Advising from Community College to University: What It Takes for Underrepresented Transfer Students in STEM to Succeed
Advising from Community College to University: What It Takes for Underrepresented Transfer Students in STEM to Succeed
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DOI：
10.1080/10668926.2022.2050842
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发表时间：
2022-03
影响因子：
1
通讯作者：
R. Harper;H. Thiry
中科院分区：
文献类型：
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作者：
R. Harper;H. Thiry
摘要社区学院越来越被认为是一种可获得和负担得起的STEM职业途径，特别是对于代表性不足的种族和民族，第一代和低收入家庭的学生。有几个制度和学术因素影响转移的结果。但是，最核心的因素之一，可以帮助学生成功地浏览两到四年的途径或造成重大障碍，并花费学生相当大的延误-是建议。在这项研究中，我们调查了三个机构-两个社区学院和一所大学-的建议实践如何有助于代表性不足的学生在STEM学科的转学途径上取得成功。我们采访了39名接近转学或最近转学的STEM学生。大多数学生经历了至少一些好的建议（n = 28），然而，21名学生报告不良的建议经验，这在某些情况下造成不必要的挑战和障碍。积极的咨询经验有助于学生的信任感与他们的顾问，部门和机构。早期与顾问的积极关系也有助于学生更有可能向顾问寻求未来的帮助（包括在其他机构）;相反，消极的咨询关系有助于学生更有可能向其他地方寻求帮助，比如从朋友或家人那里，有时放弃，根本没有得到任何帮助。
ABSTRACT Community colleges are increasingly recognized as providing an accessible and affordable pathway to STEM occupations, particularly for underrepresented racial and ethnic, first-generation, and low-income students. There are several institutional and academic factors that influence transfer outcomes. But one of the most central factors that can either help students successfully navigate the two-to-four-year pathway or cause significant roadblocks and cost students considerable delays – is advising. In this study, we investigate how advising practices at three institutions – two community colleges and one university – contribute to the success of underrepresented students on the transfer pathway in STEM disciplines. We conducted interviews with 39 near-transfer or recently transferred students in STEM. Most students experienced at least some good advising (n = 28); however, 21 students reported poor advising experiences, which in some cases created undue challenges and barriers. Positive advising experiences contributed to students’ sense of trust with their advisors, departments, and the institution. Early positive relationships with advisors also contributed to students being more likely to seek future help from advisors (including at other institutions); conversely negative advising relationships contributed to students being more likely to seek help elsewhere, like from friends or family, and sometimes giving up and not receiving any help at all.