childcare issues, and must work multiple jobs. This
is more extreme for single parents trying to juggle their lives to earn a credential that can
eventually pay off with a living wage. Although his overall lens of understanding may be limited
by the question of who is presenting the data, he must trust it due to alignment with what he sees
and knows with his positional lens.
Overview of Theoretical Frameworks and Methodology
This was a descriptive, narrative, qualitative study. For my theoretical/ conceptual
framework I used Schlossberg’s (2011) transition theory. This theory is centered on
understanding and supporting individuals as they navigate life’s transitions. The theory identifies
four major sets of factors that influence a person’s ability to cope with transition: (a) their
13
situation, (b) the self, (c) social support, and (d) coping strategies. For the purposes of this study,
I centered on support and coping strategies.
The transition theory model was first developed in the 1970s by Cormier and Hackney to
address adult development (Evans et al., 2010). There were several revisions over the years from
contributors such as Nancy Schlossberg who embraced the theory as relevant for college
students. In the 1995 revision, Schlossberg (2011) integrated the model to provide a useful
vehicle for identifying effective action that can be taken to support individuals in transitions. To
date, the revisions are considered a strength of the Schlossberg theory (Evans et al., 2010).
Schlossberg’s (2011) transition theory provides a lens for understanding of the transition
of adults, leading them to the help they need while coping with the mundane and extraordinary
processes of their life experiences. It serves as a conduit for understanding and analyzing how
humans adapt to transition. Transition, in this sense, refers to any event or even non-event that is
a product of a changed routine, new relationship, assumptions, or new role (Schlossberg, 2011).
This can be a positive or a negative event, and without an individual placing significance on it, is
not considered a transition (Anderson et al., 2012). An individual’s effectiveness in coping with
transition is based on assets or liabilities incurred through a series of phases, including moving
in, moving through, or moving out during a transition (Anderson et al., 2012).
Transferring midway through an academic journey can compound the many barriers that
students already face when pursuing a degree (Packard et al., 2012). Barriers that impact
community college transfer students during their transition can include varying factors
(Hagedorn et al., 2007). The environment usually differs dramatically from a more selective or
larger 4-year college culture (Rhine & Milligan, 2000). Many factors will impact how a transfer
student adapts to the university post-transfer (Gray et al., 2022). It is critical to understand the
14
key support for transfer students, particularly those who come from marginalized, low
socioeconomic, and /or groups otherwise underrepresented (Behr et al., 2020). Interpersonal
support systems are also thought to be important for successful adaptation (Gray et al., 2022).
The characteristics of the individual going through the transition will impact the ability to
adapt to that particular transition (Schlossberg, 2011). Some important characteristics to consider
include the life stage of the individual, social identities, being a member of an underrepresented
group, and previous experiences with similar transitions (Strayhorn, 2018). Understanding the
experience of students during their transition and what impacts their ability to adapt may lead to
new ways to support and retain them (Gray et al., 2022).
College has been considered one of the most stressful time periods in a student’s life (A.
Bland, et al., 2020). This has been connected to an increase in anxiety and depression levels in
undergraduate students, in addition to feelings of helplessness or isolation (Diehl et al., 2018).
Many traditional undergraduate students struggle to fully engage and manage their initial college
transition and the struggle continues throughout their undergraduate experience (Aselton, 2012;
H. Bland, et al., 2012). Students must adjust to academic, social, personal, and financial changes,
all of which have the ability to create new stressors (Baquatayan & Mai, 2012).
Students often struggle to manage their behavioral or emotional responses to stress or
other mental health concerns, which are often referred to as “coping strategies” (Scribner et al.,
2020). Coping strategies are the positive or negative behaviors, actions, and thoughts an
individual performs to manage a stressful situation (Baquatayan & Mai, 2012). The way a
student manages a situation is dependent on individual differences and the stress of the situation
(Zaleski et al., 1998). Despite an understanding of coping, we do not have a deeper, fully
15
conceptualized comprehension of how students transition through college and manage stressful
situations regarding the undergraduate experience (Scribner et al., 2020).
I used the theory to explore how former traditional Black male transfer students adapted
to the institutional transfer, their perceptions of support, and the perceptions of any institutional
collaboration associated with the transfer transition. I also focused on their life experiences,
coping strategies, navigating the transfer process, and their resilience to grow from challenges
and succeed academically after adapting to the transition from a community college to a 4-year
institution.
This descriptive, narrative, and qualitative study involved former FTFT traditional Black
male students who transferred from one of the four Zion Community College District campuses
to Faith University and completed a bachelor’s degree. I obtained contact information from the
Faith University Institutional Research Division to communicate with 13 respondents who met
the criteria, then contacted them by email. My marketing messages reflected the purpose of the
study and how much I, and other Black male transfer students in the future, will benefit from the
value of the interviews. My goal was accomplished to identify at least three to four respondents
who initially matriculated at each one of the Zion Community College District campuses. All
respondents met the interview criteria regardless of which campus they attended.
My interview protocol was anonymous, semi-structured one-hour sessions via Zoom,
asking 12 consistent questions with some probing to capture the full essence of experiences. The
interviews were guided by both structured and unstructured questions that allowed for a new
view or idea raised by the respondents (Merriam & Tisdell, 2016). No respondent wished to have
their name shared and that was honored. All interview questions were linked to the research
questions. Former traditional FTFT Black male transfer students who complete their bachelor’s
16
degrees within 6 years were the focus. Figure 1 depicts the experiences at a community college,
then additional challenges during and after the transfer transition to the university.
Figure 1
Transfer Transition
17
Chapter Two: Literature Review
This study centered on the experiences, institutional collaboration, and subsequent
academic completion of former traditional FTFT Black male transfer students. Community
colleges are vital institutions equipped to function as necessary solutions at the forefront of
nearly every development in the higher education space (Trainor, 2015). The special contribution
of community colleges during their creation allowed for a new entry point for students beyond
the elitist campuses that had immense protections and research backing, allowing only top
academic scholars opportunities to transfer their credits to 4-year campuses (Trainor, 2015).
Most scholars applaud community colleges as one of the most important postsecondary
education developments in America (Cohen et al., 2012). They are mostly public institutions
supported by taxpayers, and commuter campuses, though there are some that have residential
facilities (Vaughan, 2006). There was a boom in the 1960s with the rate of one community
college opening per week (Trainor, 2015). The G.I. Bill benefits created many of today’s main
features such as open-access admissions, and the embracing of veterans, non-traditional students,
and a more diverse population (Galizio & Boggs, 2022). These efforts contributed more
immigrants, LatinX, and Black students (Trainor, 2015). Unique services became part of the
culture of community colleges, informed by geographical locations, training programs, and the
students served (Vaughan, 2006).
Community colleges have a primary challenge to be more effective in serving and
keeping students currently enrolled, while working on new ways to attract better students. There
are different approaches and thoughts on effective strategies and policies by the colleges, with
emphasis on graduating students due to variant levels of success (Bailey et al., 2006).
Affordability and accessibility are primary offerings of community colleges (Vaughan, 2006).
18
Over the years, the community college landscape changed, but the fundamental mission
remained the same (Vaughan, 2006). Regardless of the American economy, community colleges
offer tremendous benefits to students and serve them in their communities (Jenkins & Fink,
2016). These institutions serve a large share of all low-income college students yet graduate less
than 40% within 6 years (Bailey et al., 2015). Community colleges play a key role by providing a
pathway to upward economic mobility due to their ability to serve so many minority students
(Bailey et al., 2015). The myriads of academic offerings to diverse student populations are also
an attraction (Roksa & Keith, 2008).
Key Barriers for Black Males Attending College
Historical Barriers
Black males often enroll in community college with minimal academic preparedness,
which may hinder their initial academic success (Harper & Harris, 2010). Black males may also
face challenging and complex life situations which can be a deterrent to their ability to focus on
academics (Harper, 2012). Systemic barriers interact with other factors that compound the
challenges Black males face in accessing and academically succeeding in higher education
(Wood et al., 2020). Early in the 1950s, Black males sought opportunities to matriculate into
postsecondary institutions. However, the effects of slavery and racism served as a foundation of
resistance to separate schools by ethnicity (Klarman, 1994).
Brown v. Board of Education was a landmark education decision in 1954 to aid in
rectifying this reality (Frierson et al., 2009). The door to literacy for Blacks and a chance for
advanced educational study was opened. That decision by the Supreme Court caused the
dismantling of school segregation and opened up access to school for all minorities (Garibaldi,
2014). By most appearances, the Brown v. Board of Education ruling afforded the possibility for
19
Blacks to receive an education similar to the quality White students enjoyed. Nevertheless, Black
students continue to graduate at a substantially lower rate than any other ethnic population (U.S.
Census, 2023). Even though Blacks make up 14% of the American population (Pew Research
Center, 2024), only 12.5% were enrolled in higher education in 2021 and of the 14%, only
22.6% attained a bachelor’s degree (U.S. Census, 2022).
Black males, in particular, face both internal and external social, emotional, academic, or
financial barriers in higher education. External barriers are out of the control of individual Black
males, so a more definitive approach to overcoming them is necessary. The field of education
has a gap in how it addresses interventions to overcome these barriers for Black males (Grant,
2019). Colleges and universities must understand these historical and still relevant cultural
differences, rather than hyper fixate on the perceived deficiencies of how, for example, Black
males behave or carry themselves.
Another historical barrier for Black male college students presents itself when they are
the majority of athletes on a campus. The assumption that all Black males on campus come from
the same environments and are all ill-equipped to handle college rigor, is a dangerous one and
also causes the marginalization of academically gifted Black males (Cuyjet, 2009). Long-lasting
effects of such thinking are also prevalent in the particular academic majors these students
choose to pursue.
All forms of historical and modern-day racism in partnership with the aspirations of
Black males provides fuel for higher learning. This, along with national ideologies, assumptions,
racist structures, and strong attitudes about Black males birthed from slavery, still impacts these
students (Martin, 2020). Influencing this sentiment was a variety of family and community
characteristics such as chronic unemployment, elevated levels of residential segregation, and cuts
20
in budgets to specific programs that fund education for the disadvantaged (Hill & Tyson, 2009).
The barriers to educational attainment at the postsecondary level for Black males still exist
(Palmer et al., 2017). Structural racism continues to be an external barrier to educational success
for Black males. These students are overrepresented in special education environments, yet
underrepresented in advanced placement classes (Kelly et al., 2013). In addition, White
instructors working in predominantly Black schools may be linked to the low achievement
expectations for Black males (Rogers & Brooms, 2020). Accordingly, instructors who are not
prepared to work with diverse students have been a barrier for Black males to complete college
(Henfield & Washington, 2012).
Current Barriers
Black male college students continue to face many barriers to completion from a 4-year
institution, including low self-esteem and negative ethnic identity (Harper, 2017). These students
also lack a positive image of self and resilience to complete (Harper, 2017). Understanding the
historical and existing barriers Black males face that impede college degree completion is
necessary to formulate strategies to overcome them, and subsequently close the gap of degree
attainment (Grant, 2019). A key factor in obtaining a college degree lies with the student’s
persistence and engagement, which will be a determining factor in college completion (Grant,
2019).
In a study on the perception of Black male barriers in higher education, Grant (2019)
identified the biggest obstacles as family schedule, spouse work schedule, lack of faculty and
staff support, finances, child and family responsibilities, lack of familial support or single
parenting households. In addition, disabilities, challenges with focus, and class modality were
identified as additional barriers of Black male academic success and completion. Kretchmar
21
(2016) outlined issues presented by scholars that present barriers to motivation of Black male
students in pursuit of a college degree. Among them were racism, shortage of positive role
models, and the lack of motivation and high expectations from instructors. Black males also
experience racial negativity and microaggressions in college, which contributes to mental health
issues, and potentially impacts or derails their sense of belonging (Smith et al., 2021).
Stereotypes also play a part in affecting their academic success and overall confidence as a
college student (Hurtado, 2007).
There have been improvements in Black males enrolling in postsecondary institutions,
but the progress to completion is much slower than that of any other ethnic or gender groups.
Black males may have their focus on academics hampered by the complicated life circumstances
common to Black experiences (Harper, 2012). They may also face discipline processes
disproportionate to other students that taints their sense of belonging, stirs doubt, and raises
questions about self-efficacy and ultimately proves to be a consequential disruption to their
education (Losen & Martinez, 2013).
The graduation rates for Black males increased; yet there is still a gap in completion rates
from other ethnic groups (Grant, 2019). Another barrier that has historically been present is a
lack of role models who have completed college and can provide mentorship. This is another
leak in the education system as Black males struggle to navigate in unfamiliar spaces and feel
isolated and alone (Harper, 2006). Their academic success and retention outcomes are also
challenged due to a lack of support from the institutional structures, and not typically being
understood in order to eradicate the barriers these Black males face to survive in inequitable
spaces (Harper, 2006).
22
Institutional Recognition of Barriers
Many colleges and universities consistently failed to recognize the cultural difference
Black males bring into their institutions and are unable to accommodate their needs (Cuyjet,
2009). Pervasive mischaracterizations and misperceptions about Black people in general, such as
not being academically prepared, being a product of only low-income areas and homes, and an
unwillingness to assimilate, contributed to institutions of higher learning’s neglect in supporting
these students (Cuyjet, 2009). The present gap for Black male postsecondary completion
continues to have connections to the barriers of their history (Libassi, 2018). The structures of
power and the weight of racism over centuries is deeply embedded and underestimated in our
justice system, how we police, and in industry hires, which all aid in the overall lack of Black
male college enrollment (Marable, 2007). Environmental factors remain prevalent and contribute
to the external factors Black males already endure, such as work and family responsibilities and
wealth inequality, with no intensity to rectify these barriers (Wood & Williams, 2013). The
higher education pipeline for Black males was never solid and has gone mostly unchecked for
many reasons associated with historical barriers that are still present. The costs are now higher to
remedy the historical wrongs and address long-time standing socially inequitable policies and
assumptions that impact a social crisis, keeping Black males largely and systematically
uneducated (Cuyjet, 2009).
The United States has historically been discouraging to Blacks regarding academic
settings and academic achievement (Palmer et al., 2009). Educational transformation occurred
over the past few decades, yet the college completion disparity increased especially for Black
males (Barshay, 2023). Black males are behind White students in all academic settings and have
the lowest educational postsecondary completion of all demographics (Harper & Simmons,
23
2019). Should this trend of declining matriculation and completion continue, Black males may
not be present in higher education by year 2070 (Griffin, 2015). Critical factors to Black males
pursuing a postsecondary education center on educational guidance, parental involvement and
financial support which aid in their decision–making process to attend a postsecondary
institution (Stevenson & Arrington, 2012).
There has been an assumption over the last 50 years that the programs created for firstgeneration students consistently address the needs of lower-income students (Kitchen-Perez,
2020). Campuses spend less time examining the barriers and structures that may or may not
serve low-income students well (Kitchen-Perez, 2020). Low-income students are more likely to
be people of color, drop out of college, take longer to complete, and earn less once they do
complete than students from higher-income families (Wei et al., 2009). Low-income students
have a higher attrition rate when the tuition increases (Dynarski et al., 2022). These students are
also less likely to receive a bachelor’s degree and more likely to receive an associate’s degree at
a community college (U.S. Department of Education, 2023).
What society thinks always shaped how instructors respond to Black students (Johnson,
2006). These students have historically been over-classified as emotionally disturbed individuals
with learning disabilities (U.S. Department of Education, 2023). Black male decision-making
about postsecondary education has often been fundamentally influenced by a myriad of barriers
they encounter in society (Perry & Moore, 2013). Black males have made few strides in
achieving any equity. The continuance of discriminatory allocation of resources and
opportunities to succeed in education has often denied them the required support to prepare for
academic rigor to obtain a degree (Harper & Davis III, 2012).
24
Education should be the most pertinent purpose of American government at every level
(Irving & Hudley, 2005). Historically, educational institutions in America were at the forefront
as one of the most visible perpetrators of “racism against Black males in society” (Ogletree,
2005, p. 366). Pivoting mindsets on the historical barriers of Black males and how they have
contributed to the low numbers of these students in higher education should be an aggressive
endeavor (Cuyjet, 2009). Otherwise, the barriers remain attached to history, students’ sense of
belonging and overall academic effectiveness is hindered, and this population which is already
vulnerable will not be preserved and the completion gap will widen even more (Cuyjet, 2009).
A study by the Schott Foundation (2012) found that without large-scale interventions to
fix systemic barriers, it will take another 50 years to close the completion gap for Black males.
The study pointed out that outcomes for Black males did not reflect their possibilities or
capabilities but are simply a by-product of America’s historical denial of equitable opportunity
and resources (Schott Foundation for Public Education, 2012).
Reasons Why Black Male Students Start at a Community College
Community colleges are geared toward local students and local needs (Levin & Kater,
2018). Factors of influence include low tuition cost in comparison to 4-year institutions,
opportunities for remediation courses, open enrollment, small class sizes relative to many 4-year
institutions, and the attractiveness for working adults (Levin & Kater, 2018). An additional value
is the ability to transfer from a community college to a 4-year campus (Laanan, 2007). These
institutions are attractive to traditional age Black males for many reasons and there is an
abundance of other factors that influence the decision. These students often must deal with the
perception that they are an academically at-risk population (Wood & Harris III, 2020). There is
discouragement from participating in college prep programs or the lack of resources to be
25
engaged (Harper & Davis, 2012; Palmer et al., 2009). The inability to access a 4-year institution
directly from high school also plays a part in the start at a community college (Harper & Davis,
2012). Also, many Black males come from single-parent households, and are often firstgeneration students in need of additional support (Wood et al., 2020). Some Black males may
start at community college due to the need to strengthen academic skills and take developmental
courses before feeling competent enough to enroll in a 4-year institution (Nora & Crisp, 2009).
