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Community College Journal of Research and Practice

ISSN: 1066-8926 (Print) 1521-0413 (Online) Journal homepage: https://www.tandfonline.com/loi/ucjc20

TRANSFER CONDITIONS OF LATINA/O COMMUNITY COLLEGE STUDENTS: A SINGLE INSTITUTION CASE STUDY

Armida Ornelas & Daniel G. Solorzano

To cite this article: Armida Ornelas & Daniel G. Solorzano (2004) TRANSFER CONDITIONS OF LATINA/O COMMUNITY COLLEGE STUDENTS: A SINGLE INSTITUTION CASE STUDY, Community College Journal of Research and Practice, 28:3, 233-248, DOI: 10.1080/10668920490256417

To link to this article: https://doi.org/10.1080/10668920490256417

Published online: 17 Aug 2010.

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TRANSFER CONDITIONS OF LATINA=O COMMUNITY COLLEGE STUDENTS: A SINGLE INSTITUTION CASE STUDY

Armida Ornelas UC ACCORD Postdoctoral Fellow, UCLA—Education, Los Angeles, California, USA

Daniel G. Solorzano UCLA—Education, Los Angeles, California, USA

This study reported in this article examined the transfer process for Latina=o students at Esperanza Community College. Esperanza is one of the 108 community colleges in California with one of the largest concentrations of Latina=o students. In California, 42 out of every 100 Latina=o public high school graduates pursue some form of higher education. For most, the community college is the entry point, Of these, 32 out of every 100 students begin their pursuit of higher education at a California community college. An average of three Latina=o students transfers to a university. Recommendations considered essential to create a prevailing commu- nity college transfer culture are offered.

The 1960 California Master Plan for Higher Education has shaped the structure and organization of California postsecondary education. Under the Master Plan, the University of California (UC) admits the top one-eighth (12%) of California public high school graduates, the California State University (CSU) admits the top one-third (33.3%) of California public high school graduates, and the California Commu- nity Colleges (CCCs) implement an open admissions policy for all others (California Postsecondary Education Commission [CPEC], 1998a). Another way to consider the California Master Plan is that while it affirms the open admissions practices of community colleges, it also serves as a diversion for large numbers of high school graduates from four-year colleges and universities.

Address correspondence to Daniel G. Solorzano, UCLA—Education, Box 951521, 2320 MH, Los Angeles, CA 90095-1521. E-mail: [email protected]

Community College Journal of Research and Practice, 28: 233–248, 2004

Copyright # Taylor & Francis Inc.

ISSN: 1066-8926 print/1521-0413 online

DOI: 10.1080=10668920490256417

233

The study reported in this paper took a close look at the transfer function and process of the CCCs and how they affect the educa- tional outcomes of Latina=o1 students pursuing postsecondary educa- tion. More specifically, the research involved a case study of a single California community college that services a predominantly Latina=o student body. For the sake of anonymity, the actual name of the college and the individuals interviewed are not revealed and the pseudonym Esperanza Community College is used. This study examined the resources for academic motivation and potential barriers for Latina=o students at Esperanza as they made their way through the transfer process to the university. Such an examination provides a lens for identifying essential elements for developing a community college transfer culture.

LATINA=O STUDENTS AND THE CALIFORNIA COMMUNITY COLLEGES

In the fall of 1999, approximately one-third of first-time Latina=o freshmen entering college began their postsecondary education in California community colleges. It is estimated that out of every 100 Latina=o California public high school graduates, 32 will begin their postsecondary education in a community college and of these, only 3.4 are to likely transfer later to a California four-year public institution (CPEC, 2000, 2001).

The California community college system consists of 72 districts and 108 colleges throughout the state. In the fall of 2000, the com- munity colleges enrolled a total of 1,587,119 students; Latina=o stu- dents represented 24% of the total enrollment or one in every four students (Chancellor’s Office California Community College, 2000). Yet, in the previous year, 1999�2000, these colleges transferred only 1,432 Latinas=os to the University of California and 9,296 to the California State University (CPEC, 2001), reflecting a dis- proportionately low number of Latina=o transfer students relative to their overall Latina=o enrollment in the system.

