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Navigating the Pathway to a Bachelor’s Degree

Navigating the Pathway to a Bachelor’s Degree. How State Policies Shape Student Success and Completion after Transfer. Catherine P. Olivarez, Ph.D. Dallas County Community College District. Kelsey Kunkle, M.Ed. University of North Texas. Nydia C. Sanchez, Ph.D.

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Navigating the Pathway to a Bachelor’s Degree

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  1. Navigating the Pathway to a Bachelor’s Degree How State Policies Shape Student Success and Completion after Transfer Catherine P. Olivarez, Ph.D. Dallas County Community College District Kelsey Kunkle, M.Ed. University of North Texas Nydia C. Sanchez, Ph.D. The University of Texas at Austin

  2. AGENDA • Existing Literature on Transfer Policy • Policies in Texas • Guiding Question • Theoretical Framework • Methods • Findings • Implications for Policy & Practice

  3. EXISTING LITERATURE ON TRANSFER POLICY Articulation and Credit Transfer Effectiveness of Policies Latina/o Students 80% of entering community college students say they want to transfer and earn a baccalaureate (Jenkins & Fink, 2015)

  4. POLICIES IN TEXAS College/University may not permit a student to drop more than six courses. College/University may charge a resident undergraduate student tuition at a higher rate, not to exceed out-of-state tuition, if student has previously attempted for twoor more times at the same institution. Required, by law, that a student file a degree plan. College/University may charge a resident undergraduate student tuition at a higher rate, not to exceed out-of-state tuition, if student has previously attempted 30 SCH in excess of degree requirements. Six-Drop Three (3)-Peat Excess Hours Program of Study

  5. GUIDING QUESTION How do Texas policies influence the experiences of students, particularly low-income, first-generation, Latinas/os who begin at the community college?

  6. CRITICAL RACE THEORY & LATCRIT CRT & LatCrit Frame Tenets of CRT & LatCrit (Solorzano & Yosso, 2001) The centrality of race and racism and intersectionality with other forms of subordination The challenge to dominant ideology • Myth: Racism does not exist. • CRT & LatCrit Frame: Race and racism are embedded in every structure in society, including transfer policies. 1 The commitment to social justice • Myth: Policies are neutral and fair. • CRT & LatCrit Frame: Policies have disparate effects on people of color that privilege certain groups over others. 2 The centrality of experiential knowledge • Myth: Researchers cannot advocate for study participants. • CRT & LatCrit Frame: Researchers can share knowledge and advice after data collection. • Deficit: Those who study [insert field here] know best. • CRT & LatCrit: Those who incorporate interdisciplinary perspectives know their limits and collaborate. • Deficit: Personal stories are not generalizable or important. • CRT & LatCrit: Personal stories can uncover hidden structures, processes, and values. 3 4 5 The interdisciplinary perspective

  7. QUALITATIVE CASE STUDY Participant Criteria: • Participants identified as Latina/o/x. • Participants graduated from a high school in Texas and attended a community college in Texas. • Participants transferred to LPRU from a community college in the state of Texas. DATA COLLECTION -review of Texas policies -demographic questionnaires -8 semi structured interviews -transcripts DATA ANALYSIS -inductive analysis -open>axial>selective coding TRUSTWORTHINESS -triangulation of data -member checks

  8. PERCEPTIONS OF THE IMPACT AND INTENTION OF TEXAS POLICIES They kind of seem like a little harsh… not always realistic… it might just be like the state [not] wanting to put that much money into people who take a little bit longer to graduate. Maria I think it kind of forces people to be responsible, to grow up, to figure out what you want to do, make a decision and stick with it… Don’t be a lifetime student. Pablo

  9. IMPACT OF POLICIES ON STUDENTS’ FINANCES AND CAREER DECISIONS We're just trying to make something more of ourselves. Just get better job opportunities or open up to a better career path. We are trying … to get ahead. Eliza I knew I wanted to save money… I didn't want to pay $1,000 more... at a university, while I could get it for $200 at a cc…. I tried to save money. That's what a lot of students are trying to do. Lexi

  10. IMPACT OF POLICIES ON STUDENTS’ MENTAL AND EMOTIONAL WELL-BEING I can't really get a job now because I don't have the degree, so I'm still in school and I'm like ... I'm getting older and I'm like I'm still in school. Maria When I said that advisor was giving me a hard time about dropping, she did mention it. I thought it was just like for [my own good], I didn't know that's a set rule. Emma

  11. IMPLICATIONS FOR PRACTICE • Do students and staff know these state policies? • If so, to what extent? • Programming and advising for transfer students at community colleges and universities • Guided Pathways to Success - how does this fit in?

  12. IMPLICATIONS FOR POLICY • Are there disparate outcomes for different groups? • Racial/ethnic - socioeconomic status - first-generation • Community college transfer students • Intent vs. Impact

  13. Catherine P. Olivarez, Ph.D. Dallas County Community College District colivarez@dcccd.edu THANK YOU! Kelsey Kunkle, M.Ed. University of North Texas kelsey.kunkle@unt.edu Nydia C. Sanchez, Ph.D. The University of Texas at Austin nydiasanchez@austin.utexas.edu

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