A more gradual transition from high school can offer advantages for Black males that are
not yet ready for the entirety of a 4-year college experience (Stokes & Johnson, 2016). Starting at
community college also affords students a more robust way of exploring interests and varied
fields of study they may not otherwise encounter upon first enrolling in a 4-year institution
(Jenkins & Fink, 2016). Smaller class sizes resemble the high school experience, which may be a
more supportive learning environment as a starting point in college (Bonner, 2015). Black males
may also face challenging and complex life situations which can deter their ability to focus on
academics (Harper, 2012). Systemic barriers interact with other factors that compound the
challenges that Black males face in accessing and academically succeeding in higher education
(Bonner, 2015).
The community college journey is often replete with a past of uneven academic
preparedness that initially affects their success in the classroom (Nora & Crisp, 2009). Black
males often do not engage with what is being taught in the curriculum if not relevant to their own
experiences, thereby affecting the student's sense of belonging (Harper, 2012; Ladson-Billings,
1995). These financial barriers often provide another set of challenges (Burd, 2016). Therefore,
Black males prefer to start at a community college due to low tuition costs and the ability to save
money in comparison to directly matriculating to a 4-year institution (Bailey et al., 2015).
26
Historically, economic hardships and the need to work while in college can be a significant
challenge for Black male students to start at a 4-year institution (Burd, 2016).
Some Black males may start at community college due to the need to strengthen
academic skills and take developmental courses before feeling competent enough to enroll in a 4-
year institution (Nora & Crisp, 2009). They also often seek more diverse academic offerings
leading to more career options. Exploring various fields to spark interest may be important
(Perna & Finney, 2014). In addition, initially attending community college because of the
proximity to home serves as a motivational factor (Harper, 2017). The proximity of a community
college matters (Bailey et al., 2015).
Attending these 2-year institutions alleviates many perceptions about these students that
have permeated our society and the belief they will excel socially and economically after
attending one of these colleges (Wood et al., 2020). Such perceptions arise from the missions of
community colleges, including open access for those in communities that are underserved
(Nevarez & Wood, 2010). However, such perceptions do not necessarily correlate to the
experiences of Black males. Thus, many colleges are challenged to keep them enrolled if they do
matriculate (Kuh et al., 2008). In fact, expecting these students to persist, achieve academically
and socially, and graduate or transfer to a 4-year institution is less of a reality than one would
think (Wood & Turner, 2011).
Some research only demonstrates part of the story. One positive finding is that there are
numerous studies that indicate Black males acquire a positive sense of belonging to the
community college and are likely to persist (Hotchkins et al., 2021). Also, these students will
enjoy the overall experience, including working and being engaged on campus (Strayhorn,
2012). In addition, Black male college transfer students are more likely to enjoy their college
27
experience and be retained if they have family support (Strayhorn, 2018). Higher education
institutions that recognize that retaining Black males is a serious, multilayered problem wrought
with the complexity of barriers and challenges of a non-singular nature, will be more successful
in responding (Harper & Harris III, 2010).
Educational goals were considered strong predictors of student success and are important
for community college students (Smith, 2023). Scholars found that when a student has a strong
rationale for enrolling in college (Perrakis, 2008), along with higher degree goals (Bush & Bush,
2010), they have increased persistence. Other variables prior to enrolling in college, such as age,
pre-college preparation, and parent education attained, can affect academic outcomes for Black
male transfer students (Strayhorn, 2019). Research on these students suggests that the
youthfulness of a student correlates to persistence, which is the opposite of research done on all
underrepresented student groups denoting that older-aged students are associated with increases
in academic performance (Miksch & Smith, 2021).
Community colleges have student expectations including the ability to seek answers,
navigate institutional bureaucracy, and successfully investigate the many academic choices. This
is referred to as “social know-how” (Rosenbaum et al., 2006, p. 113). Such expectations are not
expressed to students and there is not an understanding of how or where to meet them (Venezia
et al., 2010). Rather, these Black males get confused if they are aware or are uncomfortable
working through them. Understanding and navigating through the expectations of academia is
critical to student success (Cox, 2009). It would be a mistake to consider the differences between
those Black males who started at a community college versus a 4-year institution trivial.
Academic expectations simply provide a spotlight that additional, relevant interventions for
28
Black males in different academic preparedness and life spaces, be part of institutional contexts
(Wood, 2011b).
The Vertical College Transfer Transition Process
The initial point of entry for many Black male students aspiring to attain a 4-year degree
is the community college (Jenkins & Fink, 2016). The barriers are often numerous for
community college students in general, including the accumulation of college credits due to the
enticing lower costs than that of a 4-year institution (Xu et al., 2018). These students typically
are challenged with losing credits upon transfer as well (Monaghan & Attewell, 2015). Barriers
to academic and social integration after transferring are also prevalent (Bahr et al., 2013). More
troubling is the number of students in community college intending to transfer who earn more
than 60 credits, and perhaps an associate’s degree, who do not transfer at all (Xu et al., 2018).
There is little consensus on how to measure educational transition from one institution to
another. There are questions that must be answered including whether or not community colleges
are adequately facilitating student transfer and if articulation agreements are effective (Roksa,
2009). There is literature on general student experience and transfer success, but studies are
limited to measure the effect institutions have on student transfer outcomes (Bahr et al., 2013).
Both the 2- and 4-year institutions must take responsibility for community college transfer
students (Bahr et al., 2013).
Institutional Support That May Influence Academic Success During the Vertical College
Transfer Transition Process
Academic success is influenced by a combination of what students bring to the table once
matriculated and factors of the institution (Kuh et al., 2006; Pascarella & Terenzini, 2005).
Navigating between two different institutions creates its own set of issues during the transfer
29
transition, as students integrate into a new environment. Black males often depend on their life
experiences with overcoming challenges to manage during the community college experience
(Harper, 2010). Many programs and services are primarily aimed at only helping 1st-year
students (Jacobs, 2004; Tinto, 2017). Programs connected to Black male identity and affirmation
of culture have a strong impact on self-efficacy, sense of belonging, and academic success of
Black males in community college (Wood & Harris, 2020). Transferring institutions can reflect
the backgrounds of Black male students including their resilience and challenges that are
important to recognize to provide the necessary support during the transfer process (Barnett,
2019). Racial gaps in completion remain, although all ethnic groups made gains. However, the
existent gap for the Black male college student completion gap has widened, not decreased
(Bridges, 2022).
When community colleges came into existence, the rationale was ambiguous at best
(Foote, 1997). For some, they were extensions of a high school environment or a means to
transfer into 4-year institutions. The experiences of transfer students vary due to the uniqueness
they present such as age, socioeconomic status, and racial makeup (Cutright, 2011). These
students face challenges their 4-year counterparts do not, but community colleges continue to be
the initial gateway into higher education (Townsend & Wilson, 2006). Community colleges are a
gateway to higher education for millions of students (Wyner et al., 2016). Students who begin at
community college are more likely to be low-income or first-generation, so colleges and
universities must partner to help students with the transfer process for these unique populations
(Wyner et al., 2016).
30
The Role of Each Institution During the Vertical College Transfer Transition Process
Traditionally, the academic preparation of students to transfer successfully to a 4-year
institution was viewed as the responsibility of the community college. The role the receiving (4-
year) institution plays in supporting student success is equally as critical (Laanan & Starobin,
2016). Researchers and policy makers are paying more attention to the movement students make
from a community college to a 4-year institution (Laanan, 2007). The number of students
transferring from a community college to a 4-year institution declined by nearly 8% in the fall of
2022 (NSCRC, 2023). Vertical, or upward transfers, comprise the largest group of students from
2- to 4-year institutions. Since fall of 2020, these students are down by over 14% (Nietzel, 2023).
The research that examines community college experiences continues. However, there is less
focus on the practices and the role of 4-year institutions that are supportive or discouraging to
transfer student degree attainment in particular with minority students (Perez & Ceja, 2010). For
the longest time, 4-year campuses dismissed the transfer process to be a community college
issue. Yet, 4-year campuses must take ownership and improve their practices to enhance the
transfer experience (Wang, 2009).
There is concern for the student’s ability to navigate the transfer process and successfully
complete the degree (Wood et al., 2012). Community colleges offer flexible curriculums,
meeting academic interests of all students (Cohen & Brawer, 2003). Challenges exist for the
student intent on transferring. Many of these students face challenges to adjustment due to
various factors, including the rigor they are likely to face once they transition to the receiving
institution (Townsend, 2008). The rate of attrition of transfer students is a continuous topic for
debate about their readiness for a 4-year postsecondary experience (Wood et al., 2012). There is
research to suggest the actual transfer process itself, which is designed to facilitate the transition
31
between institutions, is a barrier that impedes them from succeeding after transfer (Wood et al.,
2012).
For many, the higher education transfer process is pivotal to completing a 4-year degree
and advancing into a career (Blaylock & Bresciani, 2011). However, while the enrollment of
transfer students advancing to 4-year institutions increased, degree attainment has not. The
concern is even greater for the many minority students who start at community college and
would find great benefit in degree attainment (Sklyar, 2017). College students are diverse and
their pathways to degree attainment are more broadly designed (Owens, 2010). What increased is
the pathway for transfer students that come from all types of 2-year colleges and this creates
barriers to completion for many (Adelman, 2006).
Black Male Sense of Belonging During the Vertical College Transfer Transition Process
“Mattering” for students in postsecondary institutions, quite frankly, matters, and
encompasses a feeling of belonging both academically and socially. Mattering contributes to
whether or not a student persists, according to Schlossberg’s (2011) transition theory. Students
need to feel and be significant in the college culture and in control of their environment;
otherwise, they will become alienated from the college community and be more likely to drop
out (Schlossberg, 2011). Laanan (1998) studied the academic and social components of transfer
adjustment and found that there were extreme differences between White students and students
of color who reported feeling more isolated and overwhelmed. The research is lacking, however,
in regard to addressing the relevant transfer student problems, supports, and lived experiences
(Owens, 2010).
Most research in this area covers grade point average or graduation rates instead of
integration (Townsend & Wilson, 2006). The issue is that this research does not center on
32
students after they transfer, instead looking at their success or lack of through the qualitative
academic performance at the 4-year institution such as “transfer shock” (Townsend & Wilson,
2006). There was little research done that focused on the student experience during the transfer
process, particularly once the students were received at the 4-year campus, though there was
some attention paid to certain aspects of the process, such as orientation at the receiving campus
(Herman & Lewis, 2004). Still others examined the student experience at the 4-year campus
(Townsend, 2008). The findings are similar regardless, with transfer students believing that both
institutions need to do more and improve the process as collaborators (Townsend & Wilson,
2006). Beyond transfer shock, adjusting academically requires capturing the perceptions of
students in their new environment and the transfer process as well (Townsend, 2006).
Articulation Agreements Between Transfer Institutions
The most common approach to collaboration is the creation of articulation agreements
that align course and credits for transfer, based on the needs of the students (Townsend &
Wilson, 2006). Such agreements are intended to offer a smooth route to a successful academic
pathway as credits are transferred between institutions (Mobelini, 2013). However, the
improvement desired to academically complete is elusive because articulation has yet to be
associated with improved degree completion outcomes (Keith & Roksa, 2008). Although these
agreements, if they exist, are often started by the institutions working in sync, policymakers can
produce mandates to ensure they are productive arrangements that ease the transition process for
transfer students (Callan & Canning, 2010).
Articulation agreements offer an attractive process for students who initially start at a
community college, as they are recognized collaborations that track the planned and unplanned
movement of students between each institution (Townsend & Wilson, 2009). When set up
33
properly, students benefit from the meticulously developed institutional agreement that presents
the final leg of their academic pathway enroute to degree completion (Laanan, 2004). More
states are adding articulation agreements and specific pathways (Anderson, 2018). Although the
value of articulation agreements at the state, institutional, and programmatic level seem to have
mixed reviews, they are widely appreciated on face value. And some even believe they provide a
seamless transfer without loss of credits (Townsend & Wilson, 2006). However, the problem is
more about implementing the agreements, which adds another student barrier (Yeh & Wetzstein,
2022). Academic programs are diverse by nature and offer unique pathways that also complicate
the processes for the 4-year institutions. Continuous changing of policies and revisions also
produces its own set of challenges (Yeh & Wetzstein, 2022).
Another challenge is not all students will have an opportunity for such agreements and
may end up transferring without any knowledge of such an arrangement, or they may not exist
(Townsend & Wilson, 2006). There is little consensus on how to measure the success of the
transition to a 4-year institution (Roksa, 2009). As more attention is paid to transfer students,
more curiosity grows to understand if these agreements are helping students successfully attain a
degree (Roksa, 2009). Research has just begun on the effectiveness of articulation agreements,
but early findings are not promising (Anderson et al., 2006). There is no current evidence that the
existence of these agreements leads to higher percentages of students transferring from
community college. There does not appear to be any enhancement to attaining a bachelor’s
degree simply because articulation policies exist (Roksa & Keith, 2008).
Barriers To Academic Success During the Vertical Transfer Transition
Social, emotional, academic, or financial barriers experienced by transfer students are
created by both kinds of institutions. Bahr et al. (2013) pointed out that it “takes two to tango.”
34
Each institution has a shared responsibility for the outcomes of transfer students (p. 461). There
is little literature that explores the effects that institutional partnerships have on transfer student
outcomes (Fink & Jenkins, 2017). Conversely, there is much literature on the student experience,
barriers and rates. Research found that some community colleges are more helpful than others in
helping with the transfer process (Carrell & Kurlander, 2016).
Beyond articulation agreements, numerous studies found that many transfer students
struggle adjusting to the rigor of the 4-year institution (Trengrove, 2015). They are also often
faced with additional challenges after transferring (Townsend & Wilson, 2006). The 4-year
institution presents differences from the community college such as its sheer size, the location of
the campus, a more challenging curriculum, and the competition of the student’s program
(Townsend & Wilson, 2006).
Most literature on vertical transfer highlights specific curricular or program aspects of the
partnership (Messinger, 2014). Pipeline programs, undergraduate research, shared space and
concurrent use processes and models are also an emphasis on what has been presented on
institutional collaboration for transfer students (Wilson & Lowry, 2016). Less research was
conducted on the actual concept of transfer collaboration and partnership and the use of wide,
institutional strategies to improve transfer student outcomes (Yeh & Wetzstein, 2022). Yeh and
Wetzstein (2022) found the absence of institutional transfer policies as the most cited issue in
their study. The haziness surrounding guidelines for the partnership created ambiguity about the
role of staff and their responsibilities, data sharing, student services and additional logistical
arrangements. Some partnerships were launched without having all of the language and
particulars in place creating policy gaps (Yeh & Wetzstein, 2022). Financial ambiguity was
found to be one of the most significant partnership barriers to develop and sustain effective
35
collaboration (Yeh & Wetzstein, 2022). Institutions, genuinely on board to work together, even
struggled with inherent conflict of goals between each campus.
Other challenges beyond the intersections of policy and culture of each institution include
competition for funding and other resources, which can negatively impact the culture and serve
as a barrier to transfer partnerships and processes (Yeh & Wetzstein, 2022). Strong transfer
collaboration can assist with reducing persistent equity gaps of racial groups by further
scrutinizing the policies, practices and cultural norms that create a disadvantage for racially
minoritized students (Bragg, 2020). Higher education has been tasked with developing new
strategies to improve academic success for all students (Brown & Rhodes, 2016). More students
are attending multiple institutions so improving the transfer process is critical to ensure all
students succeed (Brown & Rhodes, 2016). There is a lot to gain from partnerships by coming
together and reaching common ground on equity goals and actions, and by creating a clear and
collaborative equity mission (Yeh & Wetzstein, 2020).
Transfer success is often narrowly defined by degree completion because the process
does not measure learning proficiency and presents barriers to students to have work completed
at the community college that is also accepted at the transferring institution (Brown & Rhodes,
2016). In most instances, once students have completed a defined general course curriculum,
they are accepted for transfer. However, these courses are often not accepted, leading to student
confusion and a delay in degree completion, especially for those wanting to change majors
(Brown & Rhodes, 2016). Seat time is not adequate as a proxy for learning (Brown & Rhodes,
2016).
Education “on ramps” can offset the many “off ramps” that serve as barriers to transfer
students. Transfer enrollment is now a major part of the 4-year incoming class (Sklyar, 2017).
36
However, support centering on the transition is not something that formally exists at many 4-year
institutions. Studies have shown that the transfer services provided to students at the receiving
institution are not adequately serving a need and assisting students with barriers (Gard et al.,
2012). Schlossberg’s (2011) transition theory contains a framework to help highlight the major
aspects of transfer students as they transition between institutions. The theory posits the inability
for students to locate the needed support or identify their challenges of transition.
Institutional Perceptions of Transfer Students
Many community colleges are frustrated by the lack of academic success students have
after they transfer, while the receiving institutions are hesitant to recruit and admit these students
(Townsend & Wilson, 2006). This frustration centers on the 4year institution’s perception that
community college transfer students are less prepared academically to succeed, along with the
idea they will struggle with campus life adjustment (Townsend & Wilson, 2006). Most studies
on transfer students focus on the academic factors as indicators of how they will adjust outside
the classroom. Yet, performing academically is not the only aspect of adjustment to campus
(Berger & Malaney, 2003). Student satisfaction coupled with how students engage socially are
also indicators of how they adjust during the transition (Tinto, 2017a; Toutkoushian et al., 2019).
The relationship between the 2- and 4-year institutions can be a positive influence on the transfer
student transition (Berger & Malaney, 2003).