1Throughout this study Latinas and Latinos are defined as female and male persons of Latin American origin living in the United States, irrespective of immigration or generation status.

234 A. Ornelas and D. G. Solorzano

LATINA=O STUDENTS AND OPPORTUNITY DISTRICT2

Esperanza Community College, an Hispanic-serving institution (HSI), is one of the multiple colleges in Opportunity District located in a large, highly diverse metropolitan area. This community college dis- trict is one of the largest in the United States and certainly the largest within the state. In Fall 2000, Opportunity District enrolled approxi- mately 150,000 students and nearly half (45%) were Latinos=as (http:==www.cccco.edu). Yet, in 1999�2000, the entire district trans- ferred only 128 Latinas=os to UC and 1203 Latinas=os to CSU for a total of 1331 students (CPEC, 2000). It might be said that the goals of the California Master Plan to divert students (Brint & Karabel, 1989) from the university have clearly unfolded at Opportunity District when one considers the surprisingly low number of Latino=a transfer students for an entire district.

ESPERANZA COMMUNITY COLLEGE: A CASE STUDY

This study examined the barriers that Latina=o students faced in the transfer process at Esperanza Community College and assessed the resources available to address student academic motivation. This study was guided by the following questions: (1) What are the resources for academic motivation and potential barriers that inform the transfer function and process for Latina=o community college students? and (2) What are the essential elements required for insti- tuting a community college transfer culture?

This research used a case-study design and was conducted at Esperanza Community College. In-depth interviews and focus groups were the primary methods used in data collection. Since several groups inform the transfer process, sources for the data included 191 Latina=o students, 17 counselors, 12 faculty, and 6 administrators.

Latina=o students served as the primary source of data since the research was an examination of their experiences in the transfer process. The first of a three-step process included 13 focus groups with 191 students at different stages in their academic careers at Esper- anza. The second step included an anonymous survey completed by all student participants in the focus groups. The survey included demo- graphic information that assisted in the selection of students for the individual interviews. The third step included in-depth interviews of 24 students selected from the surveys.

2For the sake of anonymity, this study gives this district the pseudonym of Oppor- tunity District. For many students, this district represents another opportunity to change the course of their lives for the better.

Transfer of Latina=o Community College Students 235

Esperanza, one of the largest colleges in the state, is located in a low-income community and serves a predominantly Latina=o popula- tion. Figure 1 illustrates the ethnic breakdown of students enrolled at Esperanza in the Fall of 2000.

As an HSI, Esperanza Community College has a Latina=o 70% of the student population, a not insignificant number especially when they represent two of every three students enrolled in the college. These figures are all the more significant when one considers several additional facts. In Fall 2000, Esperanza enrolled close to 20,000 students, but only transferred 667 students to four-year institutions. In the previous year, only 49 Latina=o students transferred to UC, and 398 transferred to CSU (CPEC, 2000). These data confirm that very few Latino=a students transfer from Esperanza to four-year institu- tions, and of those who do transfer the vast majority transfer to a CSU.

RESOURCES FOR ACADEMIC MOTIVATION AND POTENTIAL BARRIERS

The findings of this study were informed by the perceptions of Latina=o students and counselors, faculty, and administrators related to the transfer process. Each group offered its views and experiences on the transfer process at Esperanza Community College. The rele- vant findings to the transfer process from these multiple perspectives are presented next.

FIGURE 1 Esperanza Community College Fall 2000 students enrolled by ethnicity.

236 A. Ornelas and D. G. Solorzano

Student Perceptions

I have seen my mom’s hands. I have seen my mom’s body. I have seen my dad—he works every day from seven in the morning to eight o’clock at night as a barber. He used to work as a carpenter. His body has gone through a lot. And I know that my mom and my dad came here [the United States] for a reason, and that was to have a family and to see us have a better life. That’s my main concern of what I’m doing, of why I’m going to a university. That’s my main concern. My mom and dad are my main role models. I don’t care if they didn’t go to a university. I don’t care if they’re not scientists. They are my role models (female student).

