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“Ask a lot of questions and hope you meet the right people”: a case study analyzing the transition experience of community college transfer students involved in the transfer program at a selectiv...
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Content
“ASK A LOT OF QUESTIONS AND HOPE YOU MEET THE RIGHT PEOPLE”:
A CASE STUDY ANALYZING THE TRANSITION EXPERIENCE OF
COMMUNITY COLLEGE TRANSFER STUDENTS INVOLVED IN THE
TRANSFER PROGRAM AT A SELECTIVE UNIVERSITY
by
Carmen Soto
A Thesis Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
MASTER OF EDUCATION
May 2011
Copyright 2011 Carmen Soto
ii
Dedication
To my family whose support, sacrifices, and words of wisdom helped mold me into the
person I am today. Without them my educational aspirations would not have been
possible. Thank you.
iii
Acknowledgements
I sincerely thank the participants in this study, for without them this study would not have
been possible. It is their experiences and contributions that keep me focused on assisting
students from community colleges in their educational pursuits.
I also thank my family, love, friends and colleagues that have greatly supported me
throughout the time it took me to complete this work.
A special thanks to Dr. Kristan Venegas, Dr. Patricia Tobey, Dr. Martha Enciso and Dr.
Sheila Sanchez for their assistance as I completed my thesis.
Lastly, without the guidance of Dr. K.C. Mmeje and Dr. Judi Biggs Garbuio my
community college involvement would not have been possible. It is this opportunity that
has greatly added to my academic, research, career and personal endeavors. For that, I am
forever grateful.
iv
Table of Contents
Dedication ii
Acknowledgements iii
List of Tables vi
Abstract vii
Chapter 1: Introduction 1
Significance of the Study 2
Overview of Study 9
Background of Study 13
Purpose of Study 17
Definition of Concepts 17
Summary 18
Chapter 2: Literature Review 20
Schlossberg’s Transition Theory 20
Summary 25
Chapter 3: Methodology 27
Research Design 27
Methodology 28
Research Questions 31
Population and Sample 31
Data Collection 33
Interview Protocol 33
Participant Background 34
Data Analysis Procedure 38
Limitations of Study 39
Summary 39
Chapter 4: Findings 41
Situation 42
Self 46
Support 57
Strategies 62
The Impact of the Transfer Program 65
Summary 66
v
Chapter 5: Analysis 67
Situation 69
Self 72
Support 77
Strategies 79
Discussion 82
Conclusion 84
References 88
Appendices: 92
Appendix A: Recruitment Letter 92
Appendix B: Interview Protocol 94
Appendix C: Informed Consent Document 95
vi
List of Tables
Table 3.1: Participant Demographic Profile 34
Table 3.2: Participant Academic Profile 35
vii
Abstract
The transition experience of community college transfer students at a highly
selective university is marked by several difficulties, most notably a change from a
seemingly non-competitive environment to one in which students are in constant
competition with their peers and having to meet higher faculty expectations. Transferring
from a public, open-access community college to a highly selective, private, research
university is not an easy feat. Compounded with being from a traditionally disadvantaged
community, in terms of finances, age, educational attainment, ethnicity, or a mix of
several characteristics, it is no surprise that the transition process would be difficult. This
qualitative study examined the transitional experiences of eight community college
transfer students at a highly selective, private university through the lens of Nancy K.
Schlossberg’s (1995) Transition Theory. This study revealed that the coping mechanisms
(both innate and acquired) of the study participants were positively affected by a
transition-based program at the students’ senior institution, leading to a relatively quick
transition to the institution despite the difficulty.
1
Chapter 1: Introduction
When asked about his experience as a community college transfer student at Park
City University (PCU), Vincent, a 34-year-old Accounting major stated the following:
I do not think PCU is transfer friendly at all…You have to be driven just to be
here. But as a transfer student without the Transfer Program, I do not know what I
would have done. You would have to ask a lot of questions and hope you meet the
right people [in order to succeed].
At the time of his interview Vincent did not understand that “[asking] a lot of questions
and [hoping] you meet the right people” were his perceived coping mechanisms needed
for a successful transition to PCU. This study revealed that the coping mechanisms (both
innate and acquired) of the participants involved were greatly affected by the Transfer
Program at Park City University and led to a relatively quick transition to the institution
despite the difficulty.
Transferring from a public, open-access community college to a highly selective,
private, research university is not an easy feat. Essentially, any student regardless of
academic ability or educational goals can attend a community college, whereas a student
who wishes to attend an institution such as PCU must meet specific Grade Point Average
(GPA) requirements, have solidified educational goals, and display academic prowess.
Compounded with being from a traditionally disadvantaged community, in terms of
finances, age, educational attainment, ethnicity, or a mix of several characteristics, it is no
surprise that the transition process for a community college students transferring to PCU
would be difficult. It was the aim of this study to shed light on the transitional
experiences of Park City University (PCU) students involved in the Transfer Program, a
2
population of students that has not been studied qualitatively, and identify best practices
in assisting this student population.
Significance of the Study
Community colleges serve an integral role in American postsecondary education.
American community colleges have been characterized as local institutions and have
aimed to serve the community at large since their formation (“CC Stats”, 2009; Cohen &
Brawer, 1996). With a total of 112 community colleges, California is home to the largest
community college system in the nation, serving 2.9 million students per year
(“Community Colleges”, n.d.). According to the California Postsecondary Education
Commission (CPEC) (2008), 45,657 students transferred from community colleges to
California public colleges and 3,837 community college students transferred to California
private institutions in 2008. The purpose of this case study was to answer the following
research question: How do community college transfer students involved in the Transfer
Program experience the transition of becoming students at Park City University? Nancy
K. Schlossberg’s Transition Theory (1995) was used to examine and interpret this
transition. A combination of student interviews and document analysis (Creswell, 2007)
assisted me in providing a comprehensive case study.
Although it is important to present data on transfer rates and admissions policies
to provide a contextual framework for this study, it is imperative to note that this study
focuses on the community college transfer student transition experience at a selective
institution. More specifically, the importance of examining the transition process in order
to provide a campus environment that is conducive to the success of community college
3
transfer students. With this aim, the “Transfer Program” at “Park City” University will
be examined to postulate that a campus program focused on the transition of a student is
an enabler of student success from community college, to baccalaureate attainment, and
graduate and professional opportunities beyond a student’s undergraduate career.
The purpose of this study was two fold: (1) to provide a comprehensive
examination of the transition process of community college transfer students at a
selective private university and (2) to understand the role that the Transfer Program
played in that transition, if at all. The purpose of the study was fulfilled by using
Schlossberg’s Transition Theory (1995) to analyze the transfer experience of the Transfer
Program study participants through qualitative methods.
Community college transfer access to selective institutions. Park City
University is a highly selective, private university, which provides a stark contrast to an
open-access, non-selective community college. Non-selective and selective institutions
have different admissions criteria. Admission’s spaces at selective institutions are
“valuable social goods” (Dowd et al., 2008, p. 14). According to Gutmann (1987)
universities have “associational freedom” to select students who share intellectual and
education values (p. 185). Therefore, admitting students that are merely qualified is often
overshadowed by a university’s desire to create a student body community that reflects
the intent of the university. More specifically, although transfer students may be
academically qualified, they must fit into a cohort (class) of students that has already had
at least two years to develop. This logic makes gaining admittance into a selective
institution a huge feat for a transfer student, let alone a community college transfer
4
student without any previous senior institution experience. Associational freedom often
conflicts with the “institution’s equal [consideration] of students’ academic qualification
because some academically qualified students are inevitably excluded on the grounds of
associational freedom” (Dowd et al., 2008, p. 15). Consequently, selective admissions
committees face conflicts when evaluating the applications of community college
students in particular. Many community college students are qualified for selective
institutions, but do not fit into the already established college community that is cohort-
based. Additionally, community college students have traditionally not been targeted as
potential students at selective institutions, making the presence of support systems aimed
to help community college transfer students at selective institutions highly unlikely and
cultivating an environment that is difficult for community college transfer students to
adjust to. For this reason, it was important to examine the role of the Transfer Program
during the study participants’ transition.
The emphasis of entering an institution as a freshman with a cohort of students
that is going to graduate four years later is common on most college campuses. College
“Welcome” weeks often involve posters greeting the graduating class of entering
freshmen without any reference to transfer students. It is not surprising that transfer
students do not receive the same welcome. The research that reveals the conflicts that
arise within admitting community college transfer students at a selective institution lays
the groundwork for a difficult adjustment for these students. Selective institutions are not
prepared to handle incoming transfer students, let alone community college students who
have undoubtedly not been exposed to the “strong residential or communal culture”
5
found at a selective, elite institution (Dowd et al., 2008, p. 16). In fact, private, selective
institutions have a strong preference for transfer students from four-year colleges rather
than community college transfer students (Dowd et al., 2008). Dowd, Cheslock, and
Melguizo (2008) explain: “only 20 percent [of community college transfer students are
enrolled] at [elite] private universities and 12 percent at private liberal arts colleges”
(p.20).
The transfer student at Park City University. According to the 2010-2011
“Transferring to PCU” brochure produced by the Office of Admissions, PCU received a
total of 9,524 transfer student applications in 2009. Of those 9,524 student applicants,
2,465 were offered admission and 1,370 enrolled. From those who enrolled, 59 percent (a
five percent decline from 2008) were from California Community Colleges. In order to
set the context for this case study and illustrate the importance of examining the PCU
community college transfer student experience, current admissions and recruitment
information regarding transfer students will also be presented in this section, specifically
in relation to freshmen. Although these two categories of students are different, they
share the relationship of being first-year PCU students.
Even before transfer students arrive to the PCU campus, the information
disseminated by PCU to transfer students is not comparable to the information provided
to freshmen. There is an abundance of programming and resources available to freshmen,
but transfer students are not offered the same opportunities. Transfer student contact with
PCU before arriving on campus is minimal compared to what is offered to freshmen. For
example, transfer students have the opportunity to attend a one-hour information session
6
that covers the PCU transfer application process, transfer credit policy, and financial aid
(“Transfer Admission”, 2009). On the other hand, freshmen are given a four-year plan to
prepare for PCU. During their senior year of high school, (this example is used because it
would parallel the year before transferring) they are given the opportunity to attend a
three-hour comprehensive program that includes a one-hour information session led by
an admissions counselor, a one-hour walking tour led by a current PCU student, and a
one-hour information session with an academic department of the student’s choice
(“Transfer Admission”, 2009). There is a clear discrepancy between the way freshmen
and transfer students are treated during the admission’s process.
Transfer Program at Park City University. The Transfer Program was initiated
at Park City University in 2006 through a foundation grant that allowed Park City
University to increase their outreach efforts from three local community colleges:
Monterey College (MC), Freeway College (FC), and Washington College (WC). These
three community colleges were chosen by PCU because of their proximity to the campus
and also because all three had low transfer rates to PCU compared to other local
community colleges. One of the main premises of the program was to dispel the myth
that an elite research university, like PCU, was unattainable and unaffordable to transfer
students from low to moderate socioeconomic backgrounds. A study completed in 2005
by the PCU Research Center revealed the following: about 71 percent thought they would
need special tutoring or remedial work in writing, 58 percent in English, and 54 percent
in science; and about 69 percent reported they had previously received special tutoring or
remedial work in reading, 66 percent in mathematics, 61 percent in social studies, and 60
7
percent in foreign language. With an understanding of the types of students that were
going to be served through the Transfer Program, the program was developed specifically
to help students academically, but also socially and emotionally.
If, and when, community college students that were involved in the Transfer
Program were admitted and decided to attend Park City University, the Transfer Program
assisted their transition with academic, co-curricular, and social activities on campus.
One of the main components of participating in the Transfer Program once at PCU is a
weeklong “Preparation Experience.” New Transfer Program participants participate in
this activity where they attend an intensive writing workshop facilitated by a premier
English faculty member at PCU; meet other transfer students; get connected with
resourceful faculty and staff members in financial aid, libraries, career planning,
advisement, and academic assistance; and lastly, become familiar with navigating the
campus both in and outside of the classroom. This event takes place two weeks before the
fall semester begins and lasts five days. Essentially, it is an extended orientation to the
campus geared specifically towards community college transfer students and tailored to
fit their needs.
Beyond the Preparation Experience, other aspects of the Transfer Program include
faculty-student luncheons, in which students invite one of their current professors to
lunch in order to promote the importance of developing relationships with professors;
monthly mandatory meetings; mid-semester grade advisement to monitor their grades if
they are at-risk of failing a course; an option to apply for book grants and other items
such as conference travel funding; and access to a computer lab and lounge where they
8
can spend time during the school week. The components of the Transfer Program are set
up in a way to have constant touch points with each of the students in order to assess their
progress; provide them with and connect them to campus resources to facilitate their
success at PCU despite the traditional challenges faced by low-income community
college transfer students; and ultimately assist them in productively acclimating to Park
City University so that they are able to plan for their future beyond PCU.
The purpose of examining the Transfer Program specifically is because it was
designed to meet students’ needs through three different phases, reminiscent of
Schlossberg’s “moving in, moving through, [and] moving out” transition process
(Chickering & Schlossberg, 1995). Using a case study approach, I analyzed the transition
experienced by transferring to PCU for students involved in the Transfer Program
through the lens of Schlossberg’s Transition Theory (1995).
This study is significant because it specifically examines the transition experience
of community college students once they have transferred to a senior institution,
specifically an elite university. Although many studies (Bender, 1991; Brint and Karabel,
1989; Calcagno, Bailey, Jenkins, Kienzel, & Leinbach, 2008;Cohen, 1988; Dowd,
Cheslock, and Melguizo, 2008; Dowd & Melguizo, 2008; Dougherty, 1992; Grayson &
Stowe, 2005; Lam, 2007; Pascarella et al., 1988; Pincus and Archer, 1989; Richardson
and Skinner, 1992; Wawryznski & Sedlacek, 2003; Velez, 1985) have been performed on
community college students in terms of quantifying educational outcomes such as
transfer rates and degree attainment rates, qualitative studies examining their transition to
senior level institutions are limited. These studies have typically compared the effect of
9
race, ethnicity, age, grade point average (GPA) and socioeconomic status on students’
likelihood of transferring and earning degrees, but have not examined student transition.
This study is also significant because it examines the transition experience of students
attending a selective senior institution. Furthermore, this study examines the Transfer
Program at Park City University, which essentially exemplifies Schlossberg’s Transition
Theory (1995).
Overview of Study
The purpose of this study is to analyze the experiences of eight community
college transfer students at PCU that are members of the Transfer Program and were also
members of the “Transfer Club” (the title of the phase of the Transfer Program for
students still enrolled in community college) while still at their respective community
colleges. It is a qualitative case study aimed at identifying the transition experience
involved with transferring to PCU, a private research institution, from a community
college, an open-access public institution through the lens of Schlossberg’s Transition
Theory (1995).
Research questions. The overarching research question guiding this study is:
How do community college transfer students involved in the Transfer Program
experience the transition of becoming students at Park City University?