Although higher education is considered a natural pathway to achieve economic success
and reach upward mobility, how the education is acquired is not a simple and straightforward
process (Collins, 2018). Transfer students very often are challenged to complete a bachelor’s
degree once they transfer (Collins, 2018). Transfer students often finish a core class curriculum
before transferring. If this equates to 60 credit hours or units, the student can obtain an
37
associate’s degree prior to transferring if that is the goal (Collins, 2018). There are mixed
findings and factors as to how transfer students perform after they transition to the receiving
institution (Jenkins & Fink, 2015). These factors include personal characteristics, family status,
along with institutional and environmental factors (Jenkins & Fink, 2015).
The effectiveness of 2- to 4-year college transfer processes is critical for meeting the
goals nationally for promoting upward mobility of students and degree attainment (Fink &
Jenkins, 2017). Unfortunately, a lack of consistent metrics to measure academic success for
student transfers slowed efforts to improve the effectiveness of institutions (Fink & Jenkins,
2017). There is significant research on transfer processes, but less on institutional collaboration,
structures, and policies and practices that can help elevate the levels of degree attainment for
students (Fink & Jenkins, 2017). There is much research concentrated on transfer student
experience, barriers, and success rates. However, the research is limited to the effects of
institutional collaboration on academic outcomes (Bahr et al., 2013).
Black Male Student Life Experiences and the College Journey
Black males often depend on their life experiences and how they have overcome
challenges to survive during the community college experience (Harper, 2010). The family,
community, social environment, and prior academic experience has an impact on the educational
and personal growth of Black males in community college (Laanan, 2007). Experiences
connected to Black male identity and affirmation of culture have a strong impact on the selfefficacy, sense of belonging and academic success of Black males in community college (Wood
& Harris, 2020). The experiences, challenges, and motivations of Black males in community
colleges are connected to their life experiences. Therefore, transferring institutions are uniquely
positioned to reflect the backgrounds of Black male students, including their resilience. It is
38
important for institutions to recognize the effects such encounters have on these students to
provide the necessary support during the transfer process (Barnett & Kopko, 2020).
There are gender disparities with Black males only earning one-third of degrees for Black
people. In addition, less than a quarter of the Black male population in America has a college
degree (U.S. Census, 2022). Most of what is written about Black males in education narrows on
their perceived deficits. Beyond this perspective, recent studies point to factors such as
engagement and belonging associated with academic and social success in college (Strayhorn,
2012). When Black males are engaged and form meaningful connections with faculty and staff, it
is shown to elevate academic achievement (Strayhorn, 2008a). The adjustment and development
psychosocially of Black males in college is also relevant when designing support structures,
including cross-racial interactions to boost a sense of belonging (Strayhorn, 2008a & 2008b).
Institutional Support for Black Male Transfer Students
Many college programs and services are primarily aimed at only helping 1st-year
students (Jacobs, 2004). Programs connected to Black male identity and affirmation of culture
have a strong impact on the self-efficacy, sense of belonging, and academic success of Black
males in community college (Wood & Harris, 2020). Working with and encouraging these
students to begin their transfer process early during the community college experience including
help with goal setting, is critical to student success (Nora & Cabrera, 1996). In an effort to
respond to the challenges these student populations face, community colleges implement services
and interventions. Yet, based on low completion rates of these populations, the interventions do
not appear to be working (Jenkins et al., 2009). There is research suggesting that even students
who are considered “college-ready” based on test scores or completing developmental
coursework, may not complete (Jenkins et al., 2009). Since those students who are proficient
39
academically are struggling with completion, college readiness is more than academic skill.
Academic preparation is one aspect leading to success, but there are a multitude of just as
equally important skills, habits, attitudes, and behaviors that contribute (Karp, 2011).
Community colleges play a significant role in preparing Black males for transfer to a 4-
year institution (CCRC, 2018). Such preparation arms the students with appropriate
understanding and ability to handle higher levels of rigor and the knowledge necessary to
succeed (Conley& French, 2013). The readiness is key, as community colleges work with
students on the academic pathway and design any developmental plans necessary to the overall
academic foundation prepared for the 4-year institution (National Association for College
Admission Counseling, 2016).
Black Male Motivation and Support While Navigating Between Transfer Institutions
The perseverance of Black male students is potently connected to their backgrounds,
sense of culture, and prior academic experiences that shape them and influence the motivation
they bring to receiving institutions (Smith, 2019). Navigating the transition between institutions
is typically complex with the new culture, expectations, and overall environment (Dunbar &
Tang, 2010). Student resiliency is vital as Black males develop and utilize personal coping
strategies to work through challenges as a transfer student (Morrow & Kurtz-Costes, 2002).
Passion along with perseverance is what Duckworth (2016) terms “grit” as students are better
retained through challenges. While talent and intelligence does matter, grit leads to more success.
Grit is hard work, goal setting, and a personality trait of perseverance (Duckworth, 2016, p. 8).
As such, the passion a FTFT Black male transfer student has for the transfer experience is only a
short time to the goal of a bachelor’s degree and is immensely relevant to their motivation and
success. Appropriate support and interventions transparently communicated and worked through
40
will only enhance the readiness for transfer and improve the chances of degree attainment by
Black males (Gasman, 2008). Faculty play a role in preparation and support, by providing
opportunities to improve academically and socially based on the history of the student and
historical barriers, and by providing pre-transfer services (Harper, 2008).
Prior educational experiences, family dynamics, and student resilience to barriers often
require unique levels of support upon transfer (Maramba, 2013). The actual experience of
transferring is usually reflective of the life experiences of Black males, which requires the
receiving institution to understand as support is planned and provided (Barnett, 2019). Support
for Black male students will often come from community involvement, where connecting to likeminded and comparable experiences will provide strong support systems and a sense of
belonging (Kuh et al., 2008). These exposures provide significant culturally affirming
opportunities (Wood & Harris, 2020). Understanding the particular academic and career
aspirations of Black male transfers is also critical to provide meaningful support (Brown &
Schmidt, 2017).
41
Chapter Three: Conceptual Framework and Methodology
This study examined the experiences of former traditional FTFT Black male community
college transfer students, exploring how institutional collaboration shaped their academic
success. My problem focused on the handoff between institutions and student life experiences at
public 4-year institutions. The data, literature, and voices of the Black males who were fortunate
enough to complete after transferring even with social, emotional, academic or financial
challenges, informed my effort to determine the “why” regarding Black male transfer students
who did not succeed after spending time in what should have been holistic educational
environments before moving on to more robust communities of nurturing and support. The
completion gap for Black males continues to widen, and addressing student motivation, selfefficacy, and accomplishment needed to be assessed to identify barriers in achieving educational
goals and overall academic success (Shunk, 2012).
To inform the study, I utilized Schlossberg’s (2011) transition theory which is centered
on understanding and supporting individuals as they navigate through life’s transitions (see
Figure 2). Schlossberg identified four major sets of factors that influence a person’s ability to
cope with transition: their situation, self, social support, and coping strategies.
Schlossberg’s (2011) transition theory provided a lens to understand the transition of
adults, leading them to the help they need while coping with the mundane and extraordinary
processes of their life experiences. It served as a conduit for understanding and analyzing how
humans adapt to transition. Transition, in this sense, refers to any event or even non-event that is
a product of a changed routine, new relationship, assumptions, or new role (Schlossberg, 2011).
This can be a positive or negative event and without an individual placing significance on it, is
not considered a transition (Schlossberg, 2011). An individual’s effectiveness in coping with
42
transition is based on specific assets or liabilities incurred through a series of phases, including
moving in, moving through, or moving out during a transition (Schlossberg, 2011).
For the purpose of this study, I used the theory to explore how the former traditional
Black male transfer students navigated their educational transition including any support
received (see Figure 3). An additional spotlight was on their coping strategies, perceptions of the
transfer process, and their resilience to grow from social, emotional, academic, or financial
barriers and succeed academically after the transition from a community college to a 4-year
institution.
Figure 2
Schlossberg Transition Theory
43
Research Questions
The research questions were designed to explore support received during the transition to
the 4-year institution including, perceived collaboration between institutions, perceived social,
emotional, academic, or financial barriers, and coping strategies utilized during and after the
transfer transition:
1. How did former first time-full time FTFT traditional Black male college transfer
students perceive the support most beneficial during their academic experience?
2. What were any perceived barriers these former students faced during the transfer
experience?
3. What coping strategies did these former students believe they deployed during their
transition and subsequent college completion?
Figure 3
Schlossberg Transition Theory
44
Overview of Design
This study used a descriptive narrative qualitative design involving former traditional
Black male students who transferred from one of the four Zion Community College District
campuses to Faith University and completed a bachelor’s degree. I obtained contact information
from the Faith University Institutional Research Division to communicate with 13 respondents
who met the outlined criteria, then contacted them via their email addresses. My marketing
reflected the purpose of the study and how much I, and other Black male transfer students in the
future, would benefit from the value of the interview. I offered a Visa gift card as an incentive at
the conclusion of the interviews. I accomplished my goal to secure at least three to four
respondents who initially matriculated at each one of the Zion Community College District
campuses. All respondents met the interview criteria regardless of which campus they attended.
My interview protocol entailed conducting anonymous, semi-structured one-hour
sessions via Zoom, asking 12 consistent questions with some probing to capture the full essence
of experiences (see Table 2). The semi-structured approach allowed for a new view or idea to be
raised by the respondents (Merriam & Tisdell, 2016). All questions were linked to the research
questions.
Table 2
Data Source
Research questions Zoom interviews
RQ1. How did former first time-full time (FTFT) traditional Black
male college transfer students perceive the support most beneficial
during their academic experience?
x
RQ2. What were any perceived barriers these former students faced
during the transfer experience?
x
RQ3. What coping strategies did these former students believe they
deployed during their transition and subsequent college completion?
x
45
Data Collection
The Zoom interviews were recorded and transcribed. I took written notes as necessary to
ensure I was capturing what was said and allowed for probing questions and clarification during
and after the interviews. Consequently, the exploration assisted with clarity and allowed
respondents to provide more elaboration (Merriam & Tisdell, 2016).
Research Setting
Interviews were conducted via Zoom based on the schedule of respondents, all of whom
were former traditional Black male college transfer students who completed their bachelor’s
degrees at Faith University. Zoom (Tillman 2020) was preferred to aid in interview availability
or respondents, enable a convenience of time, and provide an ability to record and transcribe the
interviews. This ensured a complete capture of what was said to be preserved for analysis
(Merriam & Tisdell, 2016). I made introductory statements at the beginning of each interview,
thanked each respondent, made a connection as a Black man, and highlighted the importance of
this study and their participation. Per the literature, taking a nonjudgmental and respectful stance
and showing empathy when appropriate proved to be a good start to the process (Merriam &
Tisdell, 2016). I also stated that if at any time the respondent felt uncomfortable or needed some
time to regroup, that the request would be honored. Additionally, I explained that any resistance
to answering a question would be similarly honored. I then shared the purpose of the study.
The importance of the setting also provided a confidential interview space for the
respondents who could personally elect where they were physically situated during the Zoom.
The research questions were appropriate for the respondents in that their experiences and
perceptions, including the transfer or handoff process, were authentically discussed. I ended each
interview with a sincere thank you and followed with a request for a referral of peers who did not
46
complete their bachelor’s degrees after transferring. Lastly, I allowed for the opportunity to ask
or answer follow-up questions at the close of the interview or in the future.
Each respondent had an opportunity to not only discuss their experiences in detail, but
based on my introductory comments, also realize their answers would be used to create a
framework of understanding to assist other traditional Black male students who would
matriculate to a Zion Community College campus and then transfer to Faith University. In
essence, the interviewees would be paying their experiences forward and allowing necessary
interventions and changes in transfer processes to be developed that enhance the transition
experiences for students in the future aimed at elevated 4-year degree completion rates.
Interview Ethics
This study exposed some of the challenges or gaps these former students perceived
during the transfer process. I work in higher education and have held positions at 2- and 4-year
institutions and therefore, understand many barriers these students face. I presented delimitations
to my study about any bias, my own personal and professional experiences. To address any
biases, I worked to build rapport with the interviewees, listened actively, and adapted with the
interview environment (Creswell & Creswell, 2018).
I asked those interviewed in my study to remain anonymous, thus providing opportunities
for transparency and honesty. I gave the respondents an opportunity to provide an accurate
picture of their experiences and perceptions driven by the questions. I transcribed the interviews
verbatim and did not approach this study with preconceived notions about what I would find.
The study will hopefully serve the interest of higher educational institutions and traditional-age
FTFT Black male community college students transferring between institutions. I aimed to
highlight the positive experiences along with the challenges.
47
Data Sources
Method
Individual Zoom interview were used for each participant. An introduction was provided
prior to the start of each interview. These interviews were conducted via my personal computer
and appointments were made with each participant well in advance.
Participants
The participants were 13 former traditional Black male students who transferred from one
of four Zion Community College District campuses to Faith University and completed their
bachelor’s degree. Sampling was purposeful to discover, understand, and gain insight by which
the most can be learned (Merriam & Tisdell, 2016). I also made inquiries to conduct snowball
sampling of referred former students who met the criteria for the study but did not complete a
bachelor’s degree (Merriam & Tisdell, 2016). The interview protocol is provided in Appendix A.
Instrumentation
My interview protocol was anonymous and included semi-structured one-hour sessions
via Zoom where 12 consistent questions were asked with some probing to capture the full
essence of experiences. The interviews were guided by both structured and unstructured
questions that allowed for a new view or idea raised by the respondents (Merriam & Tisdell,
2016). No respondent wished to have his name shared and that was honored. All questions were
linked to the research questions. Questions were geared toward life experiences, coping
strategies, support structures, and perceptions of any institutional collaboration that shaped their
academic performance. The focus was on initial college matriculation at a Zion Community
College campus, through the transfer process to Faith University, to bachelor’s degree
completion.
48
Questions also centered on any benefits and life challenges associated with the actual
transition, or perceptions on the student handoff between institutions that shaped their resilience
to complete a degree within 6 years of first matriculating to college. I probed for any special
circumstances or barriers such as finances, family, socioeconomic issues, environmental or
societal factors. A focus was also on the former student’s self-efficacy, sense of belonging, and
motivation while enrolled. I sought responses to questions that addressed those things that went
well and used the same methods to ascertain any barriers the respondents had to overcome to
transfer and complete successfully.
Data Collection Procedures
Interview data were analyzed by assessing responses and reviewing my personal notes,
including notes taken from asking probing questions. Each interview lasted 1 hour. I also
accounted for long-winded respondents and asked for additional time to obtain answers
consistently from the same questions for all interviewed. They all agreed to the extended time. It
took an average of 3 hours to transcribe each interview and any notes. I printed the transcript for
each interview; I asked each respondent to review the transcript and then return it to me.
Accordingly, I then initiated the process of writing up responses to identify themes and patterns.
I utilized coding system during this process.
Data Analysis
I analyzed responses that connected to literature and Schlossberg’s (2011) transition
theory, including experiences and perceptions, support structures, and coping strategies that
aided with navigating any personal barriers.
I reviewed the interview findings to identify patterns or themes, including “aha” moments
that expressed a true authenticity about the former student and even the institutions. This process
49
aided in eliminating my own biases. I identified the biggest gap or barrier regarding the handoff
between institutions based on all responses from the respondent perceptions of the transition
process, coupled with my own experiences working in higher education. My subsequent goals
were to share findings, create new practices and interventions to better serve traditional Black
male transfer students, and review processes aimed at increasing academic success and
completion numbers.
Assumptions, Limitations, and Delimitations
Assumptions
This study recognized several limitations and delimitations. I interviewed former students
who completed their bachelor’s degrees after transferring. Although I sought Black males who
identified as such, there was no way for me to prove these former students were born as male.
Therefore, I assumed their self-identified racial and gender identities were accurate.
Limitations
In addition, I acknowledged my implicit bias as a Black male who has views on
systematic barriers faced by Black men in America. I also acknowledge potential bias as a
professional who works with Black males. This includes working with transfer students who are
frustrated by their experiences coming from the community colleges, their personal lived
environments, and their experiences while on the Faith University campus. I attempted to be
ethically sound and directed my attention to the literature and the voices of the Black males I
interviewed rather than my own personal experiences. Setting personal boundaries during each
interview allowed me to include what was presented from responses and what I reviewed from
the literature. I then narrowed my focus by excluding what was irrelevant to my research
problem. The study limitations included the 13 respondents who agreed to complete the
50
interviews and how many of them answered the questions completely during the process. The
research design did not control these limitations. My recognized positionality did not influence
the outcome of my research.
Delimitations
The study delimitations were decisions that were included as part of the research study
design. They were within the researcher's control, strictly by the study design. Delimitations
clarify the boundaries of a study (Hyatt, 2019). For the scope of this study, the delimitations
were sample size, a focused demographic, varied community college institutions and level of
support at each, and geographical difference between those campuses. The study sample
included 13 Black males who completed their bachelor’s degree within 6 years of initial college
matriculation after transferring to the same university. This was a small sample of Black males
who transferred over the past 10 years.
The study was not dependent upon other racial and ethnic diverse students, or Black
females. These populations have their own challenges and successes. For the purposes of this
study, I explored the population I knew best which is the Black male. The respondents for this
study included those who identified as male, those who identified as Black/African American,
those who started community college as first-time traditional students (ages 18–19), and those
who were full-time students through their collegiate experience. The delimitations for this
research study aligned with the utilization of Schlossberg’s (2011) transition theory, in an
attempt to identify the support and the coping strategies these former Black male transfer
students received and created to navigate the barriers associated with their transition from
community college to a university.
51
Each of the Zion Community College District institutions has its own challenges that may
affect student success. It is unfair to assume each campus presents the same services and support
to Black males, or that institutions outside the scope of this study have similar characteristics. I
recognized that processes, resources, and policies of each of these particular institutions differ
and may affect the academic success of the Black males in this study differently prior to and
during the handoff to the university. Each of these colleges is in a different part of Hope County
(pseudonym), a predominantly rural central part of the state. Thus, the communities and
environments have differences that may affect a student’s college experience. This study
concentrated on the transfer to one public, 4-year institution. It did not include an exploration
into historically Black colleges or universities, or private institutions. I also understand the
additional support student-athletes and TRIO students receive, having experienced both as an
undergraduate. The former students interviewed for this study did not represent these students.