As the above words convey, this student viewed her parents as her role models and her inspiration for going to college, and her words reveal the most evident theme that emerged in this study, namely, the passion and personal motivation that Latina=o students at Esperanza had to excel academically. This passion was often inculcated by the motivation the students received from their parents, their apprecia- tion for their parents, and by an understanding of their place in a society that marginalized them on the basis of their race, class, and gender.

Overwhelmingly, Latina=o students in this study indicated a desire to transfer. Of the students who participated in the focus groups, 173 out 191 indicated that their goal at the community college was to transfer. Ten students indicated a desire to attain only an Associate of Arts degree and another eight indicated that they were uncertain about their academic goal. Although the majority of students stated their motivation for going to college was to transfer, they faced many barriers in their journey to transfer to a four-year university. These barriers were not insignificant. For example, a lack of institutional commitment to implement and fulfill its transfer function and a lack of adequate transfer information existed. An uncertainty about career and academic goals, coupled with being the first in their families to attend college, was another barrier. Students also were dealing with myths about the financial aid process and the costs associated with four-year institutions. They were aware of the inadequate K-12 public education they had received and how this negatively impacted their experiences at the college. Additionally, many students had multiple responsibilities outside of the classroom that impacted on their studies.

As students worked their way through the transfer process, they used multiple sources of information. Rarely was the process uniform, unfortunately. Typically, the transfer process involved an information

Transfer of Latina=o Community College Students 237

session with a counselor, augmented by information from a catalog, friends, family, teachers, or in some cases, a university representative. Hence, students drew from a myriad of resources to inform them about the transfer process. For some students, the multiple sources helped them become informed, while other students received conflicting information that led to frustration and misinformation.

Despite such barriers, some Latina=o students used these institu- tional resources and other outside resources to help them stay moti- vated and academically committed. Some students stated that a drive for a different reality for themselves and their families motivated them. Also, significant for them were the continued support and encouragement they received from their families and friends. Stu- dents expressed their feelings as a strong sense to ‘‘prove them [society] wrong,’’ a sense of responsibility to become role models to their younger siblings or their children, and a commitment to their community to succeed. The concept of ‘‘prove them wrong’’ surfaced throughout interviews with students. Students had different inter- pretations of what this concept meant for them. These interpretations varied from student to student. For example, some students wanted to prove counselors, teachers, or employers wrong, while other students wanted to prove media, society, or family wrong.

Counselors’ Perceptions

Counselors were instrumental in informing Latino=a students regarding the transfer process. All 17 guidance counselors at Esper- anza Community College were interviewed for the study. Counselors agreed that most students they advised fell into two categories. The students either wanted to transfer or were uncertain about their academic and career goals. The counselors reported that the most perceptible barrier the transfer process for Latina=o students was that they had multiple external responsibilities in addition to their aca- demic responsibilities. It was these non-academic responsibilities that counselors perceived to have impacted the students’ academic pro- gress. Furthermore, counselors felt that students were often not pre- pared to perform at the college-level due to the substandard K-12 public education they had received. As a result, counselors perceived that many of the students were overwhelmed with self-doubt and often doubted their potential to excel academically. According to counselors, Latina=o students were often the first in their families to attend col- lege. They also were often faced with significant financial barriers despite the tuition and fees associated with attending college in California being the lowest in the nation. Students were academically

238 A. Ornelas and D. G. Solorzano

discouraged upon learning that they were required to take pre- requisite courses that would length their time at the college according to counselors.

The counselors’ perceptions overall were that the college lacked a strong commitment to the transfer function. According to counselors, the institution did not promote its transfer function, However, the interviews also suggested that they vary concerning their individual commitment to the transfer function. From what they shared, it appeared that some of them took it upon themselves to promote and encourage transfer while others did not. The uneven commitment among counselors suggested an inconsistent approach to the transfer process that impacted the students negatively. Linked with this unevenness was the fact that the transfer information counselors had also varied. Some counselors were more proactive and took it upon themselves to research the transfer process and stay current with the latest information. They also researched transfer requirements for specialized fields and transfer requirements for private or out-of-state universities. The counselors’ understanding and knowledge of the transfer process impacted the guidance they provided to students. Therefore, according to students, it was not uncommon for them to get conflicting information from different counselors.

