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How First-Year Academic Momentum Influences Transfer Outcomes Among Different Racial and Ethnic Groups

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Abstract

Longstanding disparities in four-year transfer rates for Black/African American and Latinx/Hispanic community college students, relative to their Asian and white peers, raise important equity questions about the vertical transfer function in the U.S. higher education system. Using data from one of the nation’s largest and most racially and ethnically diverse community college systems, we examined whether differences in early academic momentum (e.g., first-year cumulative GPA, summer enrollment, number of first-year credits attempted and earned) were a root cause of gaps in transfer outcomes between different racial and ethnic groups. Multi-group structural equation modeling (SEM) results revealed a strong relationship between early academic momentum and vertical transfer success for community college students. However, the results showed academic momentum did not operate in the same manner for all racial and ethnic groups and some indicators were particularly important for improving transfer outcomes for Black/African American and Latinx/Hispanic students. These results have important implications for community college research and practice pertinent to vertical transfer outcomes.

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Notes

  1. We use the term Students of Color to refer to students who may identify as Black/African American, Asian, Middle Eastern, Pacific Islander, Latinx/Hispanic, Native American, and multiracial. When talking about specific racial or ethnic groups, we say who these groups are.

  2. Students transferring from 2-year community college to four-year institution.

  3. We use the term white for individuals who can trace their ancestry to Europe and are racialized as white. In order to use more inclusive/anti-racist language, we do not capitalize white as a racial group since they do not share the same history of discrimination because of their skin color. We capitalize other racial groups, ethnic groups, Students of Color, and People of Color (Associated Press, 2020).

  4. We use term Black/African American for individuals who can trace their ancestry to Africa and the Caribbean (NCES, n.d.).

  5. We use the term Latinx as a gender-neutral term for individuals who identify as having ethnic and historical roots to Spanish colonizers and Indigenous groups of present-day Mexico, Central America, South America, and parts of the Caribbean (Salinas & Lozano, 2019). We also include the term Hispanic because of different data and reports that also refer to this group as Hispanic.

  6. We use the term Asian for individuals who can trace their ancestry to East Asia, Southeast Asia, or the Indian subcontinent including Cambodia, China, India, Japan, Korea, Malaysia, Pakistan, the Philippine Islands, Thailand, and Vietnam (NCES, n.d.).

  7. In this article, we use upward transfer and vertical transfer interchangeably, both of which refer to community college students transfer to 4-year institution to complete their baccalaureate education.

  8. We use the term minoritized to denote the objective outcomes resulting from the historical and contemporary practices of racial and ethnic exclusion along with the continued social, political, and economic existence of marginality and discrimination (Chase et al., 2014). The focus is not on numerical representation rather access to societal privileges within the U.S.

  9. Prior studies such as Wassmer et al (2004) suggested six academic years is a “more appropriate time span over which to observe transfer outcomes…” (p. 669).

  10. Given credit loads are a key indicator of academic momentum, we excluded international students from the analysis as they are typically required to enroll full-time.

  11. UCC was not approved to offer any of their own baccalaureate degree programs during the time period captured in our original or updated dataset.

  12. Students (n = 109) enrolled in Associate of Arts in Teaching (AAT) are also included.

  13. The results are available for readers upon reasonable request.

  14. In this study, we focused on comparing the disparities in transfer outcomes between white/Asian students and Black and Hispanic/Latinx students, and between Black and Hispanic/Latinx students. We did use multi-group SEM to compare disparities in transfer outcomes between white and Asian students. And there are no significant differences between these two groups, except for the impact of summer enrollment on vertical transfer. Results are available for readers upon reasonable request.

  15. We utilized t-tests to determine if there are statistically significant differences in parameter coefficients across comparison groups.

  16. Model fit indices are available for reasonable request.

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Authors and Affiliations

  1. Center for Community College Student Engagement, University of Texas at Austin, 3316 Grandview Street, Austin, TX, 78705, USA

    Hongwei Yu

  2. College of Education, University of Houston, 3657 Cullen Blvd - 481 Farish Hall, Houston, TX, 77204-5023, USA

    Lyle McKinney

  3. Research, Analytics, and Decision Support, Houston Community College, Houston, USA

    Andrea Burridge

  4. Department of Educational Psychology, College of Education, Northern Arizona University, Office: Eastburn Education Building, 209M, Flagstaff, USA

    Susana H. Hernández

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Yu, H., McKinney, L., Burridge, A. et al. How First-Year Academic Momentum Influences Transfer Outcomes Among Different Racial and Ethnic Groups. Res High Educ 65, 1461–1490 (2024). https://doi.org/10.1007/s11162-024-09803-9

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