52
Chapter Four: Findings
The purpose of this study was to examine the experiences of former traditional FTFT
Black male community college transfer students, exploring how they perceived
Institutional collaboration had shaped their academic success. The focus of the problem was on
the perceived institutional collaboration during the handoff between institutions, perceptions of
any support these students received during their transfer experience, and their coping strategies
to navigate the university and overcome any barriers after transferring. Respondents for this
study identified challenges with perceived support or institutional collaboration prior to, and
after transferring. They also identified their need to have campus connections and support, better
transfer processes including academic pathway clarity, and strategies to cope through barriers
during the transition and eventual university matriculation.
Even with more efforts by both the community college and 4-year university to increase
traditional Black male transfer student persistence, these students do not fare as well in terms of
on-time completion. My plan was to capture the perceptions and experiences of former Black
male students who have succeeded after transferring by completing their bachelor’s degrees.
Higher education faces a critical challenge: the need to give these students, many of whom are
from low-income, minoritized, and first-generation backgrounds, the helping hand they need
(Mangan, 2020). A goal of this study was to gather insights and knowledge that can inform
institutions to develop interventions and more holistic and collaborative practices for these
stakeholders. Such insights may assist in efforts to create real change that improves the
completion rates of traditional FTFT Black male community college transfer students.
A purposeful sample of 13 Black males were identified to participate in this study, of
which all agreed to participate. Participants confirmed they possessed the criteria outlined in the
53
specific communication for this study. They all met the necessary requirements as the target
population. Individual interviews were conducted via Zoom with 13 participants to gather data
about their unique experiences as transfer students who completed a bachelor’s degree. The
interviews provided the researcher an opportunity to collect data to better understand how they
navigated the barriers and perceived support as transfer students, including how they utilized
coping strategies during and after the transition to a university. I used the following three
research questions to guide the interviews:
1. How did former first time-full time FTFT traditional Black male college transfer
students perceive the support most beneficial during their academic experience?
2. What were any perceived barriers these former students faced during the transfer
experience?
3. What coping strategies did these former students believe they deployed during their
transition and subsequent college completion?
Summary of Research Method
The research design served to collect narrative data through interviews based on the
experiences of 13 former traditional FTFT Black male community college transfer students who
completed their bachelor’s degrees within 6 years of initial matriculation from high school. After
the interviews, data were collected through documented analysis to ensure a complete research
process. Qualitative research is an appropriate approach for exploring and gaining understanding
of individuals or groups as it relates to a human or social problem (Creswell & Creswell, 2018).
The research design included protocols that guided the study after an introduction of the
findings. Finally, an analysis inclusive of the findings from the interviews was provided in the
54
final research document and enabled the discovery of future recommendations for future research
and consideration.
Participants
This descriptive, narrative, and qualitative study consisted of conducting 13 qualitative
interviews. As highlighted in Table 3, all respondents identified as Black, identified as male,
were over the age of 18, and completed a bachelor’s degree from the same 4-year institution
within 6 years from initial matriculation, having transferred as community college students from
one of four area campuses. The respondents initially matriculated to a community college
immediately after high school, were full-time students throughout the college and university
experience, and completed their degree programs in a total of 6 years or less. All interviews were
for 1 hour and held via Zoom between the dates of April 3 and April 12, 2024. Respondents were
assured anonymity and were asked 12 structured interview questions. The researcher was the
only person who conducted the interviews.
55
Table 3
Respondents’ Demographics
Respondent Black/AA Male/18+ Traditional Transferred Completed bachelor’s
within 6 years
Respondent 1 x x x x x
Respondent 2 x x x x x
Respondent 3 x x x x x
Respondent 4 x x x x x
Respondent 5 x x x x x
Respondent 6 x x x x x
Respondent 7 x x x x x
Respondent 8 x x x x x
Respondent 9 x x x x x
Respondent 10 x x x x x
Respondent 11 x x x x x
Respondent 12 x x x x x
Respondent 13 x x x x x
Findings for the Research Questions
From the interview data collection and analysis, a codebook was created after each
respondent reviewed their respective transcript. This was to capture the experiences and quotes
from each respondent. At the conclusion of data collection, interview responses were categorized
to produce a framework by which to identify five themes and discussion points for analysis.
Research Question 1
Research Question 1 was how did former FTFT traditional Black male college transfer
students perceive the support most beneficial during their academic experience? Research
Question 1 focused on the perceptions of support the transfer students received upon the handoff
to the university from the community college. The two themes that were identified from the
research study included the following: (a) institutional support and perceived collaboration and
(b) connections to centers, peer and special programs. Each respondent was asked to share their
56
perceptions of support from the institutions, staff and faculty, mentors, family or community
members. They were also asked how impactful any perceived support was in helping them
transition during the transfer process and complete their bachelor’s degree.
Theme 1: Institutional Support and Perceived Collaboration
The first identified theme was institutional support and perceived collaboration. Eight of
the 13 respondents believed they had adequate institutional support during and after the
transition. Eleven of 13 respondents mentioned the importance of having adequate support after
transferring from faculty and staff, as well as the availability of campus resources recognized as
a necessary structure to help with degree completion. Several respondents provided sub-themes
regarding institutional support during the transfer. Table 4 highlights the seven responses for a
perceived need for viable communication between institutions, having clear policies and
processes, strong administrative support in particular with academic pathways between
institutions. Also, nine of 13 respondents shared the importance of academic support services
and tutoring, the availability of resources, and institutional responsiveness.
Nine respondents discussed the difference in orientation programs at the community
college and university. They all expressed challenges. One shared how the community college
had a built-in orientation that immediately connected students to peer mentors and other students.
He perceived the model was better than at the university because of the smaller campus and
meeting professors that would eventually get to know him and form relationships, as he shared,
“The university orientation was too basic and too big, and I didn’t really have a chance to
network.”
The nine respondents who experienced transfer orientation appeared much more
confident and they expressed that transfer orientation helped them with the transition. There was
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one self-identified first-generation respondent who was “incredibly introverted” and had no
intention or willingness to attend an orientation or being connected to the university. He
expressed that he was a young dad and preferred to spend time at home rather than find areas of
support on campus. He reached out to the writing center to help with a paper, but because he had
no frame of reference on what to expect, he was caught off guard by how the center would help
him. He shared:
I was kind of disappointed in myself and the campus. I thought they were going to help
me write the papers, but they only gave me suggestions. This wasn’t the case in
community college. I didn’t realize that was how it worked at the university. So, I wish I
knew this earlier, and blamed myself. It did turn me off and I never went back for
support.
In addition, several others stated that attending the transfer orientation was the most
important part of the transfer process as they felt much more prepared to move on at the
university. Several respondents mentioned their satisfaction with transfer orientation and how
particularly nice it was to meet other Black males. Many were connected to the Martin Luther
King Center on campus and working on programs geared for Black students. However, several
respondents shared dissatisfaction with the university transfer orientation program.
Seven respondents shared their experiences with community college counselors that
helped them with the transfer process and documents. They provided mentors to help connect
with the university and its resources before the transfer. Six respondents perceived the upperclass peer support provided at transfer orientation was positive. They were provided advice on
what to expect on campus, class rigor, and size. One respondent expressed dissatisfaction in the
low numbers of Black males at his transfer orientation, which was not mandatory. He was
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disappointed in not having an opportunity to connect with other Black males from that process.
However, he did meet a female staff member at the university who reached out on his behalf to
other Black organizations and students to help him overcome the disappointment, make
connections, and build relationships. This was important because, as he stated, “There weren’t
any Black males in my classes, so it was like, if you meet them, it’s great. Otherwise, you had to
find them. They were off to themselves, already knew people, or were just hidden.”
Theme 2: Connections to Centers, Peers and Special Programs
Eight respondents mentioned specific Black male-themed clubs they engaged with that
sought them out right after transferring, which made them feel welcomed and connected. One
discussed forming a relationship with a faculty advisor for his club who provided early support.
Another respondent mentioned receiving “support on all sides” during the transition. From the
beginning of his college experience and the transfer process, he credited the federal TRIO
program and specific individuals who “walked him through” the process and provided support he
“definitely needed.”
Along with these responses, four others shared a specific Black males’ program at the
university that they joined for connections, support, and “growth.” Seven respondents indicated
that they could have done more on their own like reaching out earlier and once transferred,
asking more questions, and talking to different departments and resources to be more involved.
Six respondents shared the perception that having opportunities to obtain mentoring was an
important part of the transition. One respondent shared being officially assigned a mentor by a
program to which he was affiliated as part of his transfer admission. He felt supported and
followed the transfer process based on what his mentor prepared him for. While in community
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college, a mentor handed him off to the transfer institution after helping with the college and
transfer process.
Another respondent received help from the tutoring center once he transferred and he
perceived it was beneficial to his academic success. However, he expressed concern when
sharing stories about other Black males who were unaware of services, and shared:
I think the only thing is that sometimes Black men either don’t know about the services
or don’t really care enough to go to them. I think that causes a lot of students to be at a
disadvantage after transferring, because of the environments they come from and needing
help. They just don’t want to ask.
In addition, another respondent shared an appreciation of the blessing of being able to
attend a university. He mentioned how it “just doesn’t happen for Black men where I come
from.” He shared the collective effort of his community who believed in and supported him. As
he stated, “Without that, and my belief, I wouldn’t have succeeded after transferring.”
Seven of 13 respondents shared their experiences with the Black Student Union (BSU) as
a positive point of transition. One reason was due to their participation with a similar Union at
their community colleges. However, one respondent mentioned some challenges with this as
time passed. He mentioned participating in the club for a short period of time because he ended
up leaving the residence halls and had to live off campus. He stated, “The traveling back and
forth was a lot for me. This was the hardest thing as I transferred, because I had to leave home
very early in the morning and was taking long night classes.” He discussed the additional
challenge of seeing very few Black males or any Black students while at the university because
of his schedule.
Research Question 2
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Research Question 2 was what were any perceived barriers these former students faced
during the transfer experience? The second research question focused on how former Black male
transfer students perceived barriers during the transition process as they transferred from
community college to the 4-year receiving institution. The following two themes were identified
from the interviews with 13 respondents: (a) poor transfer process, including academic pathways
and (b) personal barriers. Each respondent was asked to provide insights on their perceptions,
including specifics on how the barriers affected the transfer experience between institutions.
Responses provided sub-themes on perceptions of how they had to navigate any barriers,
including the COVID pandemic.
Theme 3: Poor Transfer Process, Including Academic Pathways
The first identified theme for Research Question 2 was the transfer process, including
academic pathways/articulation agreements. Several respondents faced interesting and
unexpected barriers during the transfer process. One had a child at a young age and struggled
navigating between being a parent and student in a new environment. Another shared the
challenges associated with having an institution botch his social security number, which
ultimately affected his financial aid package and timeline. Still, another respondent shared his
challenges with the transfer process due to his past experiences in a juvenile facility as a foster
child prior to community college matriculation. He mentioned being removed from his home at
the age of 12 after being adopted, ending up in the juvenile system, and then returning to foster
care until the age of 18. He shared:
I was not mature, and wish I stayed in the system until the age of 19. It took me a while
to get to a point where attending college and then a big university was something I could
manage and was comfortable with. There were so many hurdles just starting community
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college. I needed to appear in person but couldn’t. So, the person that went for me didn’t
share the information correctly and it caused all types of challenges for me later. I was
embarrassed to tell the community college where I was right before I started.
As highlighted in Table 4, seven respondents shared they wish more information was
provided to them from the community college prior to transferring. Nine respondents talked
about not perceiving any collaboration between the institutions as they prepared to transfer.
There was no perception of a handoff between institutions and they shared a need to
independently seek out information and resources. Five respondents were first-generation
students, so they admitted to facing more obstacles, having varying degrees of confusion, and
just “feeling lost.”
Five respondents faced challenges when they changed majors and found out many of
their courses taken in community college did not satisfy requirements. Each of them stated if
they had known this ahead of time, they would not have changed majors. The lack of
collaboration between institutions affected their situation, in particular, having more
conversations about their academic pathways. One respondent shared:
I think there could have definitely been more collaboration. It was not a smooth handoff.
It wasn’t like, “Welcome to the university. Meet so and so.” There was confusion about
who we should meet with and how to set up appointments. A lot of this information was
relayed by peer mentors, so I feel that could have been done better. I had to do a lot of leg
work on my own to get questions answered.
Ten respondents shared they faced challenges due to the poor advice on their academic
pathways followed as part of the institution’s articulation agreements for their programs. Five of
them faced additional challenges when they changed majors while at the university, only to
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discover they had to repeat or take new courses as prerequisites. Each shared conversations they
had with advisors at the community college and university about the possibility to change
majors, yet nobody provided any options or advice that could have helped them really rethink
their academic paths. Six respondents mentioned struggling with the news that some of the
classes they took at community college would not transfer, would not count, or had to be
repeated. One respondent mentioned there was a challenge in the fact he was never told what to
do if his courses were not transferable. He trusted and assumed his classes would transfer
without issue because of his advisor’s guidance at community college. He mentioned how the
institutions worked through a checklist and reports after he discussed his intended major prior to
transferring. Of note, he shared this hurdle as the most frustrating aspect of the transfer process,
and believed more communication between schools would have been beneficial.
Five shared the challenge of having to quickly pivot to a major they were uninterested in,
due to “impacted” programs such as nursing and business that only admitted so many students
per year, and with lofty grade point average requirements. These respondents each spent 2 years
taking a particular pathway, working with advisors, unaware of what “impacted major” meant or
even the possibility of this being a barrier.
Four respondents perceived that the institutions appeared to work together, to a degree,
prior to and after the transfer. However, three of them felt that the community college provided a
disservice by having “easier classes.” They all respectfully shared the initial rigor and shock
experienced after transferring almost caused them to drop out, but that connecting to tutors saved
them. One respondent shared his shock of having to pay over $1800 in fees once he transferred.
He said that he had not expected the charges because he was never informed. Back at community
college, there was a special program that paid his fees, so he expected the same at the university.
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This disconnect caused grief, disappointment, and anger. It also was a major barrier for him as
his family had to find a way to endure the fees. He also thought about dropping out, but
eventually took out loans, reluctantly.
Eleven of the 13 respondents expressed wishing they knew a lot more about what to
expect, what was in front of them, as transfer students. They mentioned struggling with things on
campus that would not have been problematic or barriers for them had they received more
information prior to and during their transfer. One mentioned that he perceived “the right hand,
community college, had no real idea what the left hand, the university, was all about.” Several
respondents shared how they wished there was more information upfront about the types of
programs and activities for people who “looked like '' him that you could not gather from a
website. One respondent shared how some of his Black male friends felt after they transferred.
He indicated:
I feel like most students, especially Black males in general, go to college and not really
know what it is. What to expect. Especially first-generation students like myself. We
don’t know what we want for a major, and many of us just pick something like
Communications. No disrespect, but that happens a lot because at the university it is
probably the easiest major. I honestly feel like that major is pushed on Black students, at
least it seemed like it.
Another respondent shared that he perceived the university professors assumed Black
students did not care, could not handle university rigor, and were hard to work with. He
perceived that caused these students to drop out because it happened to many other students he
knew at different universities and his own. He believed the institutions can work better together
and do more to address this because it is a barrier “that can be fixed.”
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One respondent shared his thoughts on something he wished was known by both
institutions prior to transferring. He explained:
I had a lot of distractions. I love the gym, and in community college I would go to class
then home to do my homework before heading there. But being at the university all the
time, I was taking advantage of all the new things there including the bigger and better
gym, because I was always on the campus. I thought I would have a lot more time to
study, but it all was a distraction in that new place in the end and my grades suffered. The
freedom of living on my own was a challenge, versus just going to class then home while
at the other college. I wish someone had prepared me for that reality before I left there.
Several respondents mentioned they preferred having more materials provided directly to
them and their families versus just conversing with community college counselors due to trust
issues from other challenges. One of these respondents wanted more detailed descriptions of the
university and resources versus just what the website offered. Six respondents shared a desire to
know more about AP classes prior to enrolling in college at all. They knew of their existence but
were overlooked because they may not have had the most stellar grades. Later in college as they
planned their pathway to transfer, they perceived it would have been nice to know more. One
respondent shared there could have been struggles in classes due to lack of interest. The collegelevel courses may have been more interesting to him and he could have performed better. He
stated that in his community Black men are often called dumb when in essence, he believed they
are often uninterested in a subject and need more of a push or guidance to identify what may be
of interest.
Another respondent shared his challenges on the transfer process. He discussed not
having to struggle with finding resources at the smaller community college, and how strong his
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support structure was since he was living at home. To him, navigating was easier. He indicated
how enclosed the community college was because everyone was “basically there just for school.”
He often stayed longer after class because of a club he was in. He did, however, share that his
transition to the university was smooth due to involvement with a dual-degree program, unlike
his friends. His university advisor was already working with him prior to the transfer. So, in his
words, he “felt blessed.”
Six respondents mentioned how challenging the transfer process was, and similarly, how
difficult transitioning to the campus was for them. They all discussed navigating a new
environment, learning how to find classes, and wishing they had more of an introduction to the
campus. All six mentioned the lack of “hand holding” they received in community college. They
recognized the need to be responsible and learn how to navigate to be successful. They
questioned why the university handed out information, but after that just sort of left them alone.
They also acknowledged in different ways the understanding of maturity, growing up, and
learning from challenges. Three of them admitted they did not check email regularly, which
contributed to their challenges.