A pattern that emerged repeatedly in the interviews was the dif- fering perceptions between the students and the counselors regarding their interactions with each other. Counselors spoke about sharing information and resources with students and expressed genuine con- cern about the limited time restrictions they had to spend with stu- dents. On the other hand, students reported that counselors shared minimal information with them overall and they often felt rushed out of counseling appointments even though it seemed that the sessions had just begun.

Faculty Perceptions

Twelve faculty members from different disciplines were asked to participate in individual interviews to discuss their perceptions of the transfer process for Latina=o students at Esperanza College. The focus groups were drawn from these faculty’s classes. Faculty play a critical role in the transfer process for Latina=o students . The faculty stated, overwhelmingly that while they understand that Esperanza College serves multiple roles they believe that the transfer function is fun- damental to the role of the community college. Nonetheless, although they all agreed that the transfer function is essential, they disagreed among themselves as to how effective Esperanza has been in

Transfer of Latina=o Community College Students 239

transferring students to the university. Some felt that the transfer numbers are fine, others believed it could be improved, and still others agreed that the transfer numbers are dismally low and that there is a severe transfer problem at Esperanza.

The faculty stated that many factors operate together to potentially work against students’ preparation for transfer to four-year institution. Overall, faculty felt that Esperanza lacks an institutional commitment to fulfilling its mandate to facilitate the transfer function. The role and the responsibility of the administration to provide the leadership necessary to institute a transfer culture at Esperanza were cited as critical.

Faculty members were critical of themselves as well. The faculty reported that they lack the necessary knowledge and information relevant to the transfer process, and this impedes their ability to help their potential transfer students more effectively. They also discuss the need for more innovative teaching strategies in the classroom to more effectively engage students and facilitate their learning. The faculty stated that many of their students were already academically disadvantaged. Some faculty noted that many of the Latina=o students are the first in their families to attend college. Therefore, they often lack the cultural and academic knowledge to function successfully within the college. Faculty also noted that many of their students enter college with limited academic skills due to substandard K-12 public schooling. For many students, their poor academic preparation has been acerbated because they have demanding out-of-class responsibilities that take time away from their school work.

Although the faculty expressed understanding that multiple bar- riers work against students and the transfer process, they also per- ceive their role as educators to be important in helping their students succeed. For some, their commitment is in the classroom, and for others, their commitment to the transfer function extends into pursing more creative teaching approaches. Nevertheless, the faculty stated they were committed to educating their students. They believe in the potential of their students, and consider their role as educators at Esperanza to be fulfilling and rewarding.

Administrator Perceptions

Six senior administrators in key positions (i.e., president, vice pre- sident, dean) were asked to participate in interviews to discuss the transfer process for students at Esperanza. The intent of the inter- views with senior administrators was to highlight the critical leader-

240 A. Ornelas and D. G. Solorzano

ship role administrators can provide in the transfer process for Latina=o students.

Overall, the administrators described Esperanza College as an institution committed to the multiple roles of the community college. Only one administrator expressed a concern about the low number of Latina=o transfer students and stated that the transfer function should become a priority. The administrators agreed that some bar- riers exist for those students who are interested in transferring to a university. They defined these barriers as limited resources, institu- tional politics, and limited academic skills. Nevertheless, the admin- istrators expressed confidence that the institutional resources available are sufficient to assist transfer students in their academic preparation and eventual transition to four-year institutions.

It was apparent in the interviews, with the exception of one, that the administrators did not believe the college transfers a disproportionately low numbers of Latina=o students. In fact, one administrator stressed that Esperanza is the one community college in California that trans- fers more Latina=o students than all others. Certainly, Eperanza College is among the largest community colleges in California and in sheer numbers is the leading campus in total number of Latino transfer students. On the other hand, Esperanza falls far below most community colleges in the state in the proportion of Latinas=os who transfer when one considers their total enrollment in the college.

Moreover, throughout the interviews, it became apparent that there is a severe knowledge gap as to what the senior administrators per- ceive to be the needs of their students. In fact, the senior adminis- trators were not familiar with many of the issues, concerns, or even characteristics of the students at Esperanza. One administrator, for example, voiced the belief that vocational education is better suited to the career needs of students at Esperanza. Throughout the interview, this particular administrator shared many misconceptions and wrong information about Latinas=os at Esperanza. This individual’s false perceptions were all the more disturbing considering that they appear to serve as the basis for institutional decision-making and policy recommendations.