Theoretical framework. By utilizing the theoretical framework of Nancy
Schlossberg’s Transition Theory, I formulated an interview protocol and method of
gathering and analyzing data. Schlossberg first introduced her theory in 1981, and later
adapted it in 1989 and in 1995 with Schlossberg, Waters, and Goodman (1995) (Evans et
10
al., 1998). Schlossberg, Waters, and Goodman (1995) updated Schlossberg’s Transition
Theory within the context of adult development, which is pertinent to this study
population because they are all adults transitioning from a community college to a four-
year university. It is important to consider a student’s perception of the transition when
utilizing Schlossberg’s Transition Theory (1995) in order to understand the meaning of
the transition for the student. In order to take into account students’ perceptions of their
transitions student interviews were conducted in this study.
Schlossberg’s Transition Theory defines a transition as “any event, or non-event
that results in changed relationships, routines, assumptions, and roles” (Evans et al.,
1998, p.27). Schlossberg et al. (1995) identified four primary factors that influence a
person’s ability to cope with a transition, the four “S” factors: situation, self, support, and
strategies. A person’s “assets and liabilities” within each of these factors are the
determinants for evaluating how well they will cope with the transition. It is a person’s
assets and liabilities that differentiate their transition from another person’s transition,
although they may be having the same type of transition such as transferring.
Applicability to study. Schlossberg’s Transition Theory (1995) focuses on an
individual’s transition during a specific time period during a specific event. The time
period includes the time before the event, during the event, and once the event is
complete. Therefore, the act of transferring: before, during, and completion of, is the
event being examined in this study. Although for students the act of transferring is a
single, similar event, students will transition differently. There are key moments in a
transition that will determine how a student will cope with a transition. These key
11
moments will be examined in this case study by identifying them through Schlossberg’s
Transition Theory (1995).
Schlossberg (1995) proposes four “S” factors: situation, self, support, and
strategies, to analyze the event, in this case transferring to a senior institution. The
situation of transferring is the same for students, however, what stage they are in their life
at the moment of transfer and why they are transferring will differ. Some students may
see transferring as a career goal, while others may view transferring as another step in
their academic life. A student’s self can affect their ability to transfer in the first place
because it takes into account their personal, demographic, and psychological
characteristics. Support for a student can come in the form of faculty, staff, peers, family
and the senior institution itself. Finally, the strategies a student uses will greatly affect
their social and academic adjustment, this is one of the factors that the student is
ultimately in control over because they decided which strategies to utilize. A person’s
“assets and liabilities” within each of these factors are the determinants for evaluating
how well they will cope with the transition. It is a person’s assets and liabilities that
differentiate their transition from another person’s transition, although they may be
having the same type of transition such as transferring. Participants’ assets and liabilities
within each of the four “S” factors will be examined during this study.
Schlossberg (1995) identified three types of transitions in her theory: anticipated,
unanticipated, and non-event. Schlossberg characterized going to college as an
anticipated transition because a student applies to a senior institution, expects to be
admitted, and anticipates their new start after transferring (Evans et al., 1998). Whereas a
12
sudden death in the family would be referred to as an unanticipated transition, and not
being accepted to a specific college would be a non-event, because although the student
expects to be admitted, it did not occur. Although anticipated transitions (the type of
transition that is being analyzed in this study) are meant to be smooth, most students are
not able to transition smoothly and successfully and must figure out ways to cope with
the transition. Therefore, when analyzing the transitions of students, their situation, self,
support, and strategies (the four Ss) (Chickering & Schlossberg, 1995) must be examined
in order to understand the impact and condition of a student’s transition.
The structure of the Transfer Program revolves around a three-part process:
moving in, moving through, and moving out, a cycle emphasized by Schlossberg in a
successful transition (Chickering & Schlossberg, 1995). The Transfer Program assists
students in three phases. Phase One begins while students are still at the community
college level (also referred to as students in the Transfer Club). Phase Two commences
when students are at Park City University. Phase Three involves students as they prepare
to graduate from Park City University. These phases mirror the concept of moving in,
moving through, and moving out. Therefore, considering the cyclical nature of the
Transfer Program, it would seem to foster a successful transition, and one of the purposes
of this study is to examine that concept. Identifying coping strategies using the four “S”
factors in this case study will allow me to comprehensively examine the community
college transfer students experience at Park City University.
13
Background of Study
Community colleges in the U.S. Community colleges are an integral part of
American higher education. Community colleges serve nearly half of all undergraduate
students in the United States (“CC Stats,” 2009). The formal definition of a community
college is a two-year junior, private, proprietary, preparatory or technical college
(Dougherty, 1994; Philippe & Sullivan, 2005). Community colleges offer open-access
admission’s policies that provide various types of educational opportunities for their
students. Compared to four-year universities, community colleges offer lower tuition and
fees along with basic skills coursework (Hagedorn & Lee, 2005) essential to building a
strong educational foundation. Granting Associate’s degrees; preparing students for
transfer to four-year universities; providing both community enrichment programs and
interest-based education; workforce development, certificate-granting programs; and
vocational training are a few of the purposes of community colleges (Dougherty &
Kienzel, n.d.; Dougherty, 1994).
Community colleges have been a popular postsecondary education destination for
students for various reasons, access and proximity being two of the most important. Most
Americans have a community college, branch campus, or extension of a community
college within a reasonable drive from their house (Philippe & Sullivan, 2005).
Essentially, the term community college was born out of a belief that two-year colleges
served the community because they were often the nearest source of postsecondary
education. Community colleges often serve as the primary source of postsecondary
education in rural areas (“CC Stats”, 2009). From this, community colleges have become
14
known as “local institutions” and they have always strived to serve the members in their
community who can benefit from their services (“CC Stats”, 2009).
The open-access mission of community colleges has caused them to become a
manifestation of the American Dream. Community colleges have become the premier
universal access educational institution in the U.S. serving multiple functions within
society, but generally as a means to increase educational access for Americans who might
have otherwise not been able to attain postsecondary education. The basic functions of
community colleges revolve around the principle that they are meant to provide an
education for all people of the community regardless of their socioeconomic status, sex,
religion, ethnicity, or geographic location. Community colleges are essentially “of the
community, by the community, and for the community” (Bogue, 1950, p.94).
Historical context. The land grant institutions that stemmed from the Morrill Act
of 1862 opened the door for the creation of community colleges. The Morrill Act of 1862
was the first solid expression of the belief that all citizens should have access to higher
education (Philippe & Sullivan, 2005). Community colleges stemmed from a desire to
provide increased postsecondary education access to the general public. Originally
intended to bridge the gap between secondary education and universities, community
colleges gained additional government support with the increased need for trained
workers in new and emerging industries (Cohen & Brawer, 1996; Philippe & Sullivan,
2005). Thus, junior colleges, as they were termed, adopted two major functions: (1) to
serve as a vehicle between high schools and universities and (2) as means to train
workers in new industries (Cohen & Brawer, 1996; Philippe & Sullivan, 2005).
15
Junior colleges were usually extensions of either local school districts or
universities (Philippe & Sullivan, 2005). Junior colleges provided an affordable means of
earning a higher education. By 1910, five percent of American 18-year-olds were
enrolled in colleges or universities, many of which were the newly created junior colleges
(Philippe & Sullivan, 2005). As extensions of local school districts, states like California,
for example, received state funding for their high schools to provide the first two years of
college and began the formation of junior colleges as we know them today. California
soon had the largest system of public two-year colleges by 1921 with 21 colleges
(Philippe & Sullivan, 2005). Today, California continues to house the nation’s largest
community college system with 112 colleges across the state (“Community Colleges”,
n.d.). The 112 colleges are spread out among 72 districts and enroll more than 2.9 million
students (“Community Colleges”, n.d.). According to Philippe and Sullivan (2005), in
Fall 2002 11.6 million students were enrolled in the 1,158 U.S. public, independent
(private), and tribal community colleges.
The transfer function of the community college. Although community colleges
have many functions, this study will focus primarily on the transfer mission of the
community college and the subsequent transition of students once they transfer to a
senior institution. One of the primary reasons community colleges were created was to
provide the first two years of an undergraduate education and facilitate the attainment of
baccalaureate degrees by aiding transfer to four-year colleges (Dougherty & Kienzel,
n.d.). The social and economic benefits of transferring are pivotal to a student’s life
16
because those who do not transfer will be unable to obtain a bachelor’s degree and the
higher lifetime earnings that typically accompany the degree (Melguizo, 2007).
Transitioning from junior to senior institution. Transitioning from a
community college to a senior institution is a pivotal moment in a student’s academic
life. Transferring allows a student to move forward in their quest for a baccalaureate
degree, and without transferring attaining a baccalaureate degree is impossible. Students
might be transferring from a commuter-based campus to a residential campus, or from a
campus with high faculty interaction, to a campus with low faculty interaction. Students
might also be entering an institution with less than three thousand students, whereas their
previous community college might have a student population of over twenty thousand, or
vice versa. Therefore simply moving from one institution to another, let alone accounting
for cultural, racial, economic, academic, and personal changes that accompany that
transition complicate the transition process.
Park City University transfer statistics. According to the California
Community College Data Mart (2010), during the 2009 Fall semester 942 students
transferred to Park City University (PCU) from California community colleges. 100 of
those students transferred from the City Community College District: twenty-five from
Monterey College, six from Washington College, and thirteen from Freeway College.
The other 56 students from City Community College District were from the District’s six
other campuses.
17
Purpose of Study
The purpose of this study was to analyze the transitional experiences of eight
community college transfer students at PCU that are members of the Transfer Program
and were also members of the Transfer Program while still community college students at
their respective campuses. This qualitative study was aimed at identifying the transition
process involved with transferring to PCU, a private research institution, from a
community college, an open-access public institution through the lens of Schlossberg’s
Transition Theory. Through a case study approach and as a participant observer, I
conducted document analysis and gathered in depth information about student
experiences by conducting interviews. The findings from this study will be used to
inform community colleges and senior institutions about the needs of community college
transfer students and best practices in preparing and facilitating a successful transition.
Definition of Concepts
- Community-, Junior- or Two-year College are similar in meaning and are often
used interchangeably in the literature presented in this paper. All three terms refer
to postsecondary institutions that typically offer lower-level credit transfer
programs, Associate’s degrees, certificate and vocational programs, and
community education. According to the U.S. Department of Education, a
community college is an institution of higher education that is accredited by an
agency recognized by the Department of Education and offers the associate
degree as the highest award (Philippe & Sullivan, 2005).
18
- First-generation student refers to a student whose parents have not had any
postsecondary education (Philippe & Sullivan, 2005).
- Transfer refers to an academic transition in which a student stops attending one
college to begin attending another (Philippe & Sullivan, 2005). In this study
specifically, transferring will refer to a student who has stopped attending a
community college to attend a senior institution with unit credit that has qualified
them for at least sophomore standing (30 or more units completed) at the senior
institution.
Summary
In summary, the purpose of this study is to analyze the experiences of eight
community college transfer students at PCU that are members of the Transfer Program
and were members of the Transfer Club while still at their respective community
colleges. It is a qualitative case study aimed at identifying the transition process involved
with transferring to PCU, a private research institution, from a community college, an
open-access public institution through the lens of Schlossberg’s Transition Theory
(1995).
In the next chapter, I will provide a comprehensive review of the current literature
regarding transfer students with a focus on Schlossberg’s Transition Theory, which will
help provide a background for this case study. The four “S” factors: situation, self,
support, and strategies, will be used in Chapter Two as a means to review the current
literature related to transfer students in order to build a framework for this study. Chapter
19
Two also includes a review of information concerning transfer students at Park City
University provided primarily by the Park City University Office of Admissions.
20
Chapter 2: Literature Review
Although transfer students may view the act of transferring as a simple event, a
successful transfer transition experience is often complicated by a student’s ability to
cope. There are key moments in a transition that will help students cope. These key
moments will be examined in this case study by identifying them in relation to
Schlossberg’s Transition Theory (1995). A review of the current literature regarding
transfer students with a focus on Schlossberg’s Transition Theory will help provide a
background for this case study. The four “S” factors: situation, self, support, and
strategies, will be used in this section as a means to review the current literature related to
transfer students.
Schlossberg’s Transition Theory
Schlossberg first introduced her theory in 1981, and later adapted it in 1989 and
1995 (Evans et al., 1998). Schlossberg’s Transition Theory defines a transition as “any
event, or non-event that results in changed relationships, routines, assumptions, and
roles” (Evans et al., 1998, p. 111). According to Schlossberg, it is important “to
understand the meaning that a transition has for a particular individual, one needs to
consider the type, context, and impact of the transition” (Evans, et al., 1998, p.115). The
first step is to define the type of transition: anticipated (ones that occur predictably),
unanticipated (ones that are not predictable or scheduled), or non-event (ones that are
expected but do not occur) (Schlossberg, 1984). Schlossberg characterizes going to
college as an anticipated transition. When examining the transitions of students one must
evaluate their situation, self, support, and strategies—the four “S” factors (Chickering &
21
Schlossberg, 1995). For this research study, the Transfer Program was examined due to
its aim of facilitating a successfully transition for community college students.
Current literature, regarding community college students once they transfer to
senior institutions, reveals that the transition to a four-year university is often difficult
(Dennis, Calvillo & Gonzalez, 2008; Eggleston & Laanan, 2001; Townshend, 1995).
The numbers of transfer students are continually increasing and recent research reveals
almost 30 percent of college students in the U.S. have transferred at least once in their
academic tenure (Jacobs, 2008). According to Eggleston & Laanan (2001) transfer
students have to deal with a variety of issues. These issues include late registration;
problems with financial aid; negative organizational attitudes towards transfer students;
housing issues; adjustment to a new institution; frustrations with academic advising;
career planning and placement issues; and problems with student activity involvement, or
lack thereof. Confusing institutional policies regarding the transfer process and less
attention and interaction with faculty often amplify these issues (Dennis et al., 2008).
Additionally, although transfer students are just as likely as native students to complete a
degree program, they are less likely to graduate in the traditional four years it takes to
earn a baccalaureate degree (Jacobs, 2008).
Each of the aforementioned issues depicts circumstances in which a student’s
situation, self, support, and strategies affect their transition. To further complicate these
issues, transfer students often experience “transfer shock,” which is characterized by a
dip in academic performance during a student’s first or second semester at the senior
institution they transfer to (Eggleston & Laanan, 2001). Eggleston & Laanan (2001)
22
argue that support (an “S” factor) programs tailored towards community college transfer
students specifically can drastically ease the adjustment and academic success of transfer
students. This study will investigate such a program, the Transfer Program at Park City
University. Orientation programs also assist students in coping with the transfer shock
associated with the transition from an open access to a selective system of admissions
(Cejda, 1997; Townshend, 2000).
The four “S” factors: situation, self, support and strategies. Put simply, the
situation for all students is the act of transferring. More specifically, students that will be
examined in this case study all have a situation of transferring to a selective institution
while being involved in the PCU Transfer Program. What makes their transfer situation
different, however, is their reason for transferring and current life stages during transfer.