Theme 4: Personal Barriers—Academic, Social, Financial, Emotional
As highlighted in Table 4, eight of the 13 respondents shared a common barrier of not
being adequately academically prepared for the rigor prior to transferring to a university. Others
shared that they believed in the preparedness attributed to faith, support from older students, and
strong motivation as they worked on academic shortcomings in “real time.” Some respondents
shared a desire to focus on the life challenges that affected their academic preparation early on
after transferring to the university.
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Nine respondents addressed the realities of being at a much larger institution, sticking out
around people who already knew each other. The classes were much larger, which caused
imposter syndrome for all of them and there was a perception that the faculty did not personally
connect due to the large classes. They all shared how challenging independence was while
adjusting to an unfamiliar environment. Each stated how more could have been done on their
behalf to alleviate or eliminate the shock of transferring. Six respondents shared the challenge of
trying to adjust to an unfamiliar environment while simultaneously attempting to seek other
Black males, Black students in general.
Cultural challenges surfaced during the interviews and 8 respondents mentioned the lack
of other Black males at the university, which was a deviation from their community colleges and
communities. They each shared how difficult it was to connect with people on campus who had
already known each other because they started at the university and were not transfer students.
This led to initial feelings of isolation. One respondent joined a Black fraternity just to fit in and
meet others socially, even though it was not a culture within the campus community he
understood or wanted to be a part of. Several respondents mentioned how early connections to
clubs and groups prior to transferring would have been helpful. Many Black males already
socialized and were living together as initial matriculators to the university.
All 13 of the respondents identified a variety of issues with transportation, housing, food
insecurity, and personal finances. Seven respondents shared that a lack of confidence was a
barrier after transferring due to the rigor, navigation challenges in a new environment, and the
lack of a connection overall. Six respondents shared how they wish more was known about the
challenges associated with balancing class and life. The challenges were dramatically different
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for some, including the lack of diversity, being further from home, and having less evening
options due to lack of connections unlike in community college.
Several respondents had housing challenges due to cultural clashes with roommates or
hardships surrounding financial challenges. Such setbacks affected their studies early on. One
respondent shared:
I didn’t realize how expensive housing was and I was not getting enough financial
assistance. Having a place to live is a basic need. It is difficult to study when you don’t
have that. It’s possible. But it just makes things [harder] when you are housing insecure.
And I specifically asked if my aid package was enough. I wish I knew more about that
before I transferred.
Five respondents shared how surprised or upset they were after encountering housing bills from
the university.
Some respondents discussed the disadvantages they encountered because they perceived
community college professors to be more flexible with grades, even though missing class
affected grades. One respondent shared his experience at the university was dramatically
different. He expected to be checked up on like at community college. Five respondents talked
about the challenges from the standpoint of Black male pride as they tried to do things on their
own, not asking for any assistance. Each mentioned growing up and being taught they could do
things on their own and not fully depend on others. This backfired for these respondents as they
all skipped transfer orientation when it was their time, thinking it was a waste of time. They all
expressed during the interviews the additional barriers they faced because of this, and they also
missed out on vital financial aid information leading to even more challenges immediately
thereafter and farther down the line.
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Eight of 13 respondents shared feelings of isolation after transferring. While all
respondents talked about eventual feelings of belonging, the initial barrier for eight of them was
isolation. One respondent connected early on with a support program and several faculty
members. He shared how he was surrounded by “love on a daily basis” immediately after he
transferred. Five respondents did not struggle with isolation because they each mentioned
already knowing at least one other student at the university. One of these respondents mentioned
seeing people he had not been around in years. It was an immediate relief to a degree, according
to this respondent. The eight respondents that faced isolation referenced class size, navigating a
new environment, a lack of other Black students, and being away from home as contributing
factors. Those who already had connections quickly joined Black-themed clubs and
organizations early on after transfer.
Five respondents shared feelings of isolation while living on campus. Their perceptions
were that resident halls were not welcoming, and the adjustment to living with others was a
troublesome challenge. One respondent shared living with a freshman while he was a transfer
junior for 3 weeks. He said he stayed in his room because it “was just too much.” This
respondent had difficulty making friends so that did not help his situation in his opinion.
Eventually, he changed room assignments and found a Black roommate who was coincidentally
experiencing the same situation. Things worked out for him and he joined a club that was
focused on the Black male. It was at this point that he began to feel like he belonged. He talked
about being around the same people all the time, which reminded him of community college, so
his sense of belonging became stronger.
One respondent expressed how he was feeling about the transfer and how he managed his
feelings of isolation:
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I know it’s different for everyone, but I am the one who applied and transferred to a
predominantly White university, so I knew what I was getting myself into. Although it
was still a shock, I had to get in where I could fit in. I expected some isolation, but my 1st
year was rough. Eventually, more Black males came to campus, but the classrooms were
more isolating than I expected so I surrounded myself with others like me, because I
could control that.
Another respondent shared similar feelings of isolation on the university campus unless he was
with other Black males, but there were not many on campus which created challenges. The
respondent recalled how much he wished more of those few Black students would get together
more and talk about their shared experiences in society, or at least talk about situations they
encountered on campus. He stated that some around him felt a need to join a Black fraternity to
have those types of opportunities and that this caused some isolation. The respondent mentioned
having to also code switch in classes, which was challenging and new for him, and also limiting
his feelings of comfortability because he was not being himself or expressing authentically.
Another respondent similarly intimated that when he was growing up in the inner-city, he faced
many challenges. In one of his classes, he completed an art piece that depicted his rough life
growing up in the inner city as Black male. To his chagrin, the professor “didn’t seem to warm
up to it.” He perceived that the professor did not believe in his personal struggles about growing
up and even began to tell him about his own realities. So, the respondent had to code switch
because his experience was not relating, which felt isolating to him without having that shared
lived experience.
Eleven respondents had to work once they transferred. Most had to work to pay the bills
and shied away from loans to help themselves and their families. One respondent had a young
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child to support and pay childcare. All 11 respondents mentioned that their families were of low
means, so it was critical that they worked in the university. Balancing school and work was
problematic, but it all worked out in the end. One respondent indicated he wanted to work and
help Black male freshmen as a way of paying it forward. He was part of a club that focused on
this population and he served as a mentor and tutor during his time at the university. Another
respondent did not have to work but explained why he actually did:
It was more of a want for me. My tuition was paid by the state, and I lived at home. My
parents helped with books. For me, I needed to buy a car. So, I chose to work to relieve
the pressure of my family taking me to campus.
Six of 11 respondents shared that their parents forced them to work because they were
not able to support them. It was their reality. Respondent 6 shared how he had to work because
of the struggles his family’s financial hardships exposed him to, and his financial aid only went
so far. He did not want the debt of a loan. Living at home as a community college was something
he stated he encouraged others to do because they could live at home and save. After he
transferred, he realized how expensive things like gas and housing were, and there were many
nights where he did not eat. He eventually landed a position as a Resident Assistant in housing
which provided room and board.
One respondent utilized a budget app which worked fine at community college. But after
transferring, he realized early on that his financial aid would not cover all of his expenses. He
realized that he would have to drain his savings but was unable to continue saving and replenish
his account:
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Because of how much everything was costing I had to work. My family is pretty poor,
and I just didn’t want the loan debt. I had to work the whole time after transferring and
living on my own. Sometimes I had to work two jobs.
Two respondents indicated they didn’t need to work but wanted the extra money. They
each worked quite a bit in the summer to be able to be engaged on campus and attend campusrelated activities that cost money. As first-generation students and young siblings, both indicated
they didn’t want to pile up loan debt and perhaps cause their families issues later on.
Research Question 3
Research Question 3 was what coping strategies did these former students believe they
deployed during their transition and subsequent college completion? Research Question 3
focused on coping strategies the respondents developed or how they utilized existing strategies
during and after the transition to the 4-year receiving institution. These strategies were identified
as important to their eventual success in achieving the goal of completing a bachelor’s degree
within 6 years after initial matriculation. One theme was identified from the 13 interviews:
Resilience. According to the American Psychological Association (2024, p. 1), “Resilience is the
process and outcome of successfully adapting to difficult or challenging life experiences, in
particular those requiring mental, emotional or behavioral flexibility and adjustment to external
and internal demands and circumstances.”
Each of the 13 respondents was asked to share their levels of resilience to challenges,
identifying how they utilized existing coping strategies or developed new ones they perceived
assisted with degree completion as a transfer student. Situations that created a new difficulty
with which to cope during and after the transfer included: time management challenges;
attempting to alleviate stress; concerns with how to seek and ask for support and advice; finding
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a sense of belonging; ways to stay motivated; trouble building networks; maintain confidence;
and finding ways to engage and form relationships.
Theme 5: Resilience—Coping Strategies
Five respondents who lived off campus described their challenges with transportation.
Learning the new environment, navigating unfamiliar bus and rail systems, and seeking rides
caused some issues. Three of the five coped by adjusting their class schedules and spending more
time on campus than desired to obtain rides home. Six respondents mentioned the degree of
resilience needed to navigate the transfer process and transition to a new institution. They talked
about the lack of “hand holding” they received in community college. All six shared that they
needed to work on their confidence. One respondent described his off-campus work experience,
and explained how spending time with co-workers to cope helped him with the realities and
challenges as a transfer student. He convinced himself that if could manage the challenges on the
job, he could use that energy and motivation to cope and manage the challenges experienced on
campus.
As noted in Table 4, some of the challenges the respondents shared required varying
coping strategies as they worked to complete their bachelor’s degrees after transferring. Eleven
respondents found other personal means to cope and they developed and utilized a variety of
strategies to maintain their resilience. This included spending time in the gym, listening to music,
finding solace in a church, visiting family, and often spending time alone to reflect on those
things that most challenged them at the new institution.
Four respondents mentioned their biggest coping strategy was playing video games, an
activity that helped them meet friends with a similar interest. One respondent said that just
talking with others who came from a similar background eased much of the tension from living
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on his own for the first time. Another respondent mentioned living off campus as a transfer
student suggesting it was best for him to bond with others with similar backgrounds.
Another respondent identified his student club as a source of peace as he worked through
some of his new challenges. He stated:
I remember this one club I belonged to. It helped me cope. Helped me feel more relaxed
because I felt more connected to the university. Being around a group of like-minded
Black peers that understood me and where I came from, was a nice way to cope. I kept
telling myself, remembering why I came to the university. I was able to relax and not feel
as overwhelmed. We got through because we had each other.
All 13 respondents identified how they developed new coping strategies or utilized those
they already possessed, upon transferring. Learning the area, transit and bus systems, and asking
for rides caused some issues. They coped by adjusting schedules and eventually started to have
scheduled rides to navigate to campus.
One respondent admitted how he had to convince himself to remain confident to do well
and grow. He utilized the time with co-workers off campus to cope. His rationale was if he could
do all the challenging work asked of him, he could complete his degree. He used this as a coping
mechanism that translated to the classroom. All 13 respondents shared that listening to music,
going to the gym, attending church, spending time alone, and/or going home to visit family were
the strongest methods utilized to cope with their difficulties on campus. Another respondent said
his biggest coping strategy was simply “talking to people.” He also played video games a lot to
make friends, which ultimately made him feel like he was with family. Living off campus was
initially difficult, but these strategies helped him move past the challenges he was experiencing
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as a transfer student. He believed that living off campus as a transfer student was the way to go
because it would be easier to bond with others versus being around the same person all the time.
The COVID pandemic caused a lot of uneasiness for all of the respondents, as evidenced
in Table 4. For some, that discomfort manifested in very different ways. For 10 respondents,
coping as a college student during COVID was just too much. The biggest barrier was remote
learning. Seven respondents indicated they struggled with the online format, were not technically
advanced enough at first, and struggled because their professors struggled at times with it all.
They all coped by just embracing being around family and recognizing that all students were
dealing with the same setbacks. They did not feel singled out but did have to adjust and get up to
speed with the functionality of the online system. One respondent mentioned that he was just
getting the art of studying down at the university, but the pandemic caused him to relearn how to
study and experiment to identify what would work.
Eleven respondents struggled with the lack of human contact outside of home, including
those who were off campus living away from home. The COVID rules made it nearly impractical
to function and be a student. There were some moments where professors were more forgiving
and that helped five of the respondents who struggled with their classes. Five respondents
indicated that online church was a way for them to cope, recognizing everyone around them was
confused and looking for support. For seven respondents, other issues surfaced, such as trying to
find academic support like tutoring, and it took a while as systems were being set up. One
respondent reflected:
It was all about finding resources, finding that person, finding that connection to help me.
This was a challenging time in life, in general, let alone being a transfer student new to
the university. And being a Black male who was already not really connected and feeling
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like a fish out of water. I managed by relying on self-care, making sure I was eating and
resting.
Another communicated that the pandemic made it seem like he was not learning and he
felt as if no one paid attention to him. He did not learn as well because engaging with others was
how he coped and “survived.” He said being expected to watch lectures on his own time and not
really having exams was not the experience he prepared for when he transitioned to the
university. He just felt really disconnected, so he coped by being around family and accepted he
could only do so much.
One respondent felt like the pandemic allowed him to save money by going home and
getting a refund for his room. Finances were tough. He also perceived the professors he had were
all stressed, so they cut the classes a lot of slack. He considered the pandemic a break from the
everyday, and albeit sad, he coped by recognizing the breaks he had received. Eight respondents
identified being engaged online with clubs and work as ways to stay resilient. This provided
opportunities to share experiences and reflect as college students, just supporting one another.
Thus, the pandemic played a role in feelings of isolation and the need to utilize coping
mechanisms.
Another respondent discussed how much he read during the pandemic as a way to get
through all that was going on around him. He mentioned that someone once told him:
Everything that White people think about Black people, they write in a book. So, I was
reading everything by White authors that I could. It was a good use of time and helped
me frame a lot of my thinking about how Black males, in particular, are looked at. I used
the pandemic time to really dive in.
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One respondent indicated that the pandemic affected him in multiple ways, and he had to
develop new coping mechanisms. He procrastinated because the modality of online learning was
an issue, so he told himself it was not his fault. All the exams were open book, so his stress was
alleviated, although it was not easy retaining information and staying motivated. Another talked
about how most of his friends considered dropping out of college during the pandemic. “It was
the hardest time that I ever experienced,” and he even thought about dropping out. The lack of
interaction and not seeing people to whom he was accustomed to seeing was overwhelming.” He
said he managed by “leaning on things that I enjoyed.”
Table 4
Theme Summary
Themes Number of responses
Institutional support and perceived collaboration (1)
Had peer support during process 6
Community college counselor was helpful during transfer
process.
7
Needed clearer communication/processes/academic support 7
Had adequate support 8
Needed better academic support services 9
Needed better institutional responsiveness 9
Recognized importance of transfer orientation 9
Needed more support from faculty and staff during transfer 11
Connections to centers, peers, and special programs (2)
Had mentoring 6
Black student union was a positive part of the transfer. 7
Had a connection with Black-themed clubs 8
Poor transfer process, including academic pathways (3)
Navigation challenges 6
Wish parents had more information early on 6
Wished had more information from the community college
earlier
7
No perceived institutional collaboration/handoff 9
Needed better support for academic pathways 10
Wish knew more about what to expect after transfer 11
Personal barriers (4)
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Themes Number of responses
Black male pride caused some issues. 5
Barrier with adjusting to the community college/universityfaculty styles and expectation differences
5
Off-campus living barriers 5
Challenges with unexpected housing costs 5
Wish had more info on how to balance class/life as a transfer 6
Multi-challenged with new environment and lack of Black males 6
Lack of confidence from few connections after transfer 7
Overall, initial isolation 8
Not academically prepared for the university rigor 8
Imposter syndrome/transfer shock 9
Had to work 11
Basic needs barriers 13
Resilience (5)
Transportation challenges 5
Challenges with navigating a new campus and being away from
home
6
Coping strategies developed/utilized
Leaning on co-workers for support 2
Adjusting class schedules 3
Playing video games with others 4
More familiarity with mass transit 4
Going to the gym 6
Listening to music 8
Finding a local church 8
Visiting family 8
Spending alone time 8
Spending time with other Black males 9
COVID-19 pandemic challenges
Trouble finding online academic support on campus 7
Online tutoring 7
No in-person contact with club/program had relied upon 8
Remote learning 10
Lack of human contact 11
Summary of Findings
The interviews for this study were aligned with the three research questions. The
responses from those interviewed for this study revealed five themes. The first research question
zeroed in on support, during and after the transfer process. From the data analysis for Research
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Question 1, two themes emerged: (a) institutional support and perceived collaboration and (b)
connections to centers, peer and special programs. Research Question 2 focused on perceived
barriers during and after the transfer experience. After analyzing the data from responses from
this interview question, two themes emerged: (a) poor transfer process, including academic
pathways and (b) personal barriers. Research Question 3 targeted coping strategies during and
after the transfer experience. The data analysis collected from the respondents for Research
Question 3 produced one emerging theme: resilience.
The findings from the interviews and subsequent themes revealed that the challenges
Black male transfer students face have not changed over the years, despite the efforts of many
colleges and universities. The levels of support these students received as they prepared for and
eventually transferred varied and he barriers they endured were not necessarily new to Black
males. Although strides have been made, the interviews uncovered that the challenges, levels of
support, and the need to develop and utilize coping strategies remain significant for Black males
in higher education. The data pointed to the fact that this population was not completing at nearly
the same rate within 6 years as other demographic groups. The interviews for this study aligned
with the literature, depicting the continuing existing gap for degree completion. The information
gathered identified mechanisms that will hopefully help colleges and universities create more
institutional processes and work more collaboratively during the transfer student handoff.
Clearly, the fact that those in this study completed a bachelor’s degree against the odds
demonstrates that closing the completion gap for Black males is indeed possible.