Bowles and Gintis (1976) have suggested that schools inadvertently, or otherwise, promote class inequality by socializing students to accept ‘‘their place’’ in society. The following example illustrates how this concept is at work at Esperanza College. One administrator shared that it was decided to expand the automotive technology program given certain perceived needs of the community. Based on stereo- typical notions of Latina=o communities and their alleged penchant for ‘‘car cultures,’’ administrators assumed that the automotive

Transfer of Latina=o Community College Students 241

technology program would attract Latino=a car enthusiasts who would enroll in this program. Contrary to administrative expectations, the program was not successful in attracting a greater number of stu- dents. Research (Brint & Karabel, 1989) suggests that community colleges tend to invest in vocational programs and channel students into such programs. Yet they find that students often resist such vocational tracking and actually prefer to enroll in academic pro- grams. For some, unfortunately, the path of resistance taken involves dropping out of school altogether. The intentions of administrators regarding expanding the automotive technology program at Esper- anza College illustrates an institutional expectation that was erro- neous. Latino=a students resisted enrolling in this vocational program although the college utilized scarce resources that could have been better used to improve transfer services.

Also, administrators made references to the students’ character- istics and family background to explain why they believe Latina=o students were not transferring in greater numbers. For example, four out of the six administrators indicated that Latina=o families do not value or place enough emphasis on education. According to some, this lack of commitment is expressed in students’ values and behaviors in the college. Solorzano (1995; Valencia, & Solorzano, 1997) refers to this type of thinking as cultural deficit thinking. He suggests that in addition to cultural deficit frameworks purporting that Latinas=os do not value education, such frameworks also allow for shifting the responsibility of educational attainment from the school to the indi- vidual and the family. Cultural deficit thinking, for example, allows Esperanza senior administrators to shift the responsibility for the college’s low transfer numbers from the institution to Latina=o stu- dents and their families.

Furthermore, these insidious cultural deficit attitudes often serve as the basis for policy recommendations—recommendations that can eventually deter Latina=o students from transferring. Contrary to many of the misconceptions senior administrators had about Latina=o family educational values, Latina=o students report that support and encouragement from their families is their primary reason for pur- suing an education and remaining academically motivated.

COMMON THEMES

The perceptions of students, counselors, faculty, and administrators shared above demonstrate that despite the different perspectives regarding the transfer process at Esperanza College, some similar themes did emerge. Table 1 summarizes some of the major themes that

242 A. Ornelas and D. G. Solorzano

emerged in this study. For example, all the groups agreed that the most significant barrier to the transfer process for Latina=o students is that they are overwhelmed with balancing multiple roles and responsibilities outside of college while attending to their academic roles as students. These multiple demands appear to deter students from fully immersing themselves in the college experience at Esperanza. Additionally, all the groups agreed that many Latina=o students arrive academically underprepared. They also agreed that the K-12 system does not serve these students well in preparing them for college. Moreover, they all agreed that it is not unusual for students to express self-doubt and have low self-esteem, which may work against their academic aspirations. Furthermore, the college personnel all agreed that many students become discouraged from pursuing a transfer goal once they learn about the prerequisite courses they have to take in addition to the transfer courses. For these students, their transfer preparation is prolonged to a minimum of three years at the college; that is, assuming they were enrolled full-time and successfully com- pleting all the courses.

TABLE 1 Barriers to Transfer

Barriers to Transfer

Students � Institutional barriers � Non-traditional

student � Financial � Student self-doubt

Counselors � Non-traditional student

� Financial � Institutional barriers � Cultural deficit thinking

Faculty � Lack of institutional commitment on the transfer function

� Problems with the faculty

� Student educational disadvantages

Administrator � Insufficient institutional resources

� Institutional politics � Student educational

disadvantages � Cultural deficit thinking

Transfer of Latina=o Community College Students 243

Esperanza’s institutional failure to effectively fulfill its transfer function is another prevailing theme that emerged. Students, coun- selors, and faculty all agreed that Esperanza lacks an institutional commitment to effectively address the transfer function, particularly in light of the racial and ethnic populations the college serves. Fur- thermore, both students and faculty agreed that Esperanza College appears to place a higher emphasis on maintaining and marketing its vocational and technical programs to the detriment of the academic programs. Both students and faculty expressed the view that Esperanza should address the transfer function and give it priority over other programs in the college considering that most students are there with the intention of preparing for transfer to a university. On the other hand, both counselors and administrators stressed that the community college had multiple missions to which it has to attend; however, they agreed that Esperanza should address these multiple roles equally.