Students also differ with another “S” factor: self. Evans, Guido and DiBrito (1998)
describe Schlossberg’s factor of self within two areas: personal and demographic factors
and psychological resources. Personal and demographic factors are those that relate to
age, gender, and ethnicity while psychological resources relate to ego-development,
commitment, values, aids to coping and self- efficacy (Evans et al., 1998). According to
Lam (2007) age, gender, ethnicity, socioeconomic status, and high school preparation are
essential demographic factors to be considered when studying enrollment and degree
attainment of a particular student population (Lam, 2007).
Socioeconomic status also affects transfer access to the baccalaureate degree
(Dowd & Melguizo, 2008). The positive effect of higher socioeconomic status on transfer
rates is often attributed to the student’s access to better academic preparation and higher
23
educational aspirations because of their higher socioeconomic status (Dowd & Melguizo,
2008). In addition, once students transfer to a senior institution, their likelihood of
earning a baccalaureate degree is just as likely as non-transfer (native) students.
However, it is important to note that by beginning their college education at two-year
institutions, community college students are less likely to earn baccalaureate degrees.
Pascarella and Terenzini (1992) revealed that even when they controlled for background
characteristics and intent to degree, community college students are considerably less
likely to graduate college with a bachelor’s degree than those who start out at a four-year
university. This fact is particularly true for African American and Hispanic community
college students (Dennis et al., 2008; Dougherty, 1992; Pascarella and others, 1988;
Pincus and Archer, 1989; Velez, 1985, Zamani, 2001)), the two ethnic populations that
are studied in this study. Community college students who attend part-time, come from
lower income households, or may have weaker academic skills, tend to complete college
at lower rates as well (Calcagno et al., 2008).
Previous studies that have examined the transfer mission of community colleges
have revealed that transfer rates often reflect differences between racial, ethnic, and
socioeconomic groups. For example, research (Bender, 1991; Brint and Karabel, 1989;
Cohen, 1988; Dennis et al., 2008; Richardson and Skinner, 1992; Zamani, 2001) has
revealed that low-income and non-Asian minority students have lower rates of transfer
and degree-program completion rates, compared with their white peers from families
with higher incomes. Dennis et al. (2008) explains that transfer students “especially those
who are ethnic minorities,” may face additional difficulties such as poor academic
24
preparation and lack of familial support (p.535). Therefore, transfer is highly stratified by
socioeconomic status, enrollment status, and race and ethnicity.
Although applying and ultimately transferring to a senior institution can be
greatly affected by a student’s race and ethnicity, it is not a predictor of social
adjustment, according to Laanan (2007). Instead, it is what the student does and does not
do in terms of social activities at their new institution that affects their social transition.
For example, students who are involved in student organizations and develop friendships
have an easier time adjusting socially. However, if a student is not equipped with the
ability to relationship build (strategy), a student will have a very difficult time with their
transition. Schlossberg defines strategies as the actions taken by the student or actions
that impact the student to make the transition successful. Students can use several
strategies to cope with the transition to a senior institution. For example, Laanan (2007)
describes students who are able to focus less on the increased student competition and
focus more on learning at their new senior institution are more likely to experience a
successful academic transition.
According to Bers and Smith (1991), student educational objectives, or in this
case educational goals, affect the persistence of community college students. Students
must have a clear goal for the future and without one they lack direction. As students
develop goals, the goals act as cognitive representations for what they are striving for
(Pintrich & Schunk, 2002). In a qualitative study conducted by Townshend (1995),
analyzing the transition process of 14 urban community college students who transferred
to a private four-year institution (similar to the students that will be interviewed for this
25
study), it was revealed that students felt their own self-efficacy played a large part in their
success. The concept of self-efficacy echoes the “S” factor of self. Students’ negative
perceptions of the four-year environment can also greatly affect a student’s transition to a
senior institution, especially in terms of academics (Laanan, 2007). For example, students
who have a low grade point average (GPA) and low intellectual self-confidence, find it
difficult to transition academically (Laanan, 2007).
In terms of support, students transition more positively academically when faculty
members clearly articulate expectations for a particular class. Schlossberg defines support
by examining and discovering the student’s social relationships including family
members, friends, community members, and support from the institution (Evans, 1998).
Although not a formal support program, faculty that are willing to work with students, in
this case by simply explaining their expectations of students, are providing support for
transfer students. Laanan (2007) contends: “ways to reduce transfer students’ feelings of
anxiety can be facilitated by faculty, academic counselors, student affairs professionals,
and students” (p.54). Laanan’s (2007) findings echo the importance of support in a
successful transition.
Summary
Although for students the act of transferring is one similar event, students will
transition differently. The four “S” factors: situation, self, support, and strategies, will
help understand a student’s transition in this case study. As stated previously, the
situation of transferring is the same for students; however, what stage they are in their life
and why they are transferring will differ. A student’s self can affect their ability to
26
transfer in the first place because it takes into account their personal and demographic
characteristics. Support for a student can come in the form of faculty, staff, peers, family
and institutional agents, such as offices and programming. Finally, the strategies a student
uses will greatly affect their social and academic adjustment; this is one of the factors that
the student is ultimately in full control over.
The following chapter, Chapter Three, will explain how I intend to conduct my
study and explain my reasoning for choosing a case study approach. My research design,
largely influenced by access, (Creswell, 2007), will be explored in the next chapter.
27
Chapter 3: Methodology
The purpose of this study was to analyze the experiences of eight community
college transfer students at PCU that are members of the Transfer Program and were
members of the Transfer Club while still at their respective community colleges. As a
qualitative case study, the aim of this study was to identify the transition process involved
with transferring to PCU, an elite, private research institution, from a community college,
an open-access public institution through the lens of Schlossberg’s Transition Theory
(1995).
Research Design
Two sources of data were used in this qualitative case study: content analysis and
interviews (Creswell, 2007). My research design was largely influenced by access
(Creswell, 2007). I interviewed eight transfer students currently at PCU that are members
of the Transfer Program. The Transfer Program is a grant-funded initiative aimed at
identifying high-achieving, first-generation students from three local community colleges
(Freeway College, Monterey College and Washington College) and promoting their
transfer to highly selective research institutions. These students, once accepted to PCU,
were provided with services and resources specific to community college transfer
students. These services and resources were offered to retain students and help them deal
with the “transfer shock” often associated with transferring. The Transfer Program is the
only program offered on the PCU campus aimed to assist community college transfer
students. It is important to note that the students served through the program had to
28
transfer from Freeway College, Monterey College or Washington College; therefore the
program only worked with three community colleges.
There are currently 23 students enrolled for the Fall 2010 semester at PCU that
are currently involved in the Transfer Program and were involved before attending PCU
while at their community college. Interviewing eight students out of the enrolled 23
allowed me to gain data and insight about the community college transfer student
experience at PCU when involved in the Transfer Program. These eight students were
from Freeway College, Monterey College and Washington College, respectively.
Additionally, the eight students that were interviewed are graduating in 2011 and all
attended the Transfer Student Orientation as incoming students to PCU. These traits bind
them. The eight students interviewed consisted of five females and three males that had
completed at least one year at Park City University. Seven out of the eight students
referred to themselves as Latino, while one out the eight identified as African American.
Methodology
A qualitative research approach was used in order to provide a rich description of
the participants’ transition. Creswell (1998) recommends a qualitative approach if the
study is exploratory and if the research seeks to build a detailed picture of the informants’
experiences. Additionally, Strauss and Corbin (1998) recommend the use of qualitative
research when the goal of the researcher is to obtain the intricate details of informants’
thought processes, feelings, and emotions which are often difficult to extract from other
research methods.
29
A case study methodological approach, specifically, was appropriate for this study
because “case study research involves the study of an issue explored through one or more
cases within a bounded system (i.e. a setting, a context)” (Creswell, 2007, p.73). The
issue being explored in this study was the transition experiences of transfer students. Case
study research is a qualitative approach that requires the investigator to explore a
bounded system (cases) over time; “through detailed, in-depth data collection involving
multiple sources of information and reports a case description and case based themes”
(Creswell, 2007, p. 73). The boundaries (Creswell, 2007) of the case study are set by the
fact that all students that were interviewed were current students involved in the Transfer
Program.
Yin (1998) lists document analysis and interviews, as a few of the types of data
collection methods needed for a case study. This study utilized a structured interview
protocol when interviewing informants. According to Seidman (1998), “At the root of in-
depth interviewing is an interest in understanding the experiences of other people and the
meaning they make of that experience” (p. 3). It is with this aim that qualitative research
is able to truly understand the informants’ experiences and uncover the themes that
emerge. The interview process lent itself to a reflective process for informants and allows
researchers to place the informants’ behavior within a context (Seidman, 1998).
Additionally, by conducting face-to-face interviews I was able to observe the informants’
facial expressions and body language when answering particular questions. These actions
cued me either to probe the informant with a particular question or to move on to another
question, essentially helping me build a rapport with each informant (Attinasi, 1986).
30
Participant observation was also an important part of this study, although no
formal observations were made. Marshall & Rossman (2006) partially attest that
participant observation is an essential element of all qualitative studies. Participant
observation demands first-hand involvement in the phenomena being studied. My role as
the Program Coordinator working for the Transfer Program ensures my direct
involvement in the transfer student transition experience phenomena. Although I did not
observe any specific events, my deep knowledge of the Transfer Program and the
students I interviewed (which are a direct result of my position within the Transfer
Program), essentially my positionality, affected the rapport I had with each student I
interviewed. Participant observation “forces a consideration of the role or stance of the
researcher as a participant observer—her positionality” (Marshall & Rossman, 2006, p.
101). In my analysis of the collected data, I reflected on my previous observations of
Transfer Program meetings, events, student interactions, and other instances. These
observations also greatly influenced my interview protocol.
This case study is an instrumental case study in particular (Stake, 1995). In an
instrumental case study the researcher focuses on an issue or concern, and then selects
one bounded case to illustrate the issue in their study (Stake, 1995). Therefore, the issue
in this case study is the transition of community college students to Park City University,
and the bounded case to illustrate the issue is the Transfer Program. Although a
researcher can choose to conduct more than one case study, I conducted only one case
study so that I could analyze it in great depth. Creswell (2007) ascertains that the study of
31
“more than one case dilutes the overall analysis; the more cases an individual studies, the
less depth in any single case” (p. 76).
Research Questions
‐ How do community college transfer students involved in the Transfer Program
experience the transition of becoming students at Park City University?
The study’s overarching research question was answered by analyzing and coding student
interview transcripts and conducting document analysis (i.e. student Grade Point
Averages) through a case study approach. The full interview protocol for student
interviews that was used in this study can be found in Appendix A.
Population and Sample
Site selection. Park City University was chosen because of its proximity and
accessibility. Park City University is a large, private, Tier 1 Research Institution in
California with a total student population of 35,000. It is located in a large metropolitan
area and is a very popular and distinguished transfer destination. It is also the site of the
Transfer Program and a selective institution, which fit the aim of the study.
According to the 2010-2011 “Transferring to PCU” brochure produced by the
Office of Admissions, PCU received a total of 9,524 transfer student applications in
2009. Of those 9,524 student applicants, 2,465 were offered admission and 1,370
enrolled. From those who enrolled, 59 percent (a five percent decline from 2008) were
from California Community Colleges. Key informants (students) that were interviewed in
this study are current community college transfer students at Park City University. While
32
at Park City University and their previous community college, informants were involved
in the Transfer Program. I chose eight of these students as informants to interview.
Participant selection. Purposeful sampling was utilized in selecting participants
for this study. Purposeful sampling allowed me to select students that would provide rich
information. Information-rich case studies are “those from which one can learn a great
deal about issues of central importance to the purpose of the research, thus the term
purposeful sampling” (Patton, 1990, p. 169). According to Merriam (2002) “it is
important [for the researcher to] select a sample [of informants] from which the most can
be learned. This is called a purposive or purposeful sample” (p. 12). The eight students
involved in the Transfer Program at Park City University that were interviewed were
identified through participant lists maintained by the Transfer Program. The following
criteria were utilized in selecting participants for this study: (1) participants had to be
involved in the Transfer Program while at their community college; (2) participants had
to be currently involved in the Transfer Program as Park City University students; and (3)
participants must have completed at least one semester at Park City University. Several
students were identified that met this criteria, but only eight were able to be interviewed
due to time constraints and availability of study participants.
Students were contacted for interviews by locating their contact information (e.g.
e-mail addresses) and sending them a recruitment letter (Appendix B) via e-mail
explaining the purpose and procedures involved within the study. Upon their reply, I
responded with an inquiry about their interview availability and interviews were formally
scheduled.
33
Data Collection
Data collection began in Fall 2010, once Institutional Review Board (IRB) was
received. Creswell (1998) explains data collection as a series of interwoven actions
focused on gathering competent information to answer emerging research questions.
During the data collection process, I conducted one-on-one interviews with eight key
informants in order to gain a clear picture of their transition process. As stated previously,
I contacted potential informants via an e-mail recruitment letter. Interviews were
recorded (with the students’ written permission), transcribed and analyzed for themes.
I conducted overt research as suggested by Taylor and Bogdan (1984) and
informed each participant about my research interests and the aim of this study. I
explained to each participant my intentions and made sure that they understood why I
was conducting interviews (Spradley, 1979). This was especially important because of
my role in the Transfer Program. I assured each potential informant that their decision to
participate or not participate would not affect their standing in the program.
Interview Protocol
Interview protocol questions were developed around the four transition themes of
situation, self, support, and strategies (Schlossberg, 1995). The interview protocol was set
up in such a way so that each question would spark a reflection process for the student in
evaluating his or her own coping strategies. I formulated questions that helped me
characterize their transition. Self-refection questions included questions about the
students’ situation, support, self, and strategies used to navigate their successful
34
transition, or lack thereof. My goal was to find that the Transfer Program displayed all
four of Schlossberg’s areas and eased the transition of these students.
Participant Background
Both Demographic and Academic profiles of the study informants are included in
Table 3.1 & Table 3.2 respectively. In order to provide the reader with additional
information on each of the participants, a brief description of each of them is also
included in this section.
Table 3.1
Participant Demographic Profile
Name
a
Gender Financial Status
b
Martial Status Age Ethnicity
c
Alicia Female Working class Single-Divorced 36 Hispanic
Isabella Female Low income Married 31 Latina
Jackie Female Lower middle class Single 21 Mexican
Jay Male Low to Middle Married 29 Various
Identities
Jose Male Low income Single 30 Mexican
American
Miriam Female Low income Single 21 Mexican
Nikki Female Working class Single 24 African
American
Vincent Male Below middle class Married 34 Hispanic
a
Pseudonyms were used to protect the identity of the informants in this study.
b,c
Students were asked about their Financial status and Ethnicity during the interview
and as such did not conform to any specific categorization model.
