'Eventually, It Became My Source of Motivation': Black STEM Transfer Students' Agentic Responses to Negative Campus Ethos at an HSI
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| Title: | 'Eventually, It Became My Source of Motivation': Black STEM Transfer Students' Agentic Responses to Negative Campus Ethos at an HSI |
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| Language: | English |
| Authors: | Yoon Ha Choi (ORCID |
| Source: | Journal of College Student Retention: Research, Theory & Practice. 2025 27(1):106-130. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Minority Serving Institutions, African American Students, STEM Education, College Transfer Students, Student Attitudes, Minority Group Students, Student Experience, Educational Environment, School Culture |
| DOI: | 10.1177/15210251231157650 |
| ISSN: | 1521-0251 1541-4167 |
| Abstract: | As the fastest growing minority serving institution type, Hispanic-serving institutions (HSIs) play important roles in reaching and serving a diverse group of students beyond Hispanic/Latine-identified students, including Black students. To understand Black STEM transfer students' experiences at an HSI, we conducted and analyzed 10 student interviews guided by Harris and Wood's Socio-Ecological Outcomes model. We found four themes. The first theme revealed participants had positive impressions of the HSI before transfer, due to its perceived racial/ethnic diversity. The second and third themes pointed to negative experiences after participants' arrival at the HSI, connected to their status as transfer students and as Black students, respectively. In the final theme, participants exercised their agency, which allowed them to persist and succeed despite inadequate institutional support. Based on these findings, we urge HSIs to intentionally devote more attention and resources to support Black STEM transfer students and otherwise minoritized students. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1466248 |
| Database: | ERIC |
| Abstract: | As the fastest growing minority serving institution type, Hispanic-serving institutions (HSIs) play important roles in reaching and serving a diverse group of students beyond Hispanic/Latine-identified students, including Black students. To understand Black STEM transfer students' experiences at an HSI, we conducted and analyzed 10 student interviews guided by Harris and Wood's Socio-Ecological Outcomes model. We found four themes. The first theme revealed participants had positive impressions of the HSI before transfer, due to its perceived racial/ethnic diversity. The second and third themes pointed to negative experiences after participants' arrival at the HSI, connected to their status as transfer students and as Black students, respectively. In the final theme, participants exercised their agency, which allowed them to persist and succeed despite inadequate institutional support. Based on these findings, we urge HSIs to intentionally devote more attention and resources to support Black STEM transfer students and otherwise minoritized students. |
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| ISSN: | 1521-0251 1541-4167 |
| DOI: | 10.1177/15210251231157650 |
