Understanding the Racial Transfer Gap: Modeling Underrepresented Minority and Nonminority Students’ Pathways from Two-to Four-Year Institutions

Gloria Crisp · Anne‐Marie Núñez

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Higher Education Research Studies Career Development and Diversity Education and Military Integration

Abstract

This study models student- and institutional-level factors that influence vertical transfer among a national sample of White and underrepresented minority (URM) community college students. Results indicate that the predictors of transfer are different in many ways for White and URM students. Most notably, findings suggest that enrolling in vocational programs may hinder students’ odds of vertical transfer for URM (but not White) students. Implications for research, theory, and practice are discussed.

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1988Leaving College: Rethinking the Causes and Cures of Student Attrition 1986Keeping Track: How Schools Structure Inequality.2007Higher Education: Handbook of Theory and Research 1993Leaving College: Rethinking the Causes and Cures of Student Attrition. Second Edition.1997Effects of College Transition and Perceptions of the Campus Racial Climate on Latino College Students' Sense of Belonging 2006The Toolbox Revisited: Paths to Degree Completion From High School Through College.2001Reworking the student departure puzzle 2004First-Generation College Students

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2017The Multiple Dimensions of Transfer: Examining the Transfer Function in American Higher Education 2013The Impact of Developmental Education on Community College Persistence and Vertical Transfer 2017Exploring Credit Mobility and Major-Specific Pathways: A Policy Analysis and Student Perspective on Community College to University Transfer 2016Exploring the Lived Experiences and Intersectionalities of Mexican Community College Transfer Students: Qualitative Insights Toward Expanding a Transfer Receptive Culture

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