35
Table 3.2
Participant Academic Profile
Name
a
Community
College
Units
completed
at PCU
b
Major(s)
Minor(s)
and/or
Concentration
GPA First
Semester at
PCU
c
Alicia WC 48
English,
Sociology
3.1
Isabella WC 63
Anthro-
pology
American
Studies &
Ethnicity
4.0
Jackie MC 61
Business
Administ-
ration
Marketing 2.5
Jay MC 64
Psychology,
American
Studies &
Ethnicity
Sociology 3.25
Jose WC 53 English Spanish 3.07
Miriam WC 63
Dental
Hygiene
2.8
Nikki FC 41
English,
African
American
Studies
Business Law 3.42
Vincent MC 60 Accounting 3.07
a
Pseudonyms were used to protect the identity of the informants in this study.
b, c
Units completed and first semester GPA at PCU were obtained from the PCU grade
system.
Alicia. Alicia is a single mother who is dependent on public assistance. She
served prison time for falsifying documents when she was seven months pregnant with
her youngest child, who is now eight. Her two daughters at the time were placed in foster
care. Eventually she was able to participate in a therapeutic program that assisted her
move forward with her life while in prison. After prison she enrolled at her local
community college and eventually Park City University with the help of financial
36
assistance. Alicia did not fully understand the impact of her economic hardships until she
transferred to Park City University and had some of her public assistance taken away.
She relies heavily on public assistance, and although it has been lowered, it has greatly
helped her support her three children and continue to move forward with her education.
Isabella. Isabella is married and has one child. Isabella initially attended a
community college to attain a fashion-merchandising degree. However, She was not
satisfied with the degree and began taking the appropriate steps to transfer and learned
about the Transfer Program. Once at Park City University, it was difficult for her to
accept that she had to break her 4.0 GPA as her semesters increased. She is not very
involved on campus besides her campus jobs and her involvement in both the Transfer
Program and Scholarship Program where she receives great financial assistance. It is very
easy for her to interact with professors because she believes she can relate to them in
terms of age.
Jackie. Jackie decided to attend a community college after she graduated from
high school because she did not want to settle for a college that was not her dream school.
Jackie commutes to PCU, which has been a bit difficult because she feels as if she lives
two lives: her school life and her neighborhood life. Although she is financially supported
by her parents, her father’s approval has been tough to attain because he is very
traditional and believes that she should contribute financially to their household. Despite
this, Jackie has been able to maintain her focus and gain not only academic skills but also
practical experience while at PCU through competitive internships.
37
Jay. Jay was formerly in the Marine Corps. He has been married for eight years
and finds great inspiration in pursuing a higher education through his wife. While
working at a shipping company he realized that he wanted to “break the cycle” of having
a laborious job that was not family-friendly. Jay wants to have a career where he can
have set working hours, and is both prestigious and enjoyable.
Jose. Jose was born in Los Angeles California, but was raised in Mexico. After
years of working a dead-end job, Jose decided to go back to school. He enrolled in a
vocational program at his community college. After completing the program, Jose took
the advice from his English professors and declared English as his major and put all his
focus and dedication into being admitted to PCU. Jose knew that PCU would push him to
another level and after he was admitted, he realized he had made the right decision.
Miriam. Miriam is the oldest in her family, which is headed by her single mother.
She has had a poverty-stricken young life in which she often experienced an unstable
home life. She has often faced an internal conflict between work and school, but
ultimately believes that her pursuit of a Dental Hygiene degree will provide her with a
solid route towards an enjoyable career in which she can contribute financially to her
family. Moving from a community college, where she excelled and was heavily involved,
to an institution where she initially struggled and did not have time to participate in
activities or work to support her family, adversely affected her self-esteem initially.
Miriam has been able to overcome this initial self-esteem blow. She plans to open a non-
profit dental office to serve low-income communities. Her goal is to educate the
community about the importance of oral hygiene.
38
Nikki. Nikki is a pre-law student at PCU. She moved to Los Angeles at the age of
seventeen to pursue acting, which prompted her to gain a lot of independence from her
parents. Although she lives alone and her parents are in another state, they are still able to
encourage her through her education. Nikki is the only student in this study whose
parents graduated from college. Although she has always had a strong inclination towards
a higher education, her community college preparation, specifically writing ability, has
been an issue for her while at PCU.
Vincent. Vincent is married with four children, two of which are his biologically.
He is deeply concerned with the practical nature of his Accounting degree. He has a solid
job prospect ready after he graduates which is important because he is concerned with
working. He leaves little time for extracurricular activities because he is concerned with
maintaining his grades and a solid family life. He plans to become a Certified Public
Accountant (CPA).
Data Analysis Procedure
Each interview was recorded to ensure accuracy and to dedicate my full attention
to the informant during the interview. Throughout the interview I asked follow-up
questions that at times strayed from the interview protocol in order to collect richer data
and gain a larger picture of the student’s transition. Once the interview was complete, I
transcribed each interview. Upon completion of the transcription, I coded and analyzed
the data in search of significant statements that depicted the main themes of transition
theory. When coding and analyzing my data, I used an open coding process (Emerson,
Fretz & Shaw, 1995). I found common themes that emerged from each interview and
39
applied it to Schlossberg’s Transition Theory. Another component of my data analysis
process included document analysis, specifically analysis of students’ first semester PCU
GPA in comparison to their self-reported community college cumulative transfer GPA.
Limitations of Study
Despite the relative small scale of this study, time limitations played a large role
in the success of this study. Since I completed my data collection at the end of PCU Fall
semester when final examinations were starting, the availability and willingness for
students to be interviewed was limited. Despite this fact, I was still able to interview
eight students who yielded rich data during the interviews to analyze.
Another limitation of my study is my experience as a transfer student and bias in
working daily with transfer students in my professional life. Addressing and clarifying
researcher bias from the outset of a study is important because the reader can know about
any possible biases that may impact the study (Meriam, 2001). In this case, I currently
work as the Program Coordinator in the Transfer Program at Park City University. My
past and current experiences have likely shaped my approach to the study (Creswell,
1998). Although my position as the Program Coordinator was advantageous because it
allowed me to gain access to informants, which was a very positive consequence of my
positionality, my professional relationships with informants might have affected their
answers to questions.
Summary
The purpose of this qualitative case study was to analyze the experiences of eight
community college transfer students at PCU that are members of the Transfer Program
40
and were members of the Transfer Club while still at their respective community
colleges. My research design was largely influenced by access (Creswell, 2007). A case
study methodological approach was appropriate for this study because “case study
research involves the study of an issue explored through one or more cases within a
bounded system (i.e. A setting, a context)” (Creswell, 2007, p.73). The following chapter,
Chapter Four, will include a presentation of my findings.
41
Chapter 4: Presentation of Findings
A qualitative case study of the Transfer Program at Park City University was
conducted in order to analyze the transition process of eight community college students
at a selective, research university. The purpose of this study was (1) to provide a
comprehensive examination of the transition process of community college transfer
students at a selective private university and (2) to understand the role that the Transfer
Program played in that transition, if at all. The purpose of the qualitative case study was
fulfilled by using Schlossberg’s Transition Theory (1995). This study took inventory of
the study participants’ coping mechanisms by asking students about their “S” factors of
self, situation, support and strategies.
Data were collected from document analysis and in-depth interviews. This
approach was used in order to gather rich data to understand this phenomenon that is not
widely studied. The findings presented in this chapter were derived from transcribing and
coding the interviews that were conducted. By utilizing Schlossberg’s Transition Theory,
four factors: self, situation, support, and strategies were used to analyze the data
collected. Student quotes obtained throughout the interview process are used throughout
this chapter to support the themes that emerged during the study. The chapter is
organized by the four “S” factors of self, situation, support and strategies, and specific
themes that arose within the data analysis.
Although this chapter is divided by the four “S” factors, it is important to note that
many of the factors overlapped throughout the interview process. This would mean that
the transition process of community college transfer students is very complex and is best-
42
interpreted using Schlossberg’s Transition Theory because it explains the transition by
breaking down the students’ factors. This complexity will be analyzed in Chapter Five.
Situation
All of the informants in this study experienced the situation of transferring to Park
City University from a community college. The first “S” factor, situation, explains what
stage they are in their life at the moment and the situations they were placed in as transfer
students that affected their transition. Each informant had the experience of being in the
Transfer Program while at his or her community college and once they transferred to
PCU, which affected their situation. The themes that emerged within the factor of
situation include: the importance of pre-work; importance of extended preparation; not
like other transfer students; orientation indifference; and the impact of faculty perceptions
about transfer students. The impact of the Transfer Program and other thematic factors
affecting their situation during and after transfer while transitioning will be explained in
this section.
The importance of pre-work. Students’ involvement in the Transfer Club (the
name of the Transfer Program extension at the community colleges) and subsequently the
Transfer Program helped them prepare for being a student at PCU. Initially, the Transfer
Club helped students realize that they could actually gain admittance to PCU and that was
an option when transferring. Being a student in the Transfer Club greatly affected several
of the informants prior to transfer. Alicia stated:
The Transfer Club came in, I [attended] the workshops because it was a
requirement of the Honor’s Program [I was in]. I remember [director of the
program John] his enthusiasm was so infectious that I left with the bug [to
transfer] and I thought you know, I just might be able to do this.
43
Jay further echoed this point by stating: “The Transfer Program made it real because I
was able to talk to different representatives [from PCU]. The Director [of the Transfer
Program] would stay after and answer questions and provide encouragement… I thought
maybe I can do this.” The Transfer Program continued to assist the informants by
providing them with resources such as the Preparation Experience, which will be
explored in the next section, after transferring to PCU.
Importance of extended preparation once admitted. One of the main
components of the Transfer Program is the Preparation Experience, which is a mandatory
weeklong event for incoming students who are involved in the Transfer Program. The
Preparation Experience consisted of workshops aimed in helping students in terms of
academic, social, faculty interaction, and building resourceful relationships. Nikki stated:
“Things that would have taken me weeks to dig through the PCU website which is hard
to follow, was laid out [during the Transfer Program] Preparation Experience.” Jay
stated: “The Transfer Program prepared me by walking the campus [during the
Preparation Experience]… Getting to meet the cohort from other community colleges
also really helped because I felt like they were in the same shoes as me.” Martha stated:
“The Preparation Experience definitely helped me connect with people from my cultural
background and my socioeconomic background…It was something that definitely gave
me encouragement...It was vital in getting to me here now.”
An important component of the Preparation Experience was the daily writing
workshop that students must participate in. The writing workshop was led by Professor
Smith, one of PCU’s leading professors. Jose stated: “The writing workshop really
44
helped.” Isabella expressed that the expectations placed on her during the Preparation
Experience helped her identify areas she needed to improve on as a student at PCU,
which was very helpful:
The Preparation Experience put things into perspective a little bit more. The
expectations were clearly outlined. The writing part of that program really helped
because it made me realize that my writing was not at the level that was expected.
I think it just gave me a real idea of what I needed to perform well at PCU.
Nikki’s experience with the writing workshop echoed the same point, she stated:
“[Professor] Smith was amazing…I think he got me excited about what my next step at
PCU would be…He really broke it down for me about the possibilities were at PCU and
what the expectations were.” In terms of the social aspect of the Preparation Experience
Nikki stated: “There was nothing like already feeling like you were already a part of the
campus community…It is like living in the neighborhood and playing with the kids
before going to middle school.” Alicia expressed the same sentiment when describing
how good it felt to recognize Transfer Program participants on campus, she stated:
“Seeing their sweaters, jackets or shirts made me affiliate them with the Transfer
Program [and it felt good to recognize them]. This helped me realize and reignite the
strength of mind that got me here to Park City University [which provided a morale
boost].” Jackie also stated that the Transfer Program made her feel welcomed to PCU: “I
would have started at PCU without any friends. It was a comfort because I could go into
the Transfer Program office. It made me feel really welcomed.”
Not like other transfer students. Many participants expressed that without the
Preparation Experience and other aspects of the Transfer Program they would have been
lost like other transfer students at PCU. Jose expressed this:
45
If I had any problems with financial aid I knew who to seek out, or even just
appealing. I knew what do. As opposed to my friends who also transferred here
but did not have a Preparation Experience they did not know about certain things.
I helped them with the knowledge I got from the Preparation Experience.
Jackie added to Jose’s point by stating:
I have noticed that a lot of other transfer students that I have met have not taken
advantage of the PCU resources available. I have really learned to make my own
opportunities. I would not have gone to office hours[with faculty] when I had
problems. It would have been a slower transition. I know I would have caught on
somehow but it would have taken me longer.
It is clear that the Transfer Program helped the participants’ transition quickly to Park
City University and connects them with the proper knowledge to be productive as soon as
they transferred.
Orientation indifference. The orientation program helped with registering
students for their classes and the campus, but beyond this it did not provide transfer
students specifically, with knowing some of the nuances that students at junior-level
would need. The level of information was too simple and geared towards a younger
student. Jay stated:
At orientation I was happy to be here but I was in a different mindset. I was happy
to be here and all but the connection was not there. I am just in a different place I
am a married man. I have already been to war…I have worked. I could not
pretend that I was a part of that because I already lived.
Additionally, Jay explained he was not satisfied with the course registration aspect of
orientation: “I was not happy with picking out my classes because I felt like I just got the
left overs…There was probably a lack of preparation on my part…I felt really rushed. I
felt like I should have known more…I should have had a pre-advisement session [with a
longer time].” Tony looked for more guidance when choosing his classes. Vincent felt
46
that the orientation program was not very memorable: “It was okay. We just did not do
much…I don’t remember much today so I know it was not some awesome experience.”
Impact of faculty perceptions about transfer students. Some students felt
negative stereotypes placed on them because they were community college transfer
students while others felt supported by faculty members who were sensitive to
community college transfer students’ issues. Alicia explained:
There were some that when I told them I was from Washington College instead of
Freeway College or Monterey College they said: ‘oh the trade school’…however,
faculty members that knew about the Transfer Program were very
understanding…Those that are aware of community colleges are understanding.
Alicia was able to come to these conclusions because she would often attend faculty
office hours, a practice that his heavily promoted by the Transfer Program. Although she
at times felt negatively about some of these interactions, it is illustrated towards the end
of her quote that she was able to find a few supportive faculty members. This realization
played a role in another “S” factor, support in terms of faculty, which will be discussed
more in depth in the next section.
Self
The “S” factor of self in this study accounted for the informants’ personal and
demographic attributes both pre and post transfer. Schlossberg’s (1995) factor of self can
be divided into two areas: personal and demographic factors and psychological resources.
Personal and demographic factors are those that relate to age, physical characteristics,
gender, and ethnicity while psychological resources relate to ego-development,
commitment, values, aids to coping and self-efficacy (Evans et al., 1998). The themes
that emerged within the factor of self include: the impact of age; looking different; the
47
impact of ethnicity; issues with being a commuter student; the impact of personal
background; issues with academic and classroom preparation; importance of self
efficacy; and to change the participants’ values.