Several key patterns from the themes emerged from the study, revealing intersecting
concerns among respondents. Many expressed a desire for early understanding of the transfer
process, including how their credits would transfer and what to expect in a new academic
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environment. Additionally, there was a strong call for consistent transfer orientations specifically
tailored to Black male transfer students. These orientations would facilitate early connections
with peers from similar backgrounds, provide opportunities for engagement, and help locate
campus resources crucial for integration. Respondents also emphasized the importance of early
exposure to clubs and centers focused on Black themes, along with increased support to address
basic needs challenges. As one respondent noted, comprehensive support from “all sides” of the
institution after transfer is essential.
Interviews underscored the need for guidance in navigating a new institution, early
student connections to combat isolation, and institutional recognition of the resilience required
by Black male transfers to thrive and build confidence. Addressing these challenges early in the
transfer process requires closer alignment and collaboration among institutions. By effectively
handing off students into the university environment with clarity and support, institutions can
enhance the likelihood of these students successfully completing their bachelor’s degrees. The
identified themes highlight coping strategies needed to overcome challenges, such as financial
limitations and the differences between community colleges and universities. This journey
should begin with a foundation of understanding and consistency across institutions both before
communication, and institutional responsiveness in facilitating a successful transfer experience
for Black male transfer students. Addressing barriers and promoting effective coping strategies
can significantly enhance their retention and academic achievement outcomes. Overall, these
patterns underscore the multifaceted hindrances faced by Black male transfer students and
highlight areas where institutional support, clearer pathways, and targeted resources can
significantly improve their transition and academic journey.
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Conclusions Drawn From the Findings
During the conclusion of the interviews, several respondents declared that they wanted to
provide relevant thoughts on the main reasons they believed degree completion was achieved
beyond their challenges. Other respondents asked if they could furnish any insights that they
would provide young Black male high school seniors about how to navigate the college transfer
process. One respondent conveyed the need to understand everything in the transfer process. He
talked about understanding the process and taking it seriously: “It’s not a point of just reading
something. It’s the point of understanding something.” He described his experiences in
community college as a student who was looking for shortcuts but didn’t find any during the
transfer process.
Seven other respondents discussed the need to ask for assistance, finding study groups
and forming relationships with the faculty. As one respondent articulated:
I would tell other Black males once they transfer to go to instructor office hours. And not
just when you are having problems. Oftentimes, I find they have a wealth of information.
Some information they don’t even share with you in class. It’s all of those little tidbits
that can be helpful points in growth in your learning. It’s all about understanding after
you transfer.
Eight of the respondents indicated the barrier of not being adequately academically
prepared prior to transferring to the university. Others expressed their adequate preparedness and
attributed faith, support in community college, peer tutors, and a strong motivation to work on
academic shortcomings. As one respondent explained:
I appreciate the blessing to be able to attend a university. That just doesn’t happen for the
Black men where I come from. I experienced something that wasn’t just about me. It was
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a collective effort, because of a whole community of people that took time to believe in
me. Without that, and my belief, I wouldn’t have succeeded. A lot of brothers in the
juvenile center and at the community college didn’t have that belief. I knew it was
because others didn’t believe in them. That let me really start cultivating relationships
and thinking about the good I can do for myself, my family and my community if I get
that degree. It was enlightening.
Others communicated the need to understand the transfer process is long, and at times,
tedious, so perseverance is critical. They all pointed to the pitfalls and how the transfer process
was not an easy one. Several shared the advice on finding support and study groups. One
respondent mentioned understanding Black history and recognizing there were sacrifices of
others for a Black student to be in college working on a degree:
It took a lot of Black people before us, a lot of hard work for you, us to get here. I would
share with younger students, ‘Look around you.’ There are still gaps and we should be
able to fill the gaps to getting a degree with White students.
Other respondents would share a need for young Black males to understand it is okay to
start at a community college. In fact, it is often a wise decision. They mentioned the need to
make early connections upon transfer, having an idea about what to study, and similarly,
understanding “self” without getting discouraged. One mentioned:
I would tell them, don’t overwhelm yourself. Know thyself and get as involved as
possible. Just be diligent with the transfer process and after you transfer, and you should
be strong enough to deal with whatever challenges and joys you will experience at the
university.
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This descriptive, narrative, and qualitative study afforded an opportunity to further
examine the experiences of former traditional FTFT Black male community college transfer
students, exploring how they perceived how institutional collaboration shaped their academic
success. The five themes that emerged during this study revealed the impact and necessity of
strong institutional support and collaboration between institutions during the transfer, the
importance of student connections to peers, academic centers, and Black-themed programs, the
effect of poor transfer processes and academic pathways, and the importance of Black male
transfer students developing and utilizing existing coping strategies to be resilient during
personal barriers encountered during and after the transfer transition.
The exploration through the interviews allowed for an opportunity to better understand
the experiences of traditional FTFT Black male community college transfer students who
completed a bachelor’s degree within 6 years of initial college matriculation. The respondents
provided a better understanding of how they beat the odds to complete a bachelor’s degree as a
transfer student with or without support. There is much opportunity for institutions of higher
learning to not only seek a better understanding of the issues confronting a population that is not
completing at the rate of other demographics, but there is significant opportunity to earnestly
identify the role they play as individual institutions. They must ultimately appreciate the
importance of collaboration supported by shared policies and processes, as these students are
handed off.
There has been some progress made, but major issues remain and more can be achieved
for future strides. This includes, as evidenced by the data, a need for more clarity with and
between institutions, better onboarding and sustained support for these students, an institutional
understanding of the demographic and past and current barriers to a 4-year degree, and the role
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they play in the success or failure of these students seeking a credential to elevate themselves,
their families, and those Black males to follow. College campuses should be about elevating and
saving lives. There is no better place to start realizing this than with the population who remains
at the bottom of the 4-year degree completion ladder.
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Chapter Five: Discussion and Recommendations
The purpose of this descriptive, narrative, qualitative study was to examine the
experiences of former traditional, FTFT Black male community college transfer students who
completed a bachelor’s degree within 6 years of initial matriculation to college. Black men, in
particular, have historically experienced unique barriers to college and degree completion
(Graham, 2022). The conceptual framework of this study was informed by aspects of the
Schlossberg (2011) transition theory. This theory is rooted in understanding and supporting
individuals as they navigate through life’s transitions. The theory identifies 4 major sets of
factors that influence a person’s ability to cope with transition: situation, self, social support, and
coping strategies (Schlossberg, 2011). For the purposes of this study, I honed in on the relevance
of social support and coping strategies. Framing the study using this conceptual framework
allowed the opportunity to examine the issues and barriers these former students endured during
and after the transfer process and identify challenging areas for institutions of higher learning to
work through individually and collectively to increase the degree completion rates for this
demographic and advance collaborative processes to better assist the transfer process.
This study consisted of Zoom interviews allowing 13 respondents to answer consistent
questions about their experiences as transfer students. All the respondents identified as Black,
identified as male, were over the age of 18, and completed a bachelor’s degree from the same 4-
year institution within 6 years from initial matriculation, having transferred as community
college students from one of four campuses from the same district. The respondents initially
matriculated to a community college immediately after high school, were full-time students
throughout the college and university experience, and completed their degree programs in a total
of 6 years or less. The research questions that guided this qualitative study were:
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1. How did former first time-full time FTFT traditional Black male college transfer
students perceive the support most beneficial during their academic experience?
2. What were any perceived barriers these former students faced during the transfer
experience?
3. What coping strategies did these former students believe they deployed during their
transition and subsequent college completion?
At the conclusion of the interview process with respondents, these following five themes were
gleaned from their responses:
institutional support and perceived collaboration
connections to centers, peers, and special programs
poor transfer process, including academic pathways
personal barriers
resilience
During the interviews, the respondents highlighted the lack of institutional support and
collaboration both community colleges and universities offer and provide to Black male transfer
students. Each theme provided an opportunity to outline the research questions as presented from
the experiences of the respondents, including some aspects mentioned in this study that the
researcher did not contemplate as barriers. Findings are supported by the research for this study
and demonstrate some of the challenges Black male transfer students face and how they must
develop and utilize a myriad of coping strategies to complete their bachelor’s degrees, which is
not expected at a high degree from this population. Black students also had the lowest transfer
rates of any racial or ethnic group at community colleges between 2011 and 2017 and the
problem appears to have worsened during the pandemic (Weissman, 2022).
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The themes from this study identify and correspond with the various challenges, personal
barriers, need to have resilience, assistance with connecting to a new and much larger university
environment, overcoming isolation and financial hurdles, and working through challenges that
were produced from poor support, improper preparation, and a lack of collaboration between the
community college and the university after transitioning. The themes outline the need to shift
current institutional practices, including the necessity to collaborate earlier and with more
transparency, to better prepare these students for academic success and strengthen the
relationship between these organizations to better serve transfer students.
By utilizing Schlossberg’s (2011) transition theory, I had an opportunity to address
support and coping strategies for a demographic in need of both. Through this view, I presented a
relationship between the Black male transfer students and two institutions designed to serve and
prepare them for next steps and academic rigor, thereby providing an equitable landscape that
focuses on clear pathways and academic support.
Discussion of Findings
The research study focused on the degree completion rates of FTFT traditional-age Black
male transfer college students and the collaboration between the community college and 4-year
institution that affects their success. In particular, there was an exploration as to how former
Black male transfer students perceived the handoff between institutions, the support and services
provided to these FTFT traditional-age students, the barriers this demographic historically and
currently navigate with challenges, and the reason for the completion gap after transferring to a
4-year institution.
The findings from the interviews and subsequent themes revealed the challenges Black
male transfer students face have not changed over the years, despite the efforts of many colleges
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and universities. The levels of support these students receive as they prepare for and eventually
transfer vary, and the barriers they endure are not necessarily new to Black males. Although
strides have been made, the study findings demonstrate that the challenges, levels of support, and
need to develop and utilize coping strategies remain significant for Black males in higher
education. The data points to the fact that this population is not completing at nearly the same
rate within 6 years as other demographics. The interviews point to mechanisms that can
hopefully help colleges and universities create more institutional processes and work more
collaboratively during the transfer student handoff.
The lived experiences of the former Black male transfer students for this study
demonstrate that with adequate support, proactive and quality processes, mechanisms to engage
early in a new environment, a culturally safe space, ways to navigate financial barriers, and
better opportunities to navigate the university and form relationships with students and faculty, it
is possible to complete a bachelor’s degree within 6 years of initial college matriculation. The
data shows a dark picture for this demographic that has always been in view. The numbers must
improve and what better place to begin than to focus on the voices of those who succeeded, even
though there was so much sifting of dissatisfaction to endure while studies were in play. The
completion racial gaps continue although all ethnic groups have made gains. However, the
existing gap for Black male college student completion has widened, not narrowed. For transfer
students, the completion rates remain abysmal (Bridges, 2023).
The study findings revealed that Black male transfer students continue to experience
challenges on their journeys that affect degree completion. Research Question 1 focused on the
perceptions of support the transfer students received upon the handoff to the university from the
community college. The two themes that were identified from the research study included
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institutional support and perceived collaboration, and connections to centers, peer and special
programs.
Eleven of 13 respondents mentioned the importance of having adequate support after
transferring from faculty and staff, as well as the availability of campus resources recognized as
a necessary structure to help with degree completion. Several respondents provided subthemes
regarding institutional support during the transfer. Table 4 shows seven responses for a perceived
need for viable communication between institutions, having clear policies and processes, and
strong administrative support with academic pathways between institutions. Also, nine of 13
respondents shared the importance of academic support services and tutoring, the availability of
resources, and institutional responsiveness.
Nine respondents discussed the difference in orientation programs experienced at the
community college in contrast to the university. They all expressed concerns. One shared how
the community college had a built-in orientation which immediately connected students to peer
mentors and other students. He perceived the model was better than at the university because of
the smaller size campus and the opportunity to meet professors who would eventually get to
know him and form relationships. As he shared, “The university orientation was too basic and
too big, and I didn’t really have a chance to network.” The nine respondents who experienced
transfer orientation appeared much more confident, and they expressed this helped them with the
transition. Six respondents perceived the upper-class peer support provided at transfer orientation
was positive. They were provided advice on what to expect on campus, class rigor, and size.
Each section of Table 4 identifies the respondents’ transfer experiences and perceptions of
impact from any institutional collaboration, or not, during the transition. The challenges,
personal barriers, use of coping strategies, campus connections, overcoming isolation, lack of
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academic or institutional preparedness, and the experiences and perceptions acknowledged
through the interviews demonstrated how these Black male transfer students navigated the
journey to degree completion.
Implications for Practice
This qualitative research study informs an understanding of the experiences of former
traditional FTFT Black male community college transfer students, exploring how they believed
institutional collaboration shaped their academic success. The research focused on the degree
completion rates of these students and the perceived collaboration between the community
college and 4-year institution that affects their success. Based upon this study, the following are
my recommendations for creating and strengthening the transfer process for traditional age Black
male students. The findings from this study helped shape these recommendations: (a)
standardized college transfer student metrics, (b) create transfer support services program centers
at universities, and (c) develop a collaborative institutional partnerships program.
These recommendations are intended to create new opportunities for institutions to work
more in collaboration in ways that are extreme and noticeable to facilitate change and address
inequitable circumstances for Black male transfer students. The opportunities to be innovative,
work in synergy, begin and sustain dialogue, and identify process hiccups will go far in
advancing the story of the necessity for institutional collaboration. Open access and affordability
are attractive. What is unattractive is the lack of a noticeable handoff to universities that pick up
students eager to be nurtured. These young men will not know what they do not know. They will
attempt to navigate a new landscape with the hopes of being academically successful as they
grow socially and personally.
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There is a leak in the education system as Black males struggle to navigate unfamiliar
spaces while isolated (Harper, 2006). Their academic success and retention are also challenged
due to a lack of support from the institutional structures, and not typically being understood to
eradicate the barriers they face to survive in inequitable spaces (Harper, 2006). If the prize of
bachelor’s degree completion is attained, it will not be without barriers, imposter syndrome,
shock, lack of confidence and motivation. This is where the handoff and subsequent university
support comes in. Postsecondary educators and the policy makers must do more of what works to
enroll, retain, educate, and graduate Black male students (Cuyjet, 2009).
Recommendation 1: Standardized College Transfer Student Metrics
The findings from the interviews and their ensuing themes revealed the challenges Black
male transfer students face have not changed over the years, despite the efforts of many colleges
and universities. According to recent data in a study presented by the NSCRC (2023), Black
male transfers still lag much further behind other demographics regarding bachelor’s degree
completion. The levels of support these students receive as they prepare for and eventually
transfer vary, and the barriers they endure are not necessarily new to Black males. Although
strides have been made, the interviewees highlighted that the challenges, levels of support, and
need to develop and utilize coping strategies are still significant for Black males in higher
education. The stability of the institution plays an important role in these students’ degree
completion (NSCRC, 2023). There is power in consistency, and perhaps having similar levels of
support across all higher education institutions, closing the completion gap for Black male
transfer students may be the benefit.
Based on these findings, I recommend the Department of Education to create
standardized college transfer student metrics specifically designed to support students
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consistently across institutions. This effort would incentivize collaborative efforts between
community colleges and universities that exceed certain metrics regarding transfer student
completion within 6 years of initial matriculation. Such incentives could include additional
funding for services and programs for this population, an increase in resources to help strengthen
articulation agreements and partnerships, and the provision of national data and staff to work
with institutions in this effort. The goal would be to have colleges and universities achieve
consistent and specific metrics to receive incentives, but to design and build their own systems to
accomplish this goal. Thus, the institutions would not lose their identities, but rather strengthen
and create new collaborations to work at better completion rates especially for Black male
transfer students. Each year, those institutions that meet the specified metrics will be invited to a
recognition ceremony hosted by the Department of Education. The Council on Academic
Standards would provide a specific policy for this recommendation.
There is a need to have newly released transfer data available. According to the Aspen
Institute of College Excellence Program (AICEP, 2024), as of 2023, 31 states have no public
data on transfer student outcomes. Only five states have comprehensive, publicly available
transfer data disaggregated by race and income. State legislators and institutional leaders should
have a duty to continuously examine and interrogate the data and ascertain what they can do
better (AICEP, 2024). Part of this effort would entail putting together a journey map on the “Life
Cycle of Black Male Transfer Success.” It will go beyond a nonstudent centered, one size fits all
approach that is ineffective. Aligning curriculum and assessment standards will also aid this
recommendation. Predicative and historic inequities in the outcomes of Black male transfer
students persist. It is imperative to act intentionally, create interventions, and put structures and
resources in place that will work towards ensuring academic success and 4-year degree
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completion for Black male transfer students. This cycle will provide a college journey map that
begins from point of application and includes institutional outreach prior to and during the
transfer process, academic pathways support and major identification, opportunities to engage
and grow, and support from the campus community including programs and centers, culminating
with earning a bachelor degree within 6 years of initial matriculation.
Recommendation 2: Create Transfer Support Services Program Centers at Universities
Interview findings for this study found that the lived experiences of former Black male
transfer students, with adequate support, proactive and quality processes, and mechanisms to
engage early in a new environment, can succeed after transferring. By creating a culturally safe
support space for Black male transfer students, identifying ways to navigate financial barriers,
providing additional services, and providing structured opportunities to navigate the university
and form relationships with students and faculty, it is possible to complete a bachelor’s degree
within 6 years of initial college matriculation. Although strides have been made, the interviewees
highlighted that challenges, levels of support, and need to develop and utilize coping strategies
remain significant for Black males in higher education. Also, respondents who experienced
transfer orientation appeared much more confident, and they expressed this helped them with the
transition. One idea is to identify remedies, creating and improving services, and offering holistic
programming in a central campus location for these students may improve degree completion.