Finally, another theme that emerged among some counselors and administrators is the tendency to blame Latina=o students and their families for what they perceive to be a low commitment to their college education and the resulting low transfer numbers. In relying on a cultural deficit framework to explain the low transfer rates, these counselors and administrators suggested that Latina=o families did not value education highly; therefore, poor academic performance and low transfer rates among Latinas=os were the outcomes.

RECOMMENDATIONS FOR DEVELOPING A COLLEGE TRANSFER CULTURE

Allowing for multiple perspectives to inform the transfer process was one of the most significant contributions of this research. Students, counselors, faculty, and administrators spoke about barriers and the need for resources to improve the transfer process for Latina=o stu- dents at Esperanza College. Based upon the perceptions of students, counselors, faculty, and administrators, the following four sets of recommendations emerged from the study. These recommendations address ways to develop an effective institutional transfer culture at Esperanza College, an HSI that enrolls a predominant, and still increasing, number of Latinos=as each year.

Administration

College senior administration must be committed to and must prior- itize the transfer function of the college. The college leadership must

244 A. Ornelas and D. G. Solorzano

ensure that administrators, counselors, and faculty members are educated regarding the importance of transfer function and the pro- cess that facilitate student transfer. Everyone within the college needs to understand the priority of the transfer function. Furthermore, they must collaborate on transfer-related projects, programs, and events. Some more specific suggestions follow.

First, Create a computer-based information system tailored to individual students so that students, counselors, and faculty can stay up-to-date regarding course requirements that have been met, course requirements needed, and grade point averages. Models within the California community colleges already exist that can be adapted to the needs of the college. This system will allow students to (1) access the information available, (2) be continuously informed of program requirements and their status in meeting them, and, (3) transfer in a more timely fashion.

Second, provide funding for programs where learning communities are the model so that students can experience the transfer process in cohorts. An example of this is The Puente Project that takes Latino transfer students as a cohort for two semesters of English and uses culturally appropriate curricula to facilitate their learning (see Hagedorn & Cepeda, this issue).

Third, demystify the financial aid process, assist students with financial aid forms, and encourage students to apply for financial aid. Financial aid workshops that include the parents and are offered in Spanish can serve to inform students and parents alike regarding available financial resources from state and federal gov- ernments. Furthermore, students and parents need to realize that financial aid is funded in part by their tax dollars and that they are already investing in an educational fund they can access like other students.

Fourth, establish bridge and partnership summer programs with universities and require community college students to enroll in transferable courses at the university. Models of successful summer programs, such as Upward Bound, MESA, and others, exist that Esperanza College can become a part of or emulate.

Fifth, insure that sufficient class sections are available and that administrative offices and student services are available for evening students. Many community college students can only attend classes at night; however, course selections and services are often limited. For example, it behooves the college to consider having differentiated work schedules for administrators and student service personnel in order to provide necessary services for students who cannot be on campus during the day.

Transfer of Latina=o Community College Students 245

Counselors

Counselors represent the primary source of academic information for students. Thus, their role is fundamental to improving student academic success and transfer preparation.

First, counselors should provide all students with the necessary essential transfer information. The Intersegmental General Education Transfer Curriculum as articulated between the community colleges and the University of California and the California State University serves as a primary source of transfer information for students. Counselors should share this information with students upon entry to the college and discuss students’ progress toward meeting these requirements each time they meet for an appointment.

Second, require all students to visit a counselor and develop an educational plan. The educational plan can be put on-line for quick and easy access by students and counselors alike.

Third, establish a required course in which students are provided updated and accurate information and requirements pertaining to their eventual transfer to four-year colleges or universities. The course should also provide information on financial aid, study skills, and time management skills (see Bliss and Sandiford, this issue).