Personal and demographic factors. All participants in this study have
completed at least forty units of coursework at Park City University, which means that
they have at least had one full year of experience as a student. All of the participants
never attended a four-year university until after transferring. Seven out of the eight
participants in this study were first-generation students. All study participants were from
ethnicities that are underrepresented at Park City University. Lastly, all participants were
commuters and although some attempted to apply for campus housing (in some cases
campus family housing) they were not granted housing. Students’ transfer shock could
not be fully assessed because many of the participants’ community college transfer GPAs
were not available. What is notable, however, is that all students were able to earn at least
a 2.5 GPA in their first semester at PCU, meaning, although difficult, they were able to
complete a more than satisfactory first semester. In fact, six out of the eight students
earned above a 3.0 GPA during their first semester at PCU.
Age. Age posed an additional issue when transitioning because Park City
University is a very traditional university where most undergraduate students are between
the ages of 18 to 24. Alicia stated: “Integrating into this new community was very
challenging. I did not enjoy the process. I enjoy education but sitting in a class with
children half my age [has been difficult].” Alicia continued this sentiment by stating the
following about PCU as a whole and the complexities of not only being an older student
48
but also a single mother: “There is not that many of us [single parents that are older]. At
this level of education, it is not very mom friendly. Four year universities were catered
for a younger generation and you feel it [at PCU].” Vincent, a 34-year-old Accounting
student, also felt the same way. Vincent stated: “The age thing is a little difficult too…not
that I am more mature but the lifestyle is really different. PCU is not friendly for
returning, non traditional students.”
Isabella also experienced moments when she felt self-conscious, particularly
about her age. In her case it revolved around the fact that professors often interacted with
her more in comparison to other students. Isabella explained:
Students see me as an older student and they see that the professors talk to me
more. The students often do not take that very well. I tend to stick out like sore
thumb…to be honest though, a lot of the time I really don’t care what [my peers]
think.
Isabella’s conscious decision to not care what others think differed greatly from Alicia’s
which explains that the informants in this study had different ways of coping with these
issues although they were essentially experiencing the same issues. Self-efficacy can be
attributed to the reason why Isabella and Alicia experienced the above issues differently.
Self-efficacy will be explored when presenting the students’ psychological resources.
Looking different. Like age, looking physically different can bring extra attention
to students, which can further complicate their transition. Alicia not only felt conflicted
about her age, but also about her body image. The issue of age and self-image issues
prevailed during much of Alicia’s interview, depicting moments of low self-esteem. As
an overweight woman, Alicia often felt stigmatized. During one class experience in
49
particular, her age and weight became an issue showcased in front of the entire class
when a peer refused to be her partner in a class lab, Alicia reflected on the experience:
She looked at me up and down three times and she said ‘no you are not pairing
her up with me’ and looked at the Teacher’s Assistant. She continued ‘my father
pays too much for my education to be slowed down by her.’ I shrunk because this
was done in front of the entire class…I dropped the class [because] it was too
stressful and it was hurting my other classes.
Another characteristic that made students look differently from other PCU students was
their ethnicity.
Ethnicity. Being a predominately White campus, at PCU all of the study
participants were minorities. Even when faced with students from their same ethnic
groups, many of the study participants still felt differently. For example, Jay, a first-
generation Latino male, stated: “Some of the Latinos here, a good majority of those
students are second generation. Although there is a small population of the Latinos here,
there is even a smaller number of Latinos who are first-generation.” Finding a support
niche for the study participants was difficult but ultimately resulted in a strong reliance
on the Transfer Program because it was a program geared to students exactly like them:
low-income, mostly first-generation, and traditionally disadvantaged populations. Jackie,
a first-generation Latina, took another approach however. Although she noticed that she
was often the only person of color in her classes she relied on advice given to her by her
brother, Jackie stated: “[Being the only person of color] might bother me but [my
brother] said that if you are the only person of color than you stand out…Just because
you are not going to be around a bunch of people that are not your race does not mean
you cannot be yourself.”
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Issues with being a commuter student. Park City University is a highly
residential campus; therefore being a commuter student can pose additional issues for
transfer students. The participants transitioned from commuter campuses to a campus that
places a large emphasis on student involvement and living on campus. Most of the
students in this study had been heavily involved at their community colleges but most
found that their desired level of student involvement changed once they began at PCU
because of less free time and not knowing how to navigate campus involvement. Nikki
explained:
At Freeway College I felt like a big fish in a small pond…At Freeway College I
was friends with all of the top people…At PCU I had to get to know people again
and my involvement changed. I was merely a student…my involvement is limited
because I am only here a short time [because I commute]. Also, getting involved
here is taking away time from studying. It is difficult to get involved because they
push it to people who live on campus… When you commute it is hard to know
what is going on…I am definitely not that big fish in a small pond anymore…I
am a different fish and people know that I am different…I’ve changed my big to
different.
Nikki reflected on her attempt to get involved on campus through a recreational sport but
felt uncomfortable:
I remember I tried to join a sport and it became impossible. I remember going to
the practice and thinking: what am I doing here? I thought well, I should go home
and study. I remember we had a Transfer Program event the next day and I
thought: wow I feel so much more comfortable here than I did last night.
Beyond the issue of adjusting to a residential campus as a commuter, there is also the
issue of balancing the two worlds of being a commuter student: campus life and personal
life such as family and work obligations. Jose stated:
I am a commuter so I do not spend as much time around campus, at least not as
much as I should to be more involved in things…But since I have responsibilities
51
like work, I cannot be on campus. If I have to do things on campus then I do not
go to work. I have to balance these things.
Additionally, Jackie, has to balance campus life (which is privileged) and home life
(which is in a low-income neighborhood). Jackie illustrated this point:
One thing that a commuter goes through is the changing of the life style. It is two
different environments. When I am home I have my friends there and then my
friends at school. Coming from the area where I come from [a low-income
neighborhood where going to college is not the norm] a lot of people do not
understand how tough it is and the sacrifices you have to make [to be a student at
PCU].
Many of these students would have had to deal with these same issues even if they lived
on campus, however, it is fair to say that if they lived or worked on campus, it would take
some stress away.
Personal background. Jose noted that his transition to PCU was highly affected
by events during his adolescence. In relation to the issues Jose faced during adolescence,
the transition to PCU and the challenges coupled with it, he put everything into
perspective by stating: “To me, there are bigger struggles that I have overcome in my
life.” Jose further explained:
My overall life transformed me into the person that I am…Sometimes we push
life experiences aside but without those I would have never ended up here thought
that I would be here…Remembering what I have gone through and where I come
from keeps me humble. It keeps me focused. It makes me know what I am
pursuing a higher education for the right reasons. Every factor in life has shaped
my pursuit of education.
Jose’s experiences have pushed him to move beyond any negative perceptions that he
may have had going into PCU and move forward with excelling post-transfer, ultimately
affecting his ability to transition comfortably to PCU.
52
Psychological resources. Psychological resources within a student’s self include
resources related to: ego-development, commitment, values, aids to coping and self-
efficacy (Evans et al., 1998).
Issues with academic and classroom preparation. When considering a student’s
psychological resources it is important to consider what aids to coping they have
available. Of these aids, academic preparation can greatly affect the ability to transition
successfully especially considering that PCU is a selective research institution.
High school preparation for college varied among the participants. Most
informants did not realize their academic potential to earn a bachelor’s degree until they
began their tenure at their community college, while a couple of informants had actually
tried to attend a four-year university directly after high school. In fact, while one student
(Jackie) just expressed a desire to attend Park City University but did not gain
admittance, Alicia, the oldest student in this study, stated: “During high school…Park
City University accepted me with a scholarship, but my dad worked here anyway so my
education was paid for anyway. Still, my father talked me out of it.” Alicia attributed her
father’s lack of encouragement to attend PCU to his traditional Mexican upbringing.
Although while finally now at PCU, Alicia still reflects on the experience and how it
continues to affect her level of familial support. Alicia stated: “I am [going to be] the first
[to graduate from college] and they were not so understanding of that decision. They
thought it was selfish …and they are still not supportive.”
Beyond high school preparation, informants felt varying degrees of preparation,
but generally students felt ill prepared in the areas of writing, study habits, being a full-
53
time student, and understanding what it is to be a competitive student. Isabella stated: “I
felt academically [inadequate during my classes] because I felt that the classes I took at
Washington College were watered down. I felt like I was coming into a university where
it was going to [be] extra challenging and I felt that I would not be able to keep up.”
Isabella’s feelings of inadequacy eventually subsided and she was able to regain her
academic confidence.
Nikki felt in terms of academic preparation at her community college, writing was
her weakest area. Nikki stated: “I think my writing skills is where I have felt
[inadequacy] the most…When it comes to English my writing skills suffer a lot”. Jose
felt that even as an English major his writing skills were not up to par, he stated: “It took
me a while to get used to the [faculty] requirements in writing and adapt my writing
style.” Other students such as Isabella and Vincent identified other academic issues that
affected their transition: high school preparation and computer skills. Isabella stated: “My
educational background has really affected me. I went to a high school where a third of
the class graduated and then going to Washington College. I feel like I am still insecure
because of this.” It is clear that the students interviewed during this study felt
academically inadequate at times ranging from writing to even more simple areas such as
computer expertise as in Vincent’s case. Vincent stated: “I wish I knew how to use
PowerPoint and Excel. More of the tech side of being a student.”
Most difficult to overcome however, was the course load. At community colleges
taking 12 units a semester is considered full time; however, at Park City University 16
units is expected per semester. It was very difficult for students to get accustomed to this
54
new standard and the increased time commitment. Alicia stated the following in regards
to this issue: “I was so overwhelmed [academically]. I thought: why is the amount of
reading you will have to do at PCU not advertised?” The participants also felt as if they
had to “catch up” to the level that current PCU students were at. For example, Jay stated:
“A lot of the students at PCU have worked for it since the beginning. A lot of the students
have been academically savvy. I had to get to that level.”
Additionally, as juniors in classes where most students already knew each other, it
was difficult for some students to adjust to the dynamic. Jackie stated: “I did not like the
atmosphere in the Finance class I took because I felt like everyone there was either in a
sorority or a fraternity. Not my type of crowd and they all seemed to know each other
already which made it difficult to make friends.” Jackie’s discomforts in her class made it
difficult to form a study group and compounded with the difficult class material made her
really dislike the class. She ultimately relied on her assertive nature to just complete the
class although she struggled. Jackie stated: “It was like I do not want to take this class
again so I just need to get it done, and I did.”
Self-efficacy. Students cope differently when transitioning and self-efficacy, or
lack thereof, can greatly affect the transition. This study revealed that personal attitude
was very important when faced with the difficulties of transitioning as a transfer student.
Many students had low self esteem issues after transfer especially in relation to feeling
academically inadequate. This was fairly typical of students that were able to juggle
multiple obligations such as work, student activities, a full course load and still devote
time to family and friends. But once at PCU they could no longer devote time to all of
55
those activities and most devoted their time to school work. Miriam explained: “It was
hard for me to realize that I was doing bad [at PCU] because at Washington College I
could do it all, while here at PCU I was just going to school and I was not doing well. It
was hard for me and I was hard on myself.” What made the transition more difficult is
that even when they only dedicated themselves to school it still proved to be difficult; this
realization often affected the students’ self confidence.
As students that once excelled academically at their community colleges, it was
difficult to overcome the increased academic challenge at PCU. Many of them have
often questioned their place at PCU. Although academic issues were explored in the
previous section it is important to note that the next few points will have some elements
of academic issues explored in relation to self-confidence. Jay stated:
Those thoughts [about inadequacy] have come and gone but because I have
retained a GPA above a 3.0 and a few solid A [grades] at PCU that kind of told
me hey you are doing good. But this semester I have had some problems. I came
in this semester with a bad mindset and those [negative] thoughts have been really
strong. This semester I thought well, maybe I am here by mistake. Somehow I
breached their filtration system and now it is starting to show…since I dropped
two [courses] I thought: why can’t you handle the load your regularly handle?
That kind of makes me feel that it is because my [inadequacy] is showing.
After completing more than two years at PCU Jay still feels at times that he is not fit for
PCU. On the contrary, some students like Nikki have been able to retain their self-
confidence. Nikki stated: “I put a bet on me [by coming here] and I am going to do well
[despite the challenge].” Nikki continued: “I do not feel [inadequate] because maybe I am
just a competitive person…When it comes to me…I compete more with myself more
than anyone else.” Jose reiterated the same sentiment and stated:
56
I don’t think I have told myself that I can’t do anything. To me, there are bigger
struggles that I have overcome in my life. This is just about putting the time and
effort into it. I would rather sacrifice sleep or work to complete my assignments. I
will not let anything get in my way of succeeding…I am aware of the
consequences of me slacking off. I know not be intimidated and that I am on the
same level as my classmates.
Jose’s statement only echoed the importance of self-confidence but also the importance
of sacrifice in being a successful transfer student at PCU. Isabella explained: “I just
believe that if something has to get done then you have to do it. If that means not sleeping
or eating then that is what will happen.” The characteristic of student self-confidence
definitely affected the positive or negative perception that students had once at PCU.
Some students may dwell on their academic plunders (as expected with transitioning to a
more rigorous four-year university), while others are able to look forward and focus on
the next task. This ability to move forward is what differentiates many of the study
participants from one another.
Value change. Transferring to PCU necessitated a change in values for many of
the students interviewed. This change in values often took shape in the sense that
academics took precedence over everything else in the students’ lives. This change often
meant having to choose school or family and friends, and change study habits. Jose
stated: “The workload increased almost tenfold… I could easily study for something the
day before at Washington College that is not possible here. I had to become more focused
and less of a procrastinator…I am constantly having to put school as a main priority
instead of having fun with friends.”
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Support
Support for transfer students can come in the form of faculty, staff, peers, family and
the senior institution itself. While there were varying levels of familial support for the
informants, faculty and campus support through the Transfer Program was apparent for
each of the study participants. The support that the participants were able to have from
familial, peer, faculty, and the Transfer Program greatly assisted them in their transition.
The themes that emerged within the factor of support include: familial support; faculty
support; peer support; and Transfer Program support.
Familial support. The level of familial support that each of the informants varied.
Most of the students interviewed expressed that they did not receive financial support
from their families but did receive moral support in the form of encouragement. Miriam
stated the following: “My family is very supportive. Since I am first generation everyone
is like: yes go to school!” Jackie, the youngest participant in this study, expressed that her
parents are helping her with daily expenses (not covered by financial aid) because her
internships are not paid, but not with paying for school because she has financial aid.
Jackie’s family is supportive as a whole, but she admits that her father’s support has not
always been present:
In the beginning I felt that I was pushing myself. My mom is a little more
understanding and pushes me because she is more Americanized. My dad
however, was not all for it when I got into PCU considering he had just lost his
job…I kept having to prove myself to him and he is starting to be more supportive
but it has been mostly just me and my mom…He has just never been very excited
[about my education].
As stated previously, Alicia, a single mother, feels that she is supported but it is difficult
for her children to provide that all the time. Alicia explains: “[my children] are supportive
58
but [they] have often felt neglected and it tore me… the support that I have on campus is
more familial than my own family.”
Married students also receive a lot of support from their spouses. Jay attributed
his pursuit of higher education to the push that his wife has given him: “Once I started
doing well in school and she saw my potential she pushed me to set some high goals.”
Vincent explained that his support system as “pretty solid.” Isabella explained the
importance of her husband’s and extended family’s help with their young son: “My
husband is very supportive and takes on a lot of the responsibilities of parenting our child
when I need to study. I am pretty much absent often.”
Peer support. Jackie also experienced a lot of support from friends. For example,
while still at her community college she knew that her friend was holding her accountable
and that they made an agreement to transfer to their first-choice schools. Jackie
explained: “My friend and I went to Monterey College together. We made a pact. It was
our little push to get into our dream schools.” The friend that once supported Jackie pre-
transfer is still close with her and they still check-in on each other to make sure they are
on track.
Many of the study participants began to develop friendships with their classmates
after transfer. For example, although his time is limited due to familial obligations,
Vincent stated: “I do not have much of a social life because of my familial obligations.
But I do talk to Accounting students, [they are my friends].” These friendships provide a
support network because they offer outlets to vent about the academic frustrations that
may come with being a PCU student. After transferring, Miriam also relied heavily on
59
her classmates, which have now become her friends. Miriam explained: “I definitely
worked with my classmates because I knew I could not do it by myself.”
Faculty support. Developing relationships with faculty can be a very daunting
process. The Transfer Program always emphasized the importance of these relationships
and as such provided opportunities for student-faculty luncheons so that students could
interact with them outside of the classroom and begin to build relationships. Although a
few of the students such as Miriam, Jackie and Vincent had always made an attempt to
develop relationships with faculty members even while at their respective community
colleges, all participants attributed the Transfer Program as the reason why they
continued or began to make attempts to get to know faculty members. Jose explained:
I went to [faculty] office hours because I thought it was essential that they know
my name. I have been really lucky because all of my professors have pushed
office hours and stated that they are here to help me...[By going to office hours] I
have seen that these professors care about my education and they do not see me as
just another number. They want to push me to another level. I would have not
done this unless I knew about the importance of office hours through the Transfer
Program.
As transfer students, getting to know new, more research-focused, faculty members can
be very intimidating but once students overcome the intimidation students can find
positive outcomes. Jackie realized after attending office hours that “Professors really
want you to get to know the subject,” because of this Jackie became more willing to ask
professors for help when she did not understand certain concepts. Jackie’s willingness to
meet with her faculty members played an important role when she was faced with a
challenging Finance course. After speaking with her professor she went to tutoring
60
because: “The Finance tutor was recommended by my professor … had [the professor]
not recommended it to me I probably would have failed the class.”
Miriam explained that at first she did not feel well supported by the faculty in her
program but now she does: “I [now] have a great experience with faculty members
regardless of discipline. My first two semesters I did not feel like I had any support from
my dental hygiene faculty.” Likewise, Vincent has had some difficult interactions with
faculty, but still finds them helpful, he explained:
Well the professors here let you know that they are here for a reason and they are
pretty arrogant. Some are super cool…but having a conversation with some is
very intimidating because they want you to know how smart they are. Some
faculty is very helpful however.
Vincent believed that by talking to professors who could get a better understanding of the
practical nature of his education, which is his main goal while at PCU.
Transfer program support. When reflecting on the impact of the Transfer
Program on the participants’ educational path all participants said that their educational
path would have been different without it. The Transfer Program provided a great deal of
support for these students from application to the university, to transition, and eventually
graduation. Alicia stated: “The transfer process to PCU is very challenging…and the
Transfer Program is greatly needed just to make a successful transition possible.” Alicia
echoed the same sentiment about how the Transfer Program has affected and supported
her: “The [Transfer Program] is the thing that keeps me going, and I say it is my
heartbeat, is the Transfer Program…whenever I felt low I would just go into the [Transfer
Program] office.” The participants would often talk to the Transfer Program Director.
Alicia stated: “I talked to [the program director] so many times and he would plug me in
61
with another students or resources on campus that could help me get over the hurdles I
faced as a student.” The Transfer Program acted as a catch all resource for students that
needed guidance often referring them a financial aid contact, academic advisors, and
faculty amongst other resources.
As stated previously, the Transfer Program not only connected new students to
resource staff and offices at PCU, but also to current and former Transfer Program
students to also act as resources. From these current and former students, new students
could learn invaluable tips about navigating PCU as an actual student. This was very
important to Miriam, a Dental Hygiene student, she stated: “The Transfer Program
connected me with former students, one of which was actually a former Dental Hygiene
student and current faculty member. She offered me tutoring that I would have not had
access to without being connected to her through the Transfer Program.”
However, in the participant interviews is how the Transfer Program assisted in
making the students feel comfortable in an environment that starkly contrasted their
former community college. Now being minority students at a predominately White
institution where most students are not first-generation, it was easy for the students to feel
out of place. This was touched upon earlier in this chapter but the support of the Transfer
Program in combating this feeling was not addressed. Miriam believes that the Transfer
Program really helped her get over feeling out of place ethnically. She stated: “I think
since I knew the Transfer Program and how most students were first generation or people
of color made me feel comfortable. I knew that I was not the only one.” This is the type
of comprehensive support that was only offered through the Transfer Program despite the
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participants’ involvement in other programs. Miriam summarized this point well by
stating: “The Transfer Program is my home. I always feel like I am able to [talk to the
staff] and they will not judge me, they will find a solution [to help me].”
While the factors of situation, self and support are dependent on access, the next
section about strategies is completely controlled by the study participants.
Strategies
According to Schlossberg (1995) the factor of strategies is the only “S” factor that
is completely in the hands of a student because they build their own strategies.
Participants in this study utilized different strategies in order to academically and socially
transition to PCU.
Academic enrichment and guidance. Academically, many students took
advantage of academic enrichment and guidance activities and resources such as: tutoring
centers, academic advising, library use, and study groups.
Writing Center. During the Preparation Experience Transfer Program participants
were introduced to the PCU Writing Center and the assistance it could provide. Most of
the study participants used the Writing Center often. Vincent, for example, used the
Writing Center because: “I told my self that I needed to be on the ball [once I started at
PCU] and use my resources like the Writing Center…I probably would not have used
those resources had it not been for the Transfer Program.” Nikki spent time in the PCU
Writing Center and stated: “I am in the Writing Center a lot, I take extra tutoring
opportunities and I go to workshops.” Nikki is planning to take a few writing classes at
the community college she once attending. Nikki would not have realized the severity of
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her writing issues if a Professor at PCU had not pointed this out to her. Nikki explains:
“A teacher really pointed it out last semester. He said: ‘You are the smartest student that I
have had in my class in a really long time but you are the worst writing student I have
ever seen’…Teachers who are letting you pass with your writing are not doing you any
favors.” Nikki’s strategy of using the PCU writing center and participating in other
academically enriching activities was her method of coping with her writing issues. Her
Professor’s forthright admission that she needs help with writing is an example of the
types of connections she was able to make with faculty members. Had she not had such a
great connection with this particular faculty member she may have just received bad
grades in her classes instead of realizing that the real issue was her writing and not the
class material.
Academic advising. Vincent continues to take advantage of academic advising
services at PCU although it is not required. Vincent explained: “I meet with my advisor at
least once a semester and to make sure I am doing everything correctly. I just want to
make sure I am going to graduate on time. I also want to make sure that I am taking the
right classes do that I do not mess up my GPA.”
Study strategies. Students were also aware that they had to change their study
strategies in order to be academically competitive at PCU. Jackie explained: “Monterey
College was more about memorization. Over here [at PCU] it is more about the concept
and getting the whole idea. That really through me off because I really needed to
understand the concepts.” In order to cope with this change the study participants adopted
new study strategies. These new study strategies took shape by spending more time in the
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library, spending more time speaking to professors, utilizing study groups or limiting
social activities. Vincent, an Accounting major, explained:
Here [at PCU] it is like if you don’t keep up you are going to get run over…Even
when I feel I know something I am still unsure to speak up [during class]... I
spend a lot of time studying on my own because I hate to slow people down [and]
I try to talk to my professors as often as possible.
The practice of participating in study groups became an avid habit of most of the study
participants. However, it took many of the students to figure out how a study group was
conducted because it was practiced differently at their respective community colleges.
Miriam stated: “I did not know how to navigate study groups. You have to study by
yourself first in order to prepare for the group [which was a surprise].” Jackie’s
experience of being in the PCU School of Business is very similar to Vincent’s in regard
to the competitive nature. Jackie explained that although helpful, she had to be weary of
study groups: “The studying is a bit more competitive here. You know [the School of
Business] is graded on a curve. [My classmates] want to work in a group so that they
know what [exactly] you are studying so that they can eventually study more than you to
get a better grade!”
Beyond having new study strategies students had to dedicate more time to the
actual act of studying. In terms of limiting social activities to allow for more study time,
Vincent stated the following: “I am not here to have fun…I am here in work mode.”
Isabella knew that she had to spend more time studying on campus if she was going to be
able to succeed at PCU: “I dedicate a lot of time to studying now, especially in the
library. I sometimes study at home once everyone is asleep.” Miriam explained that she
spends a lot of time in the Dental School library, she stated: “I [study] at the Dental
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School library often…I do all of my studying at PCU because we live in a small place at
home. I practically live there.”
Social interaction. In terms of coping with the social transition to PCU many
students joined organizations that fit an environment that was familiar to them in order to
feel more at home at PCU. For example, Nikki began participating in activities sponsored
by the African American Services Office. This office really supported Nikki. While Nikki
took a formal approach to her PCU involvement by doing it through an office, Jose took a
different approach. Jose constantly reminded himself that he need to take breaks from
academics. For example, Jose stated: “I attend football games, lectures, and I do look at
the calendar to find events that interest me. I get a sense of belonging when I am on
campus. It is more like a family. I feel that I am a part of it.” Jose continued: “Talking to
my peers has made me realize that we all face the same anxiety, it pushed me to do my
best.”
The Impact of the Transfer Program
The Transfer Program was evident in all four of the “S” factors and therefore was
a factor during every facet of the students’ transition. The participants emphatically
expressed the importance of the Transfer Program during their transition and how it
impacted his overall educational path. Jose stated: “If it weren’t for the Transfer Program
I would not even have been interested at PCU… I just saw myself at a lower-end
university where I would just cruise through. It was thanks to the Transfer Program that
made me believe that I could attend this institution.” Isabella had the same sentiment:
My educational path would have been different without the Transfer Program
because it played a key role in the choices I have made while at PCU. Had it not
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been for the Transfer Program I might have still had the mentality of just coming
to school and getting good grades instead of thinking about other things. It was
more than just the classes it was also about research and extracurricular
activities… I do think I would have gotten as involved as I am now.
It is evident that the Transfer Program has played a primary role in the participants’
transition.
Summary
The focus of this chapter was a presentation of main findings of this study in
respect to the four “S” factors. The themes that emerged by analyzing the interview data
include the following: the importance of pre-work; importance of extended preparation;
not like other transfer students; orientation indifference; impact of faculty perceptions
about transfer students; the impact of age; looking different; the impact of ethnicity;
issues with being a commuter student; the impact of personal background; issues with
academic and classroom preparation; importance of self efficacy; need for value change;
familial support; faculty support; peer support; Transfer Program support; use of PCU
Writing Center, academic advising, and study strategies; and the importance of social
interaction in order to foster a successful transition. Evident throughout the findings is the
strong impact of the Transfer Program. These findings, further analyzed, will be
discussed in Chapter Five.
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Chapter 5: Discussion
The purpose of Chapter Five is to discuss the findings that converged from this
qualitative case study. A case study of the Transfer Program at Park City University was
conducted in order to analyze the transition process of eight community college students
at a selective research university. The purpose of this study was (1) to provide a
comprehensive examination of the transition process of community college transfer
students at a selective private university and (2) to understand the role that the Transfer
Program played in that transition, if at all. This purpose was fulfilled by using
Schlossberg’s Transition Theory (1995) to analyze the transitional experience of the
Transfer Program study participants.
Data were collected from document analysis and in-depth interviews. This
approach was used in order to gather rich data to understand this phenomenon that is not
widely studied. This chapter is organized by the four “S” factors of self, situation, support
and strategies, and specific themes that arose within these factors. A person’s “assets and
liabilities” within each of the “S” factors are the determinants for evaluating how well
they coped with the transition. It is a person’s assets and liabilities that differentiate their
transition from another person’s transition, although they may be having the same type of
transition, such as transferring.
In Chapter Four, several themes emerged when considering the participants’
transition. The themes included: the importance of pre-work; importance of extended
preparation after admission; being not like other transfer students; orientation
indifference; impact of faculty perceptions about transfer students; the impact of age; the
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impact of looking different; the impact of ethnicity; issues with being a commuter
student; the impact of personal background; issues with academic and classroom
preparation; importance of self efficacy; need for value change; familial support; faculty
support; peer support; Transfer Program support; use of PCU Writing Center, academic
advising, and study strategies; and the importance of social interaction in providing a
successful transition. Many of the above themes were exemplified through student
interviews, while a few emerged because the students displayed a need for certain factors
since they had difficult points in their transition. In terms of the affect of the Transfer
Program on the participants’ transition, participants expressed the affect of the program
in all four “S” factors, thus describing the efficacy of the program.
Although this chapter, like Chapter Four, is divided by the four “S” factors, it is
important to note that many of the factors overlapped throughout the interview process.
This would mean that the transition process of community college transfer students is
very complex. For this reason, the need to use Schlossberg’s Transition Theory (1995) to
examine the transition became more apparent as the study moved forward. The
overarching research question guiding this study was: How do community college
transfer students involved in the Transfer Program experience the transition of becoming
students at Park City University? Chapter Five provides analysis and discussion in order
to answer this question in respect to the themes that emerged in this study. As stated
previously, this chapter is divided by the four “S” factors. After each factor is analyzed in
the context of the participant interviews, a discussion and recommendation section will
follow. Ultimately, the purpose of this chapter is to identify recommendations for
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facilitating a successful transition for community college transfer students and understand
the main takeaway points from the participant interviews.
Situation
When considering the participants’ situation during their transition, several factors
had to be considered when analyzing the data. For example, according to Schlossberg et
al. (1995), when assessing the situation of a transition, one must consider the following
about the event: the trigger, the timing, amount of control a person has, whether there has
been a role change or not, the duration of the event, the stress involved, previous
experience and overall ability to handle the transition. The themes that emerged within
the factor of situation included: the importance of pre-work; importance of extended
preparation after admission; being not like other transfer students; orientation
indifference; and the impact of faculty perceptions about transfer students.
Importance of pre-work. Most research conducted on community college
transfer students only analyzes their experience post-transfer. This study is significant
because participants were exposed to the Transfer Program while still enrolled at the
community college level; therefore the impact of a program aimed to help them prepare
for the transition.. Participants referred to this stage of the Transfer Program as the “pre-
work” stage. This stage essentially helped them move forward with applying to Park
City University and essentially prepared them for that process. It provided the
participants with contacts at PCU and made them realize that they would be able to attend
a selective institution like PCU. This is a theme that is very unique to this study and
should be further studied. Although facilitating a “pre-work” stage for students might
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involve the use of more resources on behalf of the senior institution, it would be an
investment because transfer students would be more prepared to cope with the new
institution. This will lead not only to better student academic performance, but also a
better quality of life for the students in a new environment.
Importance of extended preparation after admission. Many previous studies
cited the importance of an orientation program in acclimating transfer students to a new
institution. However, the Transfer Program’s Preparation Experience took it one step
further by offering a five-day event aimed to help students’ transition, not only
academically but also socially and physically, by getting students familiar with the actual
campus. Although it would take many additional resources on the part of senior
institutions, it is important to note that facets of the Preparation Experience can be
duplicated at already existing transfer student orientations. This is a finding from this
study that is directly applicable to university programming that already exists and just
needs to be improved upon. This extended academic preparation can also be offered to
students if they choose to pay a fee for this service. Although this fee might pose some
financial barriers to some students, it would at least still provide the opportunity for
extended preparation instead of not existing at all.
Being not like other transfer students. The Transfer Program participants felt
different than other community college transfer students in the sense that they had more
resources available to them. What is most important about this finding is how students
used the knowledge they received through the Transfer Program to “pay it forward.”
Participants revealed that they would often discuss the advice they received through the
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Transfer Program with fellow transfer students. Whereas the Transfer Program
differentiated them from other transfer students, it also prepared them to be a resource for
students who were not a part of the Transfer Program. In this sense, the Transfer Program
could have impacted additional students without formally having them in the program.
Therefore, when colleges and universities are considering whether or not to create a
transition based program for transfer students and just how many students they should
involve, the overall impact of the program (both formally and informally) should be
considered.
Orientation indifference. Most students could not remember orientation very
well although all students did attend. A couple of students remembered their experience,
but were not fond of it. Participants revealed that they felt that it did not fit their needs.
Despite PCU’s recent efforts to update the transfer student orientation program to meet
transfer student needs, satisfaction among participants is still lacking. It is difficult to
know for sure if students felt indifferent to PCU’s Transfer Student Orientation because
they really did not find it helpful, or if their experience in the Preparation Experience
(PE) skewed their perception because of the assistance they received through PE. This is
an area of the study that would benefit from further research. Also, components of the
Preparation Experience can be duplicated on a smaller scale and added to already existing
transfer student orientation programs.
Impact of faculty perceptions about transfer students. Although faculty
support will be discussed more fully during the analysis of the support factor, it is
important to note the impact that faculty members had on the study participants.
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Although a few of the student-faculty relationships may have initially felt strained, all
participants revealed that the relationships were beneficial in the sense that it made them
understand what was expected of them. Transfer students often do not understand the
impact that a faculty relationship may have on their academic career. For this reason this
theme emerged with a specific connection to the Transfer Program because the Transfer
Program promoted faculty-student relationships.
Self
Schlossberg’s factor of self covers two areas: personal and demographic factors
and psychological resources. Personal and demographic factors are those that relate to
age, gender, and ethnicity while psychological resources relate to ego-development,
commitment, values, aids to coping and self-efficacy (Evans et al., 1998). The personal
and demographic factors in Schlossberg’s (1995) theory are subjective and deal more
with how they a student’s functionality. Although personal and demographic factors in
Schlossberg’s theory are most often viewed as subjective, it can also be viewed
literally, such as age in being chronological. The themes that emerged within the factor
of self include: the impact of age; the impact of looking different; the impact of ethnicity;
issues with being a commuter student; the impact of personal background; issues with
academic and classroom preparation; importance of self efficacy; and the need for
participant value change.
Impact of age. According to Lam (2007), age can greatly impact the educational
path of a community college transfer student. This rang true for many of the study
participants. Participants’ age affected their ability to function at the PCU campus
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because there was a clear delineation between them and the other traditionally aged
students in their classes and around campus.
Impact of looking different. The idea of looking different can have elements of
age and ethnicity within it; however, within this specific theme it had more to deal with
how body image affected a participant’s ability to succeed in a class. This is an area of
study that has yet to be cited within the body of literature concerning transfer students.
For this reason, it is an area that merits further study.
Impact of ethnicity. Along with age, ethnicity can also affect the educational
path of a community college transfer student (Lam, 2007). The participants often
partnered socioeconomic status and ethnicity when discussing how demographic factors
affected their transition. Many participants cited instances where they were fully aware
of their ethnicity and at times were the only person of color in their classes. Some
students, like Nikki, combated this by getting involved with campus cultural centers.
Laanan (2007) argues that race and ethnicity is not a predictor of transfer student
adjustment at a senior institution. This was the case for all of the participants. Although
ethnicity added to the complexity of being a transfer student, it was not the main focus of
students because it was often coupled with other demographic issues, as previously
mentioned.
Ethnicity could have been a bigger factor in the participants’ transition; however,
it is important to note that students felt the Transfer Program helped them combat strong
sentiments of feeling like an outsider because in the Transfer Program they were able to
find other students of color. This impacted the participants in the sense that they felt
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welcomed at PCU. In the case of Jackie, she had a strong sense of self when it came to
battling her own feelings about her ethnicity. Hurtado (1994) notes that many Latino
students have been academically successful because of a strong sense of self as they were
able to develop through family ties and ethnic group affiliation prior to college. Jackie’s
brother, like the Transfer Program, greatly helped her understand that her ethnicity did
not matter in terms of making her inadequate; instead it made her “stand out” in a
positive way.
Issues with being a commuter student. For community college transfer students,
being a commuter student did not become an issue until they transferred to a highly
residential campus. At the most basic level, students must find the best campus parking
areas, plan class schedules around traffic and always factor in travel time. On a more
complex level, students have to deal with straddling between two worlds. All study
participants reside in low-income neighborhoods; therefore, traveling to wealthy PCU
albeit an urban campus, involves constant culture shock. In comparison, students who
live on campus can leave family life at home, whereas commuters are constantly faced
with the realities of their personal lives. This can include friends that do not understand
the time commitment necessary to be a student at PCU, as in the case of Jackie, and can
also include living in a small apartment like Miriam, where she is not just a student but
also a daughter with familial obligations. This phenomenon is specific to community
college transfer students that are not typically granted campus housing. Therefore this is
an issue that deserves special attention in helping students find ways to cope with the
issues associated with being commuter students..
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Impact of personal background. As transfer students, the study participants
were all at least two years removed from high school, most were removed for five or
more years. The participants each had a very colorful past in which their focus was not
always education. For example, Nikki focused on acting; Jose had a menial labor job; and
Alicia spent time in prison. These experiences have influenced them as students, and that
influence should not be overlooked. Beginning at an institution where most students have
not had any experience remotely comparable, the study participants know they are
different, which has the potential to be negative. However, the participants felt that these
experiences greatly benefited them because it gave them a reference point for how they
wanted to move forward. It provided them with a motivating force. When considering
these experiences and dealing with transfer students, it is important that institutions
recognize the importance of embracing students’ pasts and not try to erase them.
Although academics are currently the participants’ focus, it is their past experience that
helped them reach their current point, which keeps them going.
Issues with academic and classroom preparation. Community colleges are
open access institutions that enroll students with various levels of academic aptitude and
various academic goals. Park City University is a highly selective institution where, at
minimum, all students are striving for a Bachelor’s Degree. Moving from one type of
institution to another poses a unique experience.
All students felt like they were not fully prepared for the academic nature of PCU.
Although they were warned through the Transfer Program, they were still surprised about
the academic rigor. Beyond academics, participants had difficulty understanding the inner
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nuances of classroom behavior. With increased competition, students felt overwhelmed.
The feelings of being overwhelmed often lent itself to participants’ low intellectual self-
confidence (Laanan, 2007). Although most participants were able to get over this initial
hiccup after the first semester, some students’ low intellectual self-confidence continued
past the first semester, most likely due to low levels of self-efficacy.
Importance of self-efficacy. Laanan (2007) and Townshend (1995) explain that
students who are able to focus less on the increased student competition and focus more
on learning at their new senior institution are more likely to experience a successful
academic transition. This is exactly the case of the study participants. For example, Jay
and Alicia focused a lot on the increased academic competition at PCU and revealed
extreme moments of vulnerability during their interviews, whereas the other students
were able to identify how to cope with the issue and not dwell on it. Not dwelling on a
problem and moving forward was strongly predicted by participants’ self-efficacy.
Need for value change. Study participants had to reorganize their value system
in order to transition successfully to PCU. All participants had competing interests in
their lives and in order to be a successful student at PCU, they had to focus on their
academics. Some participants gave up their social lives entirely, while other students like
Vincent and Alicia, had to focus on both academics and family life as heads of their
households. Regardless of what participants had to do, a shift towards putting academics
first necessitated a change in values. This is a practice that was completely up to the
student. The Transfer Program took the initiative to set up meetings with students that
were at risk of failing a course. During these meetings, students often talked about the
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competing interests they were facing. Out of this conversation, participants were told that
they would have to put academics first, but it was up to them to actually complete the
action. With that said, all participants changed their values to put academics first.
Support
According to Schlossberg et al. (1995), support can take the shape of both
functional and social support, which includes: family, friends, peers and other networks,
and institutions and communities. Schlossberg et al. (1995) suggests that assessing
support systems involves taking into account whether the supports are stable supports or
weak supports. This was particularly key in this study because it was important for the
participants to have stable supports. Weak supports proved to be detrimental to the
participants. The themes that emerged within the factor of support include: familial
support; faculty support; peer support; and Transfer Program support.
Familial support. According to Dennis et al. (2008), a lack of familial support
can greatly affect a transfer student. This is particular true for Alicia because her family is
not supportive, which has often affected her ability to focus on her studies. Being a single
mother, Alicia relies heavily on support systems, but unfortunately her family does not
provide the amount of support she needs. Although her children are supportive, Alicia
recognizes that they often wish for her to be their mother instead of her focusing her
attention on school. Alicia and Jackie revealed the only cases in which family was not
supportive. All of the other participants had great familial support, either from spouses,
parents or siblings.
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Peer support. Participant peer support took the form of classmates in this study.
More importantly, peer support came from peers who had shared experiences with the
participants, whether as transfer students, or as student in the same major. In a sense,
peers provided the notion of accountability and comfort for the participants because they
could ask questions of each other about classes, tests, and lectures. All participants cited
at least one peer that they counted on for support. Ideally, institutions would be able to
foster a peer network for students at orientation so that every student can start with at
least one other student contact. This small gesture can end up providing students with
support on a long-term scale.
Faculty support. Although not a formal support program, faculty that are willing
to work with students, in this case, by simply explaining their expectations of students,
are providing support for transfer students. Laanan (2007) contends: “ways to reduce
transfer students’ feelings of anxiety can be facilitated by faculty, academic counselors,
student affairs professionals, and students” (p.54). Laanan’s (2007) findings echo the
importance of support in a successful transition.
Faculty support played a pivotal role in Nikki’s academic career because her
faculty members at PCU expressed their concern about her writing ability. Her professors
have always been forthright in her need to write better. Their honesty and clear statement
of expectations has helped her take the necessary steps needed to improve her writing
skills.
Transfer Program support. The Transfer Program not only provided
programmatic support but also served as a type of all-purpose advisor. This study
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revealed that academic advisors provided a pivotal guidance system for the study
participants; the Transfer Program staff provided the same type of guidance. This was
particularly important because selective institutions, like Park City University, are not
prepared to handle incoming transfer students, let alone community college students who
have undoubtedly not been exposed to the “strong residential or communal culture”
found at a selective elite institution (Dowd et al., 2008, p. 16). This fact makes the
Transfer Program at PCU strongly stand out. The Transfer Program provided a bridge
between their community college and PCU, which in turn prepared students for the new
selective environment of PCU.
The Transfer Program provided a safe haven for the study participants where they
could find resources, assistance, a support network, and an environment where they felt
comfortable. There are various facets of the Transfer Program that offered support. Most
important, coupled with the all-purpose advising, is the physical office that provided a
place for students to set down “roots.” Students knew that there was a place on campus
specifically for them that was sensitive to their particular needs.
Strategies
The factor of strategy essentially explains how a person strategizes a transition. It
is the only factor in which a person is in full control. Schlossberg et al. (1995) explains
there are four modes for coping strategies to take shape: direct action, information
seeking, inhibition of action, and intrapsychic behavior (reflection). Most strategies often
included multiple modes of strategies. When analyzing the data collected from
participant interviews, the following themes emerged in regards to coping strategies: the
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use of PCU Writing Center, academic advising, study strategies; and the importance of
social interaction in providing a successful transition.
Use of PCU Writing Center. All study participants identified writing as their
weakest subject area once at PCU, this rang true for participants that were even English
majors. A strategy that all participants utilized was the PCU Writing Center. As transfer
students it is easy to not even be aware of resources like the Writing Center, but the
Transfer Program introduces students to the Writing Center during Preparation Week.
The use of the Writing Center is of greater importance in this study because it highlights
a pre-existing office on most college campuses that can be great resources for community
college transfer students. It is a relatively easy step to heavily advertise the service to
incoming community college transfer students in order to ease their academic transition.
Academic advising. Like the Writing Center, academic advising is also a service
that is already in place at college campuses and as such can be used to help transfer
students adjust to their new institution. It is a common misconception that transfer
students need less guidance. However, this may be true for transfer students from other
four-year universities. In the case of community college transfer students, they need
increased guidance in the areas of academic advising because they are not only
acclimating to new academic requirements, but also to a new campus in which they are
required to take more units and have more rigid class schedules.
With only two to three years at PCU, participants relied heavily on academic
advising as a strategy to graduate on time and stay on track. Students desired more
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opportunities for academic advising;. Therefore, it is recommended for institutions to
provide community college transfer students with more direct academic advising.
Study strategies. All study participants had to adjust their study strategies at
PCU. For many of them this included spending increased time at campus libraries, a habit
that was new to them. Also participants began to understand how to navigate the process
of studying, which often included study groups. It is important to note, however, that
students who did not feel academically confident in a subject did not pursue study
groups. Study groups at PCU, as revealed through this study, are for students who
understand the class material, not for students who need help. Participants often found
themselves studying for the study group. This practice could have to do with the
competitive nature of PCU and is definitely a unique characteristic of the participants’
study strategies.
Additionally, participant interviews revealed that study strategies were self-
navigated. Although PCU offers workshops on how to study, as well as tutoring sessions,
the actual practice of it (i.e. finding the best library on campus and study partners) was
completely up to the student. This coincides with Schlossberg’s belief that strategies are
in full control of the person experiencing the transition.
Social interaction. Park City University is a very stressful environment and study
participants realized that it was important to take a break from school every now and
then. This was particularly important because it helped them maintain their happiness at
PCU. If they only associated PCU with academic stress then they would eventually grow
resentful. By identifying the social aspects of PCU that they enjoyed, such as football
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games and other student activities, they felt connected to the campus and felt much more
appreciative.
Discussion
Several coping mechanisms were highlighted in the findings of this study as
described by the study participants. One of the main components of the transitional
experiences of the study participants was advising. Advising took different roles in this
study including: staff and faculty advising; peer advising; and programmatic advising.
For example, the Transfer Program provided advisement with regard to financial aid by
connecting students to contacts within the PCU Financial Aid Office. Hatton, Homer and
Park (2009) explain that in order for transfer students to transition successfully they must
be connected with financial aid counselors. Hatton et al. (2009) further developed this
point by explaining that a large part of advising is about connecting students with
resources and explaining institutional policies, such as articulation, and differences
between financial aid systems, ultimately providing a bridge between their community
college and PCU. The Transfer Program also provided pre and post transfer advisement.
Hatton et al. (2009) stated the most important aspect of transfer student transition is a
collaboration between both feeder and receiver institutions. The Transfer Program
exemplifies this finding.
Overall, the Transfer Program helped the study participants adjust to the new
climate of Park City University. Hatton et al. (2009) argue the selectivity of the senior
institution will affect the climate of the campus. The climate of an institution can greatly
affect the transition of a student and be a barrier to persistence (Hatton et al., 2009). In
83
this study, PCU’s atmosphere of selectivity affected the climate. Finkelstein, Seal and
Shuster (1998) state faculty and staff at some four-year institutions may view transfer
students as less qualified for university work, which would in turn greatly affect PCU’s
institutional climate. Negative faculty perceptions were experienced by a few of the study
participants, but the Transfer Program helped counteract these perceptions and ultimately
helped students realize the importance of interacting with faculty for their benefit.
The Transfer Program helped the study participants connect to the campus
community. Zamani (2001) stated that students who feel a connection with the campus
community are more likely to be academically successful. Students’ participation in the
Transfer Program, which provided a social outlet, and also an opportunity to create
relationships with their peers, perpetuated this idea. These relationships turned into a
support network on campus that helped them develop a solid campus connection and
built campus roots.
Previous studies (e.g. Hatton et al., 2009) focused on transfer students, have often
cited institutional policies, such as articulation agreements or lack thereof, that have
hindered their transition. This study did not reveal any institutional policies that hindered
the study participants. This is mostly like due to the fact that PCU has articulation
agreements with all of the community colleges involved with the Transfer Program. In
fact, the transfer process from California community colleges to PCU is very
straightforward. Although PCU’s direct programming, such as Orientation may be
lacking, it is clear that in terms of articulation agreements transfer students are being
assisted. In terms of academic integration, the study participants were successful.
84
Although transfer shock could not be assessed in this study, it is important to note that
Eggleston and Laanan (2001) believe that it is important to look beyond the GPA as an
indicator of transfer student adjustment. This study was able to do this by evaluating the
relationships between the participants and faculty, amongst other factors.
Conclusion
In a sense transfer students are both playing catch-up and leading the pack. They
are leading the pack as upperclassmen waiting and ready to move on to a professional
career. However, they are also playing catch-up because they need the basic essentials of
an undergraduate experience to get onto the playing field. The aim of this study was to
understand the experiences associated with the transition from the community college to
a senior institution. The overarching research question guiding this study was: How do
community college transfer students involved in the Transfer Program experience the
transition of becoming students at Park City University? The study participants
transitioned differently. However, with a program in place like the Transfer Program they
are greatly assisted with their transition.
When considering the role of the Transfer Program all students were able to have
a seemingly successful transition because of the resources afforded to them through the
Transfer Program. Regardless of which “S” factors students inventoried independent of
the Transfer Program, all students explained that they were able to transition because of
the Transfer Program. The Transfer Program provided the students with the proper
coping mechanisms (e.g. peer, staff and faculty support; knowledge of academic
resources; an office to set up campus roots and affiliations; assistance with improving
85
their writing; etc.) that facilitated a successful transition. Although some students,
especially in the “S” factors of self and strategies, would have been able to transition on
their own successfully, the Transfer Program helped that transition occur quicker.
Due to the study limitations and the inability to apply the findings generally
because of the participant size, it is difficult to gage the true impact of the participants’
transitional experiences without the Transfer Program. These students might have been
adversely affected, dropped out of PCU and not persisted. In my opinion, the likelihood
of such an outcome would have increased without the Transfer Program. The study
participants consistently referenced the Transfer Program and the coping mechanisms
that they were introduced to because of it throughout their interviews.
Ultimately, the findings of this study reveal a need for transfer student-specific
programming that is multifaceted. Evans et al. (1998) recommends: “student affairs
professionals interested in providing a structure for self-assessment for individuals
experiencing transitions could easily create a worksheet by taking each of the 4 S’s and
listing under each important aspects for the individual’s reflection and discussion” (pg.
118). Schlossberg’s Transition Theory should be applied when creating programming for
community college transfer students, and assure that programming is transition based. In
an increasingly assessment-focused institutional culture, programming based on
Schlossberg’s Transition Theory is ideal because the “S” factors can be measured.
Additionally, a program focused on moving in, moving through and moving out can have
identifiable benchmarks to assess if students are benefiting from the program. Bell (2004)
explains that every institution that serves transfer students need to create programs that
86
will improve student persistence and eventually graduation in order to move them out.
Transfer students, with only about two years at their senior institution before graduating,
need to hit the ground running in order to be successful.
Schlossberg’s Transition Theory is marked by “moving in, moving through and
moving out.” It is evident through this study that the Transfer Program facilitated this
type of transition. The Transfer Program gave the study participants the necessary
resources to help them cope with the transition. Even when students were asked to reflect
on their four “S” factors: situation, self, support and strategies impendent of the Transfer
Program, the study participants still addressed the efficacy of the Transfer Program.
The transition experience of community college transfer students at a highly
selective university is marked by several difficulties, most notably a change from a
seemingly non-competitive environment to one in which students are in constant
competition with their peers and having to meet heightened faculty expectations.
Transferring from a public, open-access community college to a highly selective, private,
research university is not an easy feat. The study revealed that the coping mechanisms
(both innate and acquired) of the study participants were greatly affected positively by a
transition-based program (the Transfer Program) at the students’ senior institution,
leading to a relatively quick transition to the institution despite the difficulty.
Community colleges serve an integral role in American postsecondary education
and as such transfer students will continue to apply and transfer to senior institutions.
Although a considerable less amount of community college transfer students apply to
highly selective universities, such as Park City University, they are still a population that
87
needs assistance before, during and after the process. This study exemplified this belief.
Institutions should take small steps to ensure an effective transition or at minimum, point
students directly to existing campus programs that are aware of the specific difficulties
faced by transfer students and tailor their programming efforts specifically for them.
At one point or another each participant stated that his or her educational path
would have been different without the Transfer Program. Some participants might have
transferred to a less-selective university, while some even stated that they might have not
transferred at all. Vincent, the student introduced at the beginning of this paper, could
have been one of those students. But the Transfer Program, which only reinforced and
helped the students acquire their “S” factors of self, situation, support and strategies
helped them through the transition. The Transfer Program helped them believe in their
abilities and to be successful despite the difficulties they encountered as community
college transfer students.
88
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92
Appendix A
Interview Protocol
Self
1. What is your age? ethnicity? gender? Major/minor? marital status?
2. Tell me about how you would characterize your socioeconomic status (low,
working class, etc.)?
3. How many units have you completed at Park City University (PCU)?
4. Tell me about your family life.
5. Tell me about your past educational experience.
6. Have your parents and/or immediate family members graduated from college?
7. Tell me about any educational goals you have set for yourself this year? In
college? After college?
Situation
1. How many years/semesters were you at your community college?
2. Tell me about your community college experience. Were you involved in any
programs or partook in any services?
3. Tell me about your academic transition to Park City University. Did you feel
academically prepared during your first semester at Park City University? How
did your study habits differ or stay the same? How was your GPA affected?
What was your cumulative GPA from community college?
4. Tell about your experience with faculty members at PCU.
5. Tell me about your social transition to Park City University. How would you
characterize your social transition to Park City University? Are you involved in
any activities/student organizations on campus? How did your PCU involvement
differ or stay the same between your community college and PCU?
6. Did you attend Park City University’s Transfer Student Orientation? How would
you characterize your experience?
7. Tell me about your experience thus far at Park City University. Thinking about
your transition from community college to Park City University, what situations
influenced or affected your experiences?
8. Do you work? How many hours? On or off campus?
9. Tell me about your financial aid situation.
10. Have any personal circumstances (financial, familial, demographic) affected
your transition?
Support
1. Do you feel that you have a support system at home/ on campus? Please explain.
2. What, if any, support systems have you utilized at PCU? Why or why not?
3. Tell me about your experience in the Transfer Program.
93
Strategies
1. Tell me about any coping strategies you have used to adjust to student life at
PCU?
2. Have you experienced any stress? If so, how much and when?
3. Have you used any academic support services at PCU? Study groups? Utilized
the library?
4. What types of services have assisted you in your transition at Park City
University?
General Questions
1. What is your recommendation for a transition program for transfer students from
community colleges?
2. Is there anything else you would like to tell me that you feel is important to this
study?
94
Appendix B
Recruitment Letter
Dear [Student Name],
My name is Carmen Soto and I am a graduate student in a Master of Education program
at the [university name removed for confidentiality]. For my thesis, I am conducting a
study that looks at the transition process of community college transfer students at
[university name removed for confidentiality]. The specific population I am studying
includes students involved in the Transfer Program at [university name removed for
confidentiality].
As a student who is an active member of the Transfer Program, I would like to invite you
to participate in an interview about your transition from community college to [university
name removed for confidentiality]. The purpose of this interview is to apply your
responses to a theory that has already been established for my study. The results of this
study may be used to create recommendations for community college transfer student-
centered transition programs at four-year institutions and to find better methods of
preparing community college students for transfer.
If you choose to participate in the study, you will be asked to partake in a 40-50 minute
interview. Participation in this study is entirely voluntary and if you do choose to
participate, you may withdraw at anytime without any consequence.
This study is being conducted through the School of Education and will in no way affect
your standing in the Transfer Program. Your identity as a participant will be kept
completely confidential and a pseudonym will be used to refer to you if you are reference
Please email me with any questions you may have and to let me know if you will be
willing to participate. If you do choose to participate, we will set up a date and time via
email for an interview.
Thank you,
Carmen Soto
95
Appendix C
[University name removed for confidentiality]
INFORMED CONSENT FOR NON-MEDICAL RESEARCH
Applying Schlossberg’s Transition Theory to
Community College Transfer Students at [University name removed for confidentiality]
You are invited to participate in a research study conducted by Carmen Soto and
supervised by Kristan Venegas, Ph.D. at [University name removed for confidentiality],
because you are a student involved in the Transfer Program. Your participation is
voluntary. You should read the information below, and ask questions about anything you
do not understand, before deciding whether to participate. Please take as much time as
you need to read the consent form. You may also decide to discuss participation with
your family or friends. If you decide to participate, you will be asked to sign this form.
You will be given a copy of this form.
PURPOSE OF THE STUDY
The purpose of this study is to analyze the transition of community college transfer
students at [University name removed for confidentiality] for students who are involved
in the Transfer Program.
STUDY PROCEDURES
If you volunteer to participate in this study, you will be asked to partake in a 40-50
minute interview. During the interview I will ask you several questions that will cause
you to reflect on your transition from community college to [University name removed
96
for confidentiality]. With your permission, the interview will be recorded using an audio
recorder. Interviews will take place in a private area.
POTENTIAL RISKS AND DISCOMFORTS
There are no known potential risks or discomforts for participating in this study.
POTENTIAL BENEFITS TO PARTICIPANTS AND/OR TO SOCIETY
The results of this study may be used to create recommendations for transition-focused
programs for community college transfer students at senior institutions.
PAYMENT/COMPENSATION FOR PARTICIPATION
You will not be paid for participating in this research study
CONFIDENTIALITY
Any identifiable information obtained in connection with this study will remain
confidential and will be disclosed only with your permission or as required by law.
I will be the only person with access to the data associated with this study. The data will
be stored on a personal computer. Your identity will be given a pseudonym to keep
confidentiality. The voice-recorded data from the interview will be erased from the voice
recorder once all data has been transcribed. The data will be kept for three years. When
the results of the research are published or discussed in conferences, no identifiable
information will be used.
PARTICIPATION AND WITHDRAWAL
Your participation is voluntary. Your refusal to participate will involve no penalty or loss
of benefits as a member of the Transfer Program You may withdraw your consent at any
97
time and discontinue participation without penalty. You are not waiving any legal claims,
rights or remedies because of your participation in this research study.
ALTERNATIVES TO PARTICIPATION
There are no possible alternatives to participation.
INVESTIGATOR’S CONTACT INFORMATION
If you have any questions or concerns about the research, please feel free to contact:
Carmen Soto.
RIGHTS OF RESEARCH PARTICIPANT – IRB CONTACT INFORMATION
If you have questions, concerns, or complaints about your rights as a research participant
you may contact the IRB directly at the information provided below. If you have
questions about the research and are unable to contact the research team, or if you want to
talk to someone independent of the research team, please contact the [University name
removed for confidentiality] IRB.
SIGNATURE OF RESEARCH PARTICIPANT
Name of Participant
Signature of Participant Date
98
SIGNATURE OF INVESTIGATOR
I have explained the research to the participant and answered all of his/her questions. I
believe that he/she understands the information described in this document and freely
consents to participate.
Name of Person Obtaining Consent
Signature of Person Obtaining Consent Date
Abstract (if available)
Abstract
The transition experience of community college transfer students at a highly selective university is marked by several difficulties, most notably a change from a seemingly non-competitive environment to one in which students are in constant competition with their peers and having to meet higher faculty expectations. Transferring from a public, open-access community college to a highly selective, private, research university is not an easy feat. Compounded with being from a traditionally disadvantaged community, in terms of finances, age, educational attainment, ethnicity, or a mix of several characteristics, it is no surprise that the transition process would be difficult. This qualitative study examined the transitional experiences of eight community college transfer students at a highly selective, private university through the lens of Nancy K. Schlossberg's (1995) Transition Theory. This study revealed that the coping mechanisms (both innate and acquired) of the study participants were positively affected by a transition-based program at the students' senior institution, leading to a relatively quick transition to the institution despite the difficulty.
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Soto, Carmen
(author)
Core Title
“Ask a lot of questions and hope you meet the right people”: a case study analyzing the transition experience of community college transfer students involved in the transfer program at a selectiv...
School
Rossier School of Education
Degree
Master of Education
Degree Program
Education (Counseling Psychology)
Publication Date
02/15/2011
Defense Date
01/18/2011
Publisher
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community college,OAI-PMH Harvest,private universities,Schlossberg's Transition Theory,student transition,traditionally underserved students,transfer students
Place Name
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Language
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Venegas, Kristan M. (
committee chair
), Enciso, Martha (
committee member
), Tobey, Patricia (
committee member
)
Creator Email
carmenso@usc.edu,carmn.soto@gmail.com
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Tags
community college
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Schlossberg's Transition Theory
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transfer students