Based on these findings, it is the researcher’s opinion that much of what higher education
institutions do and believe for traditional 1st-year students, is just as important for traditional
transfer students. These students are basically “freshmen” at their new receiving institution after
transfer and need the necessary resources and services to help them succeed. The
recommendation is to either create or reimagine a transfer support service program center at
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public universities to assist with the inequities of Black male transfer students. Such a center
would serve multiple purposes to achieve the goal to holistically support these students, while
serving as a safe affinity-themed space for Black males. The findings for this study highlight a
need for such a center to connect students and serve other necessary purposes. Services that
assist with connecting students, helping with academic preparation, mentoring opportunities,
financial literacy courses, and other services may help these transfer students with overall
success and growth.
Many college programs and services are primarily aimed at only helping 1st-year
students (Jacobs, 2004). Programs connected to Black male identity and affirmation of culture
have a strong impact on the self-efficacy, sense of belonging, and academic success of Black
males in community college (Wood & Harris III, 2020). This center would provide institutional,
peer, and specialized support services for Black male transfer students. Should a transfer
resource program center exist on a campus, the recommendation is to create a separate and quite
significant wing to address the exceptional challenges Black male transfer students experience
which contribute to low 4-year completion rates. The institution would need to demonstrate
commitment by funding such a space.
Experiences connected to Black male identity and affirmation of culture have a strong
impact on the self-efficacy, sense of belonging and academic success of Black males in
community college (Wood & Harris III, 2020). Experiences, challenges, and motivations of
Black males in community colleges are connected to life experiences. Transferring institutions
can reflect the backgrounds of Black male students, including their resilience, which is important
for institutions to recognize to provide the necessary support during the transfer process (Barnett,
2019). Prior educational experiences, family dynamics, and student resilience to barriers often
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require unique levels of support upon transfer (Maramba, 2013). The actual experience of
transferring is usually reflective of the life experiences of Black males, which requires the
receiving institution to understand as support is planned and provided (Barnett, 2019).
For this study, eight respondents mentioned specific Black-male themed clubs and
programs they engaged with, that sought them outright after transferring, which made them feel
welcomed and connected. Either of 13 respondents shared that not being adequately
academically prepared for the rigor prior to transferring to a university was a barrier. Such a
Center can provide wrap-around services to help address this entity working with the greater
campus community, helping to make the university seem smaller for Black male transfers as they
form relationships. Nine respondents addressed the realities and the discomfort of being at a
much larger institution and feeling out of place among people who already knew each other.
The holistic services provided by the Center, a nonmandatory space, would also assist
with other challenges shared from the study interviews. As mentioned, after transferring, the
classes were much larger which caused imposter syndrome for all of the respondents. There was
also a perception that the faculty did not sincerely personally connect due to the large classes.
Nine respondents shared how challenging their independence was, while adjusting to a new
environment. Each stated how more could have been done on their behalf to alleviate or
eliminate the shock of transfer. Six respondents shared the challenge of trying to adjust to a new
environment while simultaneously attempting to seek other Black males or Black students in
general. The cultural challenges surfaced during the interviews, and eight respondents talked
about the lack of other Black males at the university, which was a deviation from their
community colleges and communities. They each shared how difficult it was to connect with
people on campus who had already known each other because they started at the university and
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were not transfer students. This led to initial feelings of isolation. Of the 13 respondents, eight
shared feelings of isolation after transferring. While all respondents talked about eventual
feelings of belonging, the initial barrier for eight of them was isolation. Five respondents did not
struggle with isolation because they each mentioned already knowing at least one other student at
the university. One respondent discussed seeing people he had not been around in a year. It was
an immediate relief to a degree, according to this respondent. The eight respondents that faced
isolation shared class size, navigating a new environment, lack of other Black students, and
being away from home as contributing factors. Those who already had connections quickly
joined Black-themed clubs and organizations early on after transfer.
Five respondents shared feelings of isolation while living on campus. Their perceptions
were that resident halls were not welcoming to the adjustment, and that living with others under
the circumstances was a challenge. A key factor in obtaining a college degree lies with the
student’s persistence and engagement, which will be a determining factor in college completion
(Grant, 2019). One respondent shared living with a freshman while he was a transfer junior for 3
weeks. Another respondent shared similar feelings of isolation on the university campus unless
he was with other Black males, but there were not many on campus, which created challenges.
This center would have avenues for Black males to meet others with similar backgrounds and
experiences, while also having structured activities and opportunities for these students to meet
and build relationships with faculty. The importance of relationship-building has been well
documented and has tremendous benefit for students. They feel as though they matter. They gain
confidence. They are more engaged, and more likely to utilize campus services.
A lack of basic needs and knowing where to find resources was part of a personal barrier
theme for this study. All 13 of the respondents identified a variety of issues with transportation,
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housing, food insecurity, and personal finances. Five respondents who lived off campus
indicated their challenges with transportation. Learning the new environment, navigating
unfamiliar bus and rail systems, and seeking out rides caused some issues. Eleven of the
respondents had to work once they transferred due to their financial stress. Financial barriers
often provide another set of challenges (Burd, 2016). Therefore, Black males prefer to start at a
community college due to low tuition costs and the ability to save money in comparison to
directly matriculating to a 4-year institution (Bailey et al., 2015). Historically, economic
hardships and the need to work while in college can be a significant challenge for Black male
students to start at a 4-year institution (Burd, 2016). Financial literacy workshops and financial
planning assistance will be a tremendous part of what the center provides.
The center would also provide wrap-around, staff-led services to help students navigate
the institution and locate resources such as counseling. Seven respondents shared that a lack of
confidence was a barrier after transferring due to the rigor, navigation challenges in a new
environment, and the lack of a connection overall. Six respondents shared how they wished more
was known about the challenges associated with balancing class and life. Navigating the
transition between institutions is typically complex with the new culture, expectations, and
overall environment (Dunbar & Tang, 2010). Six respondents referenced the degree of resilience
needed to navigate the transfer process and transition to a new institution. They discussed the
lack of hand holding they received in community college. All six shared that they needed to
work on their confidence. Eleven respondents found other personal means to cope and they
developed and utilized a variety of strategies to maintain their resilience.
Finally, the center would function from a true student-centered lens, understanding the
uniqueness of the Black male transfer student population. As the findings suggest, these students
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often arrive on university campuses with inadequate academic preparation. Research suggests
that Black male community college students have poor study habits, do not regularly attend
class, and utilize academic support services, which contributes to their academic success (Wood,
2011b). Part of this recommendation would be to provide the requisite knowledge and services to
help students succeed academically through workshops and more creative support services to
help meet their academic and personal needs.
Another aspect of the center would be to help students develop a greater self-awareness
by programming and individual counseling, which could greatly benefit students in several ways.
These students would have a better idea how to select classes and set up manageable class
schedules with the help of the center. One respondent in this study discussed the challenge of
balancing life and school, along with work due to a difficult class schedule. The students will
also develop a perspective and deeper understanding of their personal limitations and abilities, as
they are cultivated in a center of caring. They will then have a greater understanding of how to
ask for help, when to ask, and where to go (Bailey et al., 2006). The center will help with this
developmental approach, which starkly contrasts traditional models that simply focus on
providing broad quantities of information as one-way transactions to students (Ireland & Karp,
2018).
Helping these students develop and strengthen self-efficacy and a strong sense of
belonging after transferring is critical to this recommendation. These Black male transfer
students must have the belief they can succeed, which is essential to degree completion. This
only happens when that student is engaged, which is also part of the findings from this study.
The importance of being engaged on campus is critical. By doing so, the student becomes and
sees himself as part of the community, feels valued, and believes he matters and belongs. Thus, a
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sense of belonging is born. Oftentimes, a student is forced into an activity or other engagement
that binds the person to a particular group, so that must be monitored (Tinto, 2017a & 2017b).
A student’s lack of sense of belonging, or the feeling that he is out of place, leads to a
withdrawal from contact with others that undermines the motivation to persist in the future. Just
as important, feeling one does not belong in the classroom or program can lead to withdrawal
from learning activities that undermine not only their motivation to persist but also their
motivation to learn. Both constraints undermine academic performance (Walton & Cohen, 2007).
Here there is much that a university can provide. They can ensure that all students see the
institution as one that is welcoming and supportive, and create a culture of inclusion (Tinto,
2017a, 2017b). Pedagogies like cooperative and problem-based learning can assist with
inclusion, when students are required to engage and learn together equally as long as the
processes are implemented properly in the classroom (Smallhorn, 2017).
From a social perspective, connecting diverse populations to others with whom they
share a common bond is a win. No matter how engagement is presented, communicated, or
promoted, the university should do this at the very beginning of the student’s journey if not
before (Tinto, 2017a & 2017b). This recommended center would provide this level of
engagement and provide other connective opportunities and services for Black male transfer
students. All of it would start at an incredible and robust orientation, the components of which
are highlighted in the table. Rich, personal interactions with students is another key strategy.
Support and encouragement are two of the most powerful factors for student success (Quinn et
al., 2019). The field of education has a gap in how it addresses interventions to overcome these
barriers for Black males (Grant, 2019).
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Table 5 illustrates the components of such a center that would be staffed to help cultivate
Black male transfer students and provide academic, social and emotional support holistically.
The sustained support will address challenges through interventions during the handoff, after the
transition, and once at the university.
Table 5
Center Support
Academic support Social and emotional support
Provide supplemental resources. Bridge program to ease the transition
and social integration
Assigned culturally responsive academic advisor Mindfulness programs
Program-specific programs tailored to unique needs Black student-themed organization
connections
Academic boot camps 24/7 emergency support line
Workshops: academic skills, coping and resilience,
time management, identity, stress reduction,
financial literacy, campus resources
Specialized, targeted scholarships
Specific website and online platform with planning
tools and links to support services
Housing liaison for on and off-campus
Dedicated basic needs counselor through health
services, including mental health
National Transfer Student Week
events
Emergency grant funding Black male speakers’ series
Formalize data-driven assessments. Programs with other diverse student
organizations
Student surveys Free laptop, specific chat-bots, and an
app
Enlist passionate staff and faculty to work as a team. Weekly student discussions through a
support group
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Academic support Social and emotional support
Peer mentoring and tutoring Safe space for prayer and alone time
Peer social connections Staff the Center with Black males
Create Black-themed living learning communities
and learning communities on-campus
Family engagement info sessions and
programs
Study abroad opportunities Socio-emotional challenges and
support sessions for students with
learning or physical disabilities
First year experience for-credit class series for black
male transfers, taught by Black men and women
Resource specifically for community
organizations, self-care, and
restaurants for Black males
Basic skills workshops that center on affirmation and
support
Programs with Black female student
organizations and other social
events
Encourage faculty, via stipends, to design and teach
in learning communities.
Create a ‘brotherhood’ student
organization for Black male transfer
students to mentor the next cohort.
Create and host an annual Black Male Symposium
and Leadership Summit.
Safe spaces for processing trauma
Opportunities for incoming transfers to audit courses,
tour the campus, participate in the Center, receive
an email address for campus access
Faculty/staff/administrative/studentdriven Black Male Student Success
Initiative
Specialized break-out component to transfer
orientation: navigation, connections, Black student
organization fair, faculty meet and greet, lunch and
learn panels from fellow Black males including
non-transfer students for better connections,
Black-themed programs and services, academic
services tabling, comprehensive key tips and
contacts, Black-themed community organizations,
faculty, Black alumni network, leadership
Connect community college and
university Black-themed clubs and
organizations, as well as leadership
programs (if they exist).
Host programs with other diverse student
organizations.
Dedicated university academic advisor present
weekly at the community college, and vice versa
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Recommendation 3: Develop a Collaborative Institutional Partnerships Program
Respondents perceived the need for viable and visible communication between
institutions, having clear policies and processes, and strong administrative support with academic
pathways between institutions. Findings for this study also demonstrated the importance of
institutional responsiveness, as perceived by respondents. The perception of a lack of
institutional collaboration was also part of the findings for this study, and the perception that
colleges and universities should create more institutional processes and work more
collaboratively during the transfer student handoff. Based on these findings, the third
recommendation of this study is for colleges and universities to develop a collaborative
institutional partnership program, with a special focus on the demographic struggling the most to
complete after transfer, the traditional Black male. Seven respondents shared they wished more
information was provided to them from the community college prior to transferring. Community
colleges are vital institutions, equipped to function as necessary problem solvers at the forefront
of nearly every development in the higher education space (Trainor, 2015).
Less research was conducted on the actual concept of transfer collaboration and
partnership and the use of wide, institutional strategies to improve transfer student outcomes
(Yeh & Wetzstein, 2022). Creating these strategic collaboration programs will initially require
colleges and universities to take a hard look in the mirror and analyze their current systems in
regard to support for Black male transfer students. Such an evaluation should be comprehensive,
be data-driven, include student voices and student service staff and faculty, and be represented
by policy and process makers on campus. Higher education institutions are already daunting
enough but for many students, in particular minorities who are also often first-generation,
transferring to a new campus equates to moving to a foreign country. Thus, the importance of
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strong support services for students, clear communication, and functioning in a true studentcentered capacity, is vital. One of the beautiful things about higher education institutions is the
fabric of diverse thought and experiences, which can lead to nuance and individual campus
initiatives that cater to the specific populations they serve. Black male transfer students, in
general, need extreme support, and institutions need to recognize this fact.
Nine respondents for this study mentioned not perceiving any collaboration between the
institutions as they prepared to transfer. There was no perception of a handoff, and they shared a
need to independently seek out information and resources. Five of these respondents were firstgeneration students, so they admitted to facing more obstacles, having varying degrees of
confusion, and just “feeling lost.”
Community colleges play a significant role in preparing Black males for transfer to a 4-
year institution (CCRC, 2018). Such preparation arms the students with the appropriate
understanding and ability to handle higher levels of rigor, and the knowledge necessary to
succeed (Conley & French, 2013). The readiness is key, as community colleges work with
students on the academic pathway and design any developmental plans necessary to the overall
academic foundation prepared for the 4-year institution (NACAC, 2016).
Five respondents faced challenges when they changed majors and found out many of
their courses taken in community college did not satisfy requirements. Each of them stated if
they knew this ahead of time, they would not have changed majors. The lack of collaboration
between institutions affected their situations, particularly with regard to having more
conversations about their academic pathways. Although institutional articulation pathway
agreements, if they exist, are often started by the institutions working in sync, policymakers can
produce mandates to ensure they are productive arrangements that ease the transition process for
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transfer students (Callan & Canning, 2010). Articulation agreements offer an attractive process
for students that initially start at a community college, as they are recognized collaborations that
track the planned and unplanned movement of students between each institution (Townsend,
2009). However, the problem is more about implementing the agreements, which adds another
student barrier (Yeh & Wetzstein, 2022). Academic programs are diverse by nature and offer
unique pathways which also complicate the processes for the 4-year institutions. Continuous
changing of policies and revisions also produce its own set of issues (Yeh & Wetzstein, 2022).
Ten of the respondents shared they faced challenges due to the poor advice provided on
their particular academic pathways followed as part of the institution’s articulation agreements
for their programs. Five of them faced additional challenges when they changed majors while at
the university, only to find out they had to repeat or take new courses as prerequisites. Each
shared conversations they had with advisors at the community college and the university about
the possibility to change majors yet, nobody provided any options or advice that could have
helped them really rethink their academic paths. Six of these respondents mentioned struggling
with the news that some of the classes they took at community college would not transfer, would
not count, or had to be repeated. One respondent mentioned there was a disconnect in the fact
that he was never told what to do if his courses were not transferable. Five of the former students
shared the challenge of having to quickly pivot to a major for which they had no interest due to
“impacted” programs such as nursing and business that only admitted so many students per year
and with lofty grade point average requirements to boot.
This recommendation will reimagine collaborations between colleges and universities to
strengthen or totally restart academic pathway agreements. The research indicates such
agreements do more harm than good, as pointed out in this study. This will need to be explored
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and discussed through these collaboration programs to promote greater interconnectedness,
enhanced student guidance and support, and to provide a seamless transfer experience between
the community colleges and universities. Studies have shown that the transfer services provided
to students at the receiving institution are not adequately serving a need and assisting students
with barriers (Paton & Gosselin, 2012). Schlossberg’s (2011) transition theory contains a
framework to help highlight the major aspects of transfer students as they transition between
institutions. The theory posits the inability for students to locate the needed support or identify
their challenges of transition. This recommendation of a formalized collaborative group should
lessen much of what has been presented in this study, tightening up support and interventions to
help Black male transfer students succeed and complete their bachelor’s degree within 6 years.
Such collaborations would streamline processes, assess current practices and processes
including communication between institutions and students. Ideally through an advisory
committee composed of college and university personnel, curriculum mapping will engage
faculty at both institutions to ensure course alignments and required competencies. Facilitating a
smoother process, reimaging course numbering systems for student ease and a better
understanding of how their credits will not only transfer but apply to a degree pathway. Such
clear sequencing will help students with milestones, as advisors set up mid-way course
checkpoints and utilize academic warning systems collectively. A major aspect will be to make
sure several pathways to different degree pathways are provided to students in case they are not
able to enroll in traditionally impacted or low-enrollment majors such as nursing and business.
Professional development, process gap identification, collective proactive practices, policy
development or recreation, and acknowledged hiccups in the pathway system would be areas of
focus for this committee. There is research to suggest the actual transfer process itself, which
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exists to facilitate the transition between institutions, is a barrier that impedes the students from
succeeding after transfer (Wood et al., 2012).
Seven respondents shared their experiences with community college counselors that
helped them with the transfer process and documents. They provided mentors to help connect
with the university and its resources before the transfer. Four respondents all perceived that the
institutions appeared to work together, to a degree, prior to and after the transfer. They all
respectfully shared the initial rigor and shock after transferring that almost caused them to drop
out, but connecting to tutors saved them. Eleven of 13 respondents expressed wishing they knew
a lot more about what to expect, specifically what was in front of them, as transfer students. They
mentioned struggling with things on campus that would not have been problematic or barriers for
them had they received more information prior to and during their transfer. There is little
consensus on how to measure educational transition from one institution to another. Both the 2-
and the 4-year institution must take responsibility for community college transfer students (Bahr
et al., 2013).
