From Access to Affirmation: The Transformative Benefits of Ethnic Studies on Transfer Students at a Minority-Serving Institution

• In Event: AERA Roundtable Session Thursday 9:45 am - Gold 2
  In Roundtable Session: Transformative Curricula and Student Empowerment

Abstract

This study examines how Ethnic Studies courses support transfer students’ academic, personal, and social development at a Minority-Serving Institution (MSI). Drawing on open-ended survey responses from 105 students, the analysis centers students’ reflections on identity, belonging, and critical consciousness. Using Validation Theory and Transformative Learning Theory, the study introduces transformative validation to describe moments where affirmation and critical reflection intersect in the classroom. Findings suggest that Ethnic Studies served not just as content exposure, but as a space of recognition, re-framing, and empowerment. This proposal contributes to discussions on culturally relevant pedagogy and equity-driven curriculum, offering insight into how identity-affirming educational spaces can support transfer students navigating new institutional and cultural contexts.

Author

• Chang Wang, University of California - Santa Barbara