Fourth, establish creative strategies for disseminating essential transfer information to students. Strategies could include counselor outreach to students through classroom visits and collaboration with student organizations.

Fifth, preparation for the transfer process should begin in high school. Community colleges counselors should visit the local high schools to inform high school students about college requirements. They should also encourage students to consider taking transferable credit courses at the community college while still in high school.

And finally, reach out to communities and families and inform them about the transfer process and opportunities available at the com- munity college.

Faculty

Students have the most frequent contact with faculty. Therefore, it is important that the faculty have an understanding of their role in preparing students for transfer. Faculty members are often the ones to whom students turn for information.

Faculty must implement innovative teaching strategies (critical thinking skills, cooperative learning, learning communities, inter- active classroom, and so forth) to engage their students. Faculty

246 A. Ornelas and D. G. Solorzano

members are the first in line within the college to serve as role models and who can best motivate their students to excel and eventually transfer (see Cedja & Rhodes, this issue).

Faculty must be involved at all stages of instituting a transfer process including curricula, recommending policy, and establishing student focus groups to learn how students are doing and feeling about their academic progress and involvement in the college.

Students

Students must not be merely recipients of knowledge; they must also actively ask questions, seek information, and take an active role in their learning and academic success.

First, students must aggressively seek accurate information from the transfer process from all sources within the college.

Second, students must take it upon themselves to seek out on- campus resources even while they juggle multiple responsibilities outside of the college. In seeking the advice of others, students may find solutions that can help them alleviate or better manage their external responsibilities.

Additionally, at the campus level, an effective transfer function should focus on understanding the particular needs of the student body. In understanding the academic, cultural, social, and economic needs of students, college personnel can institute measures that address these student needs. Latina=o community college students are among those students who are typically low-income, are often the first in their families to attend college, have multiple responsibilities in addition to their academic commitment, and often attend classes in the evening. Therefore, when developing an effective transfer func- tion, it is imperative for college personnel to understand the char- acteristics and distinct needs of students. An effective transfer function should reflect the diverse backgrounds and needs of students it serves.

CONCLUSION

In summary, this study highlighted the multiple players involved in the transfer process at Esperanza, namely, students, counselors, faculty, and administrators. While many similar themes emerged, they varied in significance depending on the particular perspective. Each group in this study added an important component for under- standing how the transfer function is understood and enacted in the college. These multiple perspectives allowed for invaluable insights in

Transfer of Latina=o Community College Students 247

understanding the transfer experiences for Latina=o students at Esperanza. Additionally, this study offered institutional and indivi- dual recommendations to assist Latina=o students in preparing for transfer at Esperanza Community College, an important Hispanic- serving institution in California in light of the high number of Latinos=as enrolled in this institution.

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Bowles, S., & Gintis, H. (1976). Schooling in capitalistic America: Educational reform and the contradictions of economic life. New York: Basic Books.

Brint, S., & Karabel, J. (1989). The diverted dream: Community colleges and the promise of educational opportunity in America, 1900�1985. New York: Oxford University Press.

California Postsecondary Education Commission. (1998a). A master plan for higher education in California, 1960�1975 (Commission Report 98-1). Sacramento, CA.

California Postsecondary Education Commission. (2001). Performance indicators of California higher education, 2000 (Commission Report 01-3). Sacramento, CA.

California Postsecondary Education Commission. (2002). Student transfer in California postsecondary education, 2002 (Commission Report 02-3). Sacramento, CA.

Chancellor’s Office California Community Colleges. (2000). California community college statewide enrollments. Available: http:==www.cccco.edu=divisions=tris=mis= reports.htm

Solorzano, D. G. (1995). The Chicano educational experience: Empirical and theoretical perspectives. In S. W. Rothstein (Ed.), Class, culture, and race in American schools: A handbook. Westport, CT: Greenwood 35�54..

Valencia, R., & Solorzano, D. (1997). Contemporary deficit thinking. In R. Valencia (Ed.), The evolution of deficit thinking in educational thought and practice (pp. 160�210). New York: Falmer.

248 A. Ornelas and D. G. Solorzano