Six respondents mentioned how challenging the transfer process was and how difficult
transitioning to the campus had been. They all discussed navigating a new environment, learning
how to find classes, and wishing they had more of an introduction to the campus. All six talked
about the lack of hand holding they received in community college. They recognized the need to
be responsible and the need to learn how to navigate to be successful, but they questioned why
the university distributed information and just sort of left them alone shortly thereafter. They all
acknowledged in different ways the understanding of maturity, growing up, and learning from
challenges. Three of them also admitted they did not check email regularly which contributed to
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their challenges. Table 6 includes what the recommended collaboration would entail to move
beyond the encouragement of an advisory committee.
Table 6
Institutional Collaboration
Category Collaboration recommendation
Class availability Ensure there are enough classes for transfer students, as many
universities hold sections for freshman.
Technology collaboration College and university tech teams work together.
Counseling support Collectively fund Black counselors or graduate students from the
university to work with top college feeders.
Transfer guidance Design and distribute a ‘journey map’ for each major while the
students are in the process of transferring.
Metrics and assessments Create metrics, student and staff evaluation, and assessments
collectively.
Early campus connections Collaborate on a day trip to the university for early connections
and addressing campus navigation.
Institutional investment College and university work with administration to make the
collaboration program part of an institutionalized investment.
Dual enrollment programs Reimagine any dual enrollment programs and assess current or
past challenges with course credits transferring into the
university.
Student voice Make sure there is Black male transfer student voice in the
collaboration: current community college and university
students.
Mental health Work with health services to discuss themes from mental health
challenges post-pandemic.
Consultants Hire consultants when necessary.
Staff support sessions Collectively have ideation and support sessions for staff,
including addressing barriers the students bring to light.
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Category Collaboration recommendation
Strategic planning Seek transparency and work strategically from timelines and
realistic goals.
Retreats Host collective semester retreats.
Best practices Find out what’s working elsewhere to lessen reinventing the
wheel; best practices, while also creating new equitable
change practices from established collaborative baselines.
Scalability Recognize limitations and work to scale.
Stakeholder community Identify all stakeholders and connect them as a community of
practice.
Solution symposium Develop an annual solution symposium to collectively work on
strengthening the collaboration.
Engagement and alignment Engage and align faculty, staff, students, and administrators who
are focused on change including a smooth “handoff,”
eliminate barriers including historical ones, and better
completion rates within 6 years for Black male transfer
students.
There is much to gain from the partnerships by coming together and reaching common
ground on equity goals and actions and creating a centered shared equity mission (Yeh &
Wetzstein, 2020). As one respondent stated:
I had a sense of responsibility to get that degree considering the historic struggles that
other Black men have done before us, to get to this place. But I needed help. This was
new to me. New to my family. I had some support to be fair, but I know there could have
been a connection between my college and the university before I got there. I was
essentially on my own which was crazy because the campuses were not even that far
away. You would think somebody from one of the schools was working with the other.”
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For the longest time, 4-year campuses considered the transfer process as a community
college issue. They must take ownership, however, and improve their practices to enhance the
transfer experience (Wang, 2009).
Recommendations for Future Research
This research study focused on the degree completion rates of FTFT traditional-age Black
male transfer college students and the collaboration between the community college and 4-year
institution that affects their success. In particular, I explored how these students perceived the
handoff between institutions, the support and services provided to these students, the barriers
Black male students historically and currently navigate, and the reason for the lingering
completion gap for this demographic after transferring to a 4-year institution.
To address the underlying issues related to each of the findings and establish processes
that can improve, three recommendations for change were discussed. These recommendations
were: (a) standardized college transfer student metrics, (b) create transfer support services
programs at universities, and (c) develop a collaborative institutional partnerships program.
These recommendations have implications for future research. Future studies could focus on the
impact of themed-centers and programs specifically for Black male transfer students at
predominantly White public and/or private institutions. Another study could examine the other
side of this problem from the institutions. With such a study, KMO theory may be a sound
approach. There is potential here to elevate the conversation, actively participate as institutions,
and address historical and current inequities endured by Black male transfer students. The aim
should not be to have a perfect handoff, but merely a strategic and effective one.
The purpose of these recommendations is not only to address the issues uncovered as part
of this study but to begin a process of thoughtful directed conversations with individuals at all
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levels of community colleges and universities, leveraged into ideas with the potential for
impacting long term sustainable organizational change. The change that can perhaps, lead to
more diverse and inclusive campuses and experiences for Black male traditional age transfer
students. In addition, there is an opportunity to explore and measure the impact of institutional
collaboration, the overall experiences of these students, and expand and create new structures of
support strategically with the object of bachelor’s degree completion within 6 years of initial
matriculation.
Higher education has a fundamental duty to improve, support, and listen for the equitable
advancement of all. Improving educational pathways, including the community college transfer,
is vital to building educational equity and a more competitive workforce (Dennon, 2022).
Understanding how some Black male students successfully navigated the process should inform
the conversation. Change happens often, and at times without the voices of those who are the
recipients of what is to come. If community colleges and universities would anticipate challenges
proactively and develop an understanding of the historical and collective barriers Black males in
higher education have and continue to endure, perhaps what is uncovered will spark what is best
for all: true, sustainable change.
Implications in the Context of the USC Rossier Mission
The implications of this dissertation in relation to equity are clearly aligned with the USC
Rossier Mission, which includes addressing disparities that impede the progress of
underrepresented groups that have been historically marginalized. Through education and
collaboration, the issues and challenges addressed in this study will have purpose and not be
ignored. The first step is acknowledging a need to understand, create avenues to discuss, and
implement institutional change. Preparing institutions of higher learning for the future means
110
adopting and incorporating societal change that will allow the respective and unique campus
cultures to thrive as communities of diversity that they should wish to serve.
Conclusion
This qualitative descriptive, narrative study consisted of conducting 13 qualitative
interviews. It revealed the necessity for more institutional support during the transfer process,
student barriers, and coping mechanisms as a form of resilience. This research study afforded the
opportunity to explore the lived experiences of former traditional Black male transfer students
who completed a bachelor’s degree within 6 years of initial matriculation. Through the
interviews, discussion, and review of the study research, there is a clearer understanding of the
challenges faced by this demographic.
Through this study, respondents demonstrated the impact a lack of institutional
collaboration continues to have on this demographic. A concerted effort is needed between
community colleges and universities to serve Black male transfer students and increase
institutional efficiencies with intent and strong interventions for the barriers they face better
holistically. This includes an aligned curriculum and consistent assessment standards.
Colleges and universities should implement strategically, create levels of student support,
and collaborate. Campuses spend a great deal talking about soft skills and learning outcomes.
There should be an emphasis on saving the Black male transfer student with a commitment to
addressing a lack of academic preparedness, motivation, and self-efficacy so that they have a
strong sense of who they truly are. These strategies would be best served with noticeable, visible
efforts.
Some institutions work to transform themselves. An innovative shift to devote more time
to cultural capacity building, creating in-house training programs, working with consultants, and
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collaborating with other institutions as networks committed to such goals as closing the
achievement gap for Black male students. Oftentimes, the struggles arise from change resistance
and loss of any momentum. Strong leadership, vision, and clarity are ingredients necessary to
help institutions better serve students. Otherwise, achieving results is just a wish. Institutions
must disavow themselves of any notion that only student affairs should concern itself with
providing holistic, wrap-around support to Black male transfer students to collectively improve
completion numbers nationally. It takes an entire campus to provide a positive impact.
There appears to be a need to affect change before, during, and after the transfer handoff
to help Black male students overcome barriers and succeed academically and personally. In
essence, elevating minds and societal stations collectively saves unique lives. This includes lives
with unique stories, experiences, passions, goals and motivations. My problem was focused on
Black male traditional-age transfer students and the perceived institutional collaboration during
the handoff between institutions, perceptions of any support these former students received
during their transfer experience, and their coping strategies to navigate the university and
overcome any social, emotional, academic or financial barriers after transferring. Even with
additional efforts by both sides of the transfer between the community college and 4-year
university to increase traditional Black male transfer student persistence, these students do not
fare as well in terms of on-time completion (Dennon, 2022).
I am perplexed as to why an 18-year-old Black male can walk into a 4-year university
right out of high school and have much more of chance of completing a bachelor’s degree than a
traditional-age Black male transfer student. Community college is often viewed as an extension
of high school, with all of the personal attention, smaller classes, support structures, and wraparound services. There is very little research on the collaboration between college and university
112
prior to, and after transfer. Most research centers on the 2- or 4-year experience of Black males,
not the challenges and life experiences that are a part of the story as they transfer.
This study began by providing a historical overview of systematic cultural barriers for
Black males. This study concluded with the voices of the Black males who have been fortunate
enough to complete a degree after transferring, regardless of the barriers they encountered. And
all of the respondents for this study faced numerous challenges, many of them cultural.
The handoff of these students from one institution to another requires careful planning,
strategic administrator discussion, proactive practices to improve student experiences, cultural
understanding from faculty and staff, and most importantly collaboration between the 2- and 4-
year campus. A 1st-year Black male university student and a 1st-year Black male transfer student
should have similar chances of succeeding and completing a bachelor’s degree within 6 years
after initially matriculating. I picked this problem to move the needle forward. The questions I
posed for this study aimed to shed a light on how some Black male transfer students perceive the
support necessary to help them, what barriers they have to navigate, and what coping strategies
they utilized to obtain their degree. Improving educational pathways, including the community
college transfer, is vital to building educational equity and a more competitive workforce
(Dennon, 2022). Understanding how some Black male students successfully navigated the
process should inform the conversation.
It is my hope that the findings from this qualitative study will enact action,
understanding, and a realization that many historical barriers still exist. The Black male transfer
student is in many ways still stuck in place on the academic ladder to higher rates of degree
completion, but he is motivated and willing to move forward. Institutions of higher learning must
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remove these barriers and work together to mitigate them. If a campus does not see the need to
do this, however, it will not be a part of the solution.
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Appendix A: Interview Protocol
Three research questions guided the study:
1. How did former first time-full time FTFT traditional Black male college transfer
students perceive the support most beneficial during their academic experience?
2. What were any perceived barriers these former students faced during the transfer
experience?
3. What coping strategies did these former students believe they deployed during their
transition and subsequent college completion?
Respondent Type
I interviewed recently graduated former FTFT traditional Black male students (within 10
years) who transferred into Faith University from one of the Zion Community College District
campuses. These respondents had to have completed their bachelor’s degree within 6 years of
initial college matriculation.
Note: I did not mention in-text citations during the interview introduction.
Introduction to the Interview
Thank you so much for agreeing to be a part of the research for my dissertation at the
University of Southern California. As a Black man who has researched the low retention rates of
first-time full-time traditional age Black male transfer students, I have been alarmed by what I
am finding. I work in higher education and center a lot of my attention on support, resources,
mentoring and other interventions to help Black male transfer students at Faith University
succeed and have the encouragement and environment aimed at enhancing their experiences and
completion. This is a passion of mine, and I cannot thank you enough for being here today.
142
My problem of practice for the dissertation and future research focuses on the retention
gap for these Black male transfer college students, and the perceived collaboration between the
community college and 4-year institution that affects student success. Black male transfer
students have not persisted at the same rates as Black males who have matriculated to 4-year
institutions right out of high school. I am perplexed due to the many assumed holistic efforts
provided by community colleges to further prepare these students for admissibility and arm them
with techniques and skills to survive the 4-year experience upon transfer. My research will center
heavily on the handoff of the student from one institution to the other, the overall level of support
provided during the transition, coping strategies, and the barriers Black male students historically
and currently endure as they matriculate and complete higher education.
Black men have historically experienced unique barriers to college and degree
completion (Graham, 2022). I plan to seek a better understanding of the transition from one
institution to another, the overall collegiate experiences and support received, and strategies of
former students such as yourself interviewed for my study. My study will examine the
experiences of former traditional first-time full-time Black male community college transfer
students, exploring how they believe institutional collaboration shaped their academic success.
I need to first ask for your consent to conduct the interview, which will be anonymous by
the way. I also request your consent to record this interview. You can pick any name you wish to
maintain anonymity. Finally, once we are done, I will offer you an opportunity to ask me any
clarifying questions, provide more detail to a previously answered question, and provide you
space to ask me any questions. The interview will contain several introductory questions prior to
12 structured questions with, perhaps, some probing questions to make sure I am capturing your
responses correctly (see Table 1A). I want you to be comfortable, speak freely, and think about
143
how important your experiences will be to the next generation of Black males that will transfer
into Faith University after attending a Zion Community College District campus. If at any point
you need a break, are uncomfortable for any reason, or simply want to move onto the next
question, just let me know. Are there any initial questions? With that, let us begin.
Warm-Up Questions
1. Tell me a little bit about yourself. What are some hobbies and interests? Probe: Are
you originally from this area?
2. Tell me about your family. What was your childhood like?
3. What would you say provided you with the most motivation to complete a bachelor’s
degree? Probe: What types of personal goals did you set for yourself as a college
student?
4. Probe: Did you achieve any of them?
5. What courses did you like or dislike the most?
144
Table A1
Interview Questions
Interview questions Potential probes
1. Talk to me about why you started at a
community college.
Tell me about the campus environment? Was
it what you expected? If not, what
surprised you?
2. Describe how prepared you felt
academically prior to transferring?
What challenges or perceived barriers did you
face prior to transferring? How did you
navigate them?
3. Tell me about any support you received in
preparation to transfer to the university.
Describe to me any experiences with
particular centers, clubs, or mentors
including specific faculty members that
helped you prepare for the transfer.
4. What, if anything, do you wish you knew
prior to transferring to the university?
Share whether or not you intended to transfer
when you first enrolled or was it a decision
you made later. Describe if you felt like
you were prepared for the transfer process.
Share what you personally believe you
should have done differently, if anything,
as you prepared to transfer.
5. Share any perceived collaboration
between the community college and
university that may have assisted your
transition to the university.
Describe any frustration or positive
experiences you encountered by the
transfer process or institution as you
transitioned. Talk about any interaction you
had with the university prior to, and during
the transfer process.
6. Share any perceptions you feel the
community college should have better
prepared you for prior to arriving at the 4-
year campus?
Talk about any thoughts about these
perceptions you may have shared with the
community college prior to transferring.
7. Describe any particular transfer
orientation or transition programs you
participated in before or during the
transfer to the university?
Share any feelings of belonging you
experienced, if at all, at the university once
you arrived on campus? Describe any
feelings of isolation you may have
experienced after the transfer?
8. Describe any perceived support you
received once at the university to help you
navigate the institution and complete your
degree?
Share any experiences with particular centers,
clubs, or mentors including specific faculty
members that helped you complete your
degree.
9. What challenges or perceived social,
emotional, academic or financial barriers
Describe any coping strategies you developed
and utilized to help overcome these
145
Interview questions Potential probes
did you encounter once at the university? perceived challenges.
10. Describe your confidence in completing
your degree once at the university?
Share the reasons for any belief in yourself
based on your levels of confidence in
completing the degree. Talk about any
coping strategies you believe were
developed and utilized during the transition
process, and subsequent college
completion.
11. Describe any positive aspects of attending
university.
Talk about how you engaged with the
university after transferring, if at all?
Describe if you believe you have
personally grown due to your experiences
as a transfer student?
12. Final question: If given an opportunity to
talk with other Black males starting out at
community college intent on transferring,
what advice would you share based on
your own journey and perceptions about
the transfer experience?
Conclusion to the Interview
Those are all the questions I have. I want to thank you for allowing me to interview you
and for being so transparent and honest with your responses. Your interview will allow for more
reflection on how to better serve and understand the experiences of future Black male students
transferring into Faith University from a Zion Community College District campus. Your
answers will also assist with evaluating the collaboration before and during the transfer process,
if any, between institutions to better strengthen processes and have more dialogue about the
experiences and needs of Black male students.
Should you have any other things that come to you after we are done, please do not
hesitate to reach back out. I also hope that I can reach out to you for any clarification or followup questions, should the need arise in the near future. You have been a tremendous help to my
146
research, and I will be sure to share a draft of the finished product from the interview. Do you
have questions for me at this time, or do you need clarity on any questions I have asked you
today? I wish you the best and continued success in the future, take care.
Abstract (if available)
Abstract
The college completion rate of traditional first-time full-time Black male transfer students is an important topic to address. This demographic continues to struggle with on-time completion within six years of initial matriculation. This field study explored the experiences and challenges this demographic continues to face as they navigate social, emotional, academic and financial barriers that have historically impeded progress to bachelor’s degree completion. The collaboration between institutions during the transfer “handoff” is explored, including the support and services offered and utilized by the students. To determine the impact of institutional collaboration has on the degree completion of these students, if any, interviews were conducted with a purposeful sample of Black men who transferred between institutions and completed their degrees within 6 years. Understanding how they were able to accomplished this goal which the data reflects is not the narrative, is a large part of the study focus. Respondents shared their lived experiences as transfer students, the barriers they encountered, and coping strategies they utilized to succeed academically. Interview findings showed that these respondents experienced the same barriers as many who came before them, and that something has to change in higher education. The results of the study led to recommendations that include having standardized college transfer metrics for students, creating transfer support services program centers at universities, and developing a collaborative institutional partnerships program. These recommendations are intended to create new opportunities for institutions to work more in collaboration in ways that are extreme and noticeable to facilitate change and address inequitable circumstances for Black male transfer students.
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Hebert, Billy Jr.
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The handoff: the influence of higher education institutional collaboration to support traditional first-time full-time Black male transfer student success
School
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Organizational Change and Leadership (On Line)
Degree Conferral Date
2024-12
Publication Date
12/10/2024
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