As California’s Latinx population increases, so does the enrollment of Latinx students in institutions of higher learning. Latinx students disproportionally begin their higher education journey at community colleges. Of the Latinx students who do transfer, a limited number of students transfer to Research 1: Doctoral Universities. Once at the receiving 4-year institution, transfer students are oftentimes perceived as less academically prepared. By experiencing racial microaggressions, Latinx transfer students may discern messages as not feeling capable enough to succeed. Guided by Critical Race Theory and Solórzano’s model for understanding racial microaggressions, this qualitative study explored how seven Latinx undergraduate transfer students have been impacted by systemic racism, specifically racial microaggressions, at a public R1 university. The purpose of the study was to document and gain a deeper understanding of the racialized experiences of Latinx transfer students at R1 institutions. Four themes emerged from the findings: experiences with campus climate, transfer experiences, academic experiences, and empowerment through community. Findings provide insight into the type of racial microaggressions Latinx students experience, how they respond to these incidents, and the effects of racial microaggressions as participants navigate a 4-year institution as transfer students. Recommendations for policy and practice include increased diversification of staff and faculty, institutional transparency, dissemination of information, additional support for current resources, increased conversations about race and intersectionality, and development of spaces for Latinx transfer students. Lastly, recommendations for future research are also included.
|Advisor:||Pérez Huber, Lindsay|
|Commitee:||Ortiz, Anna, Olson, Avery|
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||MAI 82/6(E), Masters Abstracts International|
|Subjects:||Higher education, Social studies education, Latin American Studies, Educational sociology, Ethnic studies, Educational administration, Educational leadership, Education Policy|
|Keywords:||Academic self-concept, Campus climate, Campus racial climate, Latinx students, Racial microaggressions, Transfer students, California, Community college students|
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