Racial Equity in Transfer Incentive Policies: A Critical Mixed Methods Analysis

Autor/inn/en	George Mwangi, Chrystal A.; Feraud-King, Patricia; Chen, Ling; Tejada, Miguel; Brause, Caryn; Stephens, Kat J.; Scippio-McFadden, Jamina M.; Edelstein, Jeffrey; Wells, Ryan S.
Titel	Racial Equity in Transfer Incentive Policies: A Critical Mixed Methods Analysis
Quelle	In: Community College Review, 51 (2023) 1, S.75-102 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (George Mwangi, Chrystal A.) ORCID (Wells, Ryan S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0091-5521
DOI	10.1177/00915521221125826
Schlagwörter	Community Colleges; College Transfer Students; Incentives; School Policy; Racial Differences; Ethnicity; Critical Theory; Race; State Policy; Policy Analysis; Longitudinal Studies; Postsecondary Education; Equal Education; Barriers; Discourse Analysis; Minority Group Students; Eligibility; Knowledge Level; Educational Change; Transfer Policy; Higher Education; Beginning Postsecondary Students Longitudinal Study + Suchen Sie Ihr Suchwort? Community college; Community College; Hochschulwechsel; Schulwechsel; Studienortwechsel; Anreiz; Schulpolitik; Rassenunterschied; Ethnizität; Kritische Theorie; Rasse; Abstammung; Politikfeldanalyse; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Post-secondary education; Tertiäre Bildung; Diskursanalyse; Eignung; Wissensbasis; Bildungsreform; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	Objective/Research Question: This article examines the racial equity of transfer incentive policies by responding to the research question: How do students of differing races and ethnicities vary in their opportunity to benefit from transfer incentive policies? Methods: We utilized a mixed-methods approach, grounded in Critical Race Theory (CRT). This study included an analysis of state policies' components and mechanisms to consider whether they are grounded in racially unjust assumptions. The critical policy analysis is combined with a QuantCrit analysis of national data from the Beginning Postsecondary Students Longitudinal Study (BPS) to understand how identified aspects of the policies would affect students of differing races/ethnicities. Results: Our critical policy discourse analysis demonstrates that states' transfer incentive policies could foster racial inequity through the requirements students must meet (e.g., full-time status, being under the age of 24) and assumptions about what students may know or need regarding transfer. The QuantCrit analysis revealed that many transfer incentive requirements from the policy analysis findings would have a disproportionately negative effect on racially minoritized students' transfer eligibility. Together, findings and results illustrate how transfer incentives can contribute to educational inequity for racially minoritized students via color-evasive and meritocratic policies. Conclusions/Contributions: Implications include policy reform needed for the development of incentives aligned with closing the racial transfer gap and focused on incentivizing 2- and 4-year institutions in improving the transfer rates of racially minoritized students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01