The Influence of Community College Experiences on College Choice of Latina/o Transfer Students: A Psychosociocultural Approach

This study set out to investigate the influence of psychological, social, and cultural experiences during community college on the college choice processes of Latina/o students who transferred to a selective university. Ten interviews with Latina/o respondents who had transferred to a selective university in California were conducted. The sample varied by baccalaureate degree status (five out of the ten respondents were recent college graduates), gender (five out of the ten respondents were female), and age (ranging from 21 to 32). To understand the complex educational experiences of respondents, this study employed the psychosociocultural (PSC) conceptual framework—a strength-based, holistic model used extensively to investigate educational persistence of Latina/o student groups (Castellanos & Gloria, 2007; Gloria & Rodriguez, 2000). The findings of this study led to the emergence of the following five themes: Motivation and Aspirations Fueled by Familismo, Validation from Faculty and/or Staff, College Knowledge from Faculty, Staff, and/or Peers, Encouragement from Parents, and Transfer Culture Created by the Community College. Additionally, two factors not currently captured by the PSC conceptual framework—Major Fit and University Prestige—emerged in this study. This research shows that to understand the function of community college on baccalaureate attainment of Latina/o students, a closer investigation into psychological, social, and cultural experiences during community college that contribute to college decision-making processes is necessary. Recommendations for best practices and suggestions for future research are discussed