Critical Race Theory and a Transfer-Receptive Culture: Examining the University of California, Los Angeles, Center for Community College Partnerships

• In Event: Roundtable Session 30

Session Type: Roundtable Session

Abstract

One type of intervention strategy to better facilitate transfer are academic “bridge” programs at four-year colleges and universities, however these programs represent an under-researched area in community college scholarship. The objective of this session is to further explore transfer pathways available to students between two-year and four-year colleges. Specifically, this symposium will focus on the academic programs at UCLA’s Center for Community College Partnerships. The papers in this session employ two frameworks informed by critical race theory: community cultural wealth and transfer receptive culture. Viewing transfer from a four-year university or college perspective is a significant contribution to research and policy as this symposium represents the first collection of empirical data related to the concept of a transfer receptive culture.

Sub Unit

• Division J - Postsecondary Education / Section 2: College Student Access

Chair

• Dimpal Jain, California State University - Northridge

Papers

• Toward a Critical Perspective of Transfer: An Exploration of the University of California, Los Angeles, Center for Community College Partnerships Summer Intensive Transfer Experience Plus (SITE+) Program - Dimpal Jain, California State University - Northridge; Iris Lucero, University of California - Los Angeles; Alfred Herrera, University of California - Los Angeles; Santiago Bernal, University of California - Los Angeles; Daniel Gilbert Solorzano, University of California - Los Angeles

• Understanding the Cultural and Social Capital of Latina/o Transfer Students - Llanet Martin, University of California - Los Angeles

• Inactive Transfer Students: Investigating the Transfer Gaps Within the University of California, Los Angeles, Center for Community College Partnerships SITE Program - Christine Vega, University of California - Los Angeles