Transfer Student Experiences by Race, First-Generation Status, and Family Income

• In Event: Equity and persistence among students of color

Abstract

This study investigates whether students’ engagement with institutional resources and adjustment experiences vary by race, first-generation status, and family income across the pre-transfer and post-transfer stages. Conducting independent-samples t-tests and one-way ANOVAs, findings highlight significant disparities by first-generation status and income level among both groups. This study extends the concept of Transfer Student Capital (TSC) by revealing that while minoritized students—particularly those from low-income and first-generation backgrounds—demonstrate higher engagement with institutional resources, their psychological and social adjustment remains limited. These findings also support the Transfer Receptive Culture (TRC) framework by emphasizing that institutional support must go beyond access and address deeper structural barriers through culturally responsive and equitable implementation.

Authors

• Jeongsan Hwang, University of Illinois at Urbana-Champaign

• Karla Velasco, University of Illinois at Urbana-Champaign

• Yasamin Khoshpour, University of Illinois at Urbana-Champaign

• Gianina R Baker, University of Illinois at Urbana-Champaign

• Lorenzo D. Baber, University of Illinois at Urbana-Champaign