Chicanos/as are one of the most underrepresented groups in higher education and least likely to complete a baccalaureate degree. Most Chicana/as in California begin and end their postsecondary educational journey at a community college. The purpose of this qualitative case study was to understand the role classroom faculty institutional agents play in the successful transfer of Chicano/a students. Eight Chicano/a students who transferred and graduated from a university were interviewed and they nominated classroom faculty members viewed as instrumental in their transfer success. Five classroom faculty members identified by the students were interviewed. Findings suggest that faculