The Role of Institutions in Supporting Underrepresented Students’ Upward Transfer from Community College

Abstract

Community colleges serve more historically marginalized and underrepresented students than any other sector of U.S. higher education (Jenkins & Fink, 2015). Despite the majority of community college students reporting their intent to earn at least a bachelor’s degree, only a small fraction of them end up transferring to a four-year institution (Shapiro et al., 2020). This qualitative case study investigates how students’ educational trajectories are shaped by experiences embedded in the context of their educational institution and interactions with institutional agents. Interviews of students and faculty (n=15) at a community college in Washington State provide insight into how community colleges can support underrepresented students’ upward educational trajectories. Utilizing Rendón’s (1994) validation theory, it is recognized how underrepresented students enter learning settings already possessing a breadth of strengths, and responsibility is placed on institutions of higher education to create environments where students have the capacity to succeed in their education. The findings of this study indicate externally and internally validating experiences while in community college enhanced students’ academic and interpersonal development, sense of belonging, positive self-concept, as well as motivation for persisting in higher education. These experiences included positive and affirming interactions with faculty and staff, situations where students’ voices were empowered, and opportunities for developing connection and community in college.