Facilitating Transfer Student Success: Exploring Sources of Transfer Student Capital
Facilitating Transfer Student Success: Exploring Sources of Transfer Student Capital
复制标题
促进转学生的成功：探索转学生资本的来源
作者：
Casey Maliszewski Lukszo;S. Hayes
目的：本研究旨在扩大对转学生资本（TSC）的理解，包括TSC的来源以及社区学院转学生如何使用TSC来引导转学到公立4年制大学。方法：采用描述性个案研究设计，采用TSC框架。数据来源包括17个转学生访谈，学生和顾问之间的预转学会议的8个观察，以及文件的审查。使用模式匹配编码技术对数据进行归纳和演绎分析。结果：家庭和同伴似乎是最常见的方式，学生获得TSC导航迁移过程。高中还向学生提供重要的转学信息。转学顾问和教师无论是在社区学院或4年制大学有时提供重要的转移信息，但在建立学生的自我效能感的转移，而不仅仅是传递沿着转移信息的关键作用。贡献：这项研究表明，高中，家庭成员和同龄人是TSC的有影响力的来源，除了以前众所周知的来源，如社区大学教师和转学顾问。本研究引入了一个新的术语，迁移自我效能，并提供了一个扩展的TSC的概念模型。
Objective: This study seeks to expand understanding of transfer student capital (TSC), including sources of TSC and how TSC is used by community college transfer students to navigate transfer to a public, 4-year institution. Method: Using the TSC framework, a descriptive case study design was employed. Data sources include 17 transfer student interviews, eight observations of pre-transfer meetings between students and advisors, and a review of documents. Data were analyzed inductively and deductively using a pattern matching coding technique. Results: Family and peers appear to be the most common way that students gain TSC to navigate the transfer process. High schools also provide critical transfer information to students. Transfer advisors and faculty either at community colleges or 4-year colleges sometimes provide important transfer information but serve in a critical role of building students’ self-efficacy for transfer rather than merely passing along transfer information. Contributions: This study indicates that high schools, family members, and peers are influential sources of TSC, in addition to previously well-understood sources, such as community college faculty and transfer advisors. This study introduces a new term, self-efficacy for transfer, and offers an expanded TSC conceptual model.