Exploring Advising and Engagement Experiences of Transfer-Intending “Imm-ternational” (Immigrant-Origin and International) Community College Students

• In Event: Expanding Intersectional Belonging and Agency in Higher Education Settings

Abstract

Immigrant-origin and international students are a growing postsecondary population of temporary visitors and first- and second-generation immigrants. Community colleges (CC) are critical entry points due to affordability, convenience, and open access. Despite their transfer aspirations, little is known about how immigrant or international status impacts their transfer trajectories. This study uses a multi-method approach to examine the advising and engagement experiences of transfer-intending “imm-ternational” CC students in North Carolina (NC). Quantitative data from 25 NC CCs and qualitative data from 20 semi-structured interviews reveal differences between immigrant and international students in recency, language, assimilation, and cultural factors. These factors influence advising, engagement, and transfer goals, impacting institutional data and advising practices.

Authors

• Carmen Serrata, University of North Carolina - Charlotte

• Onima Vadakke Thodiyil, University of North Carolina - Charlotte

• Sandra L. Dika, University of North Carolina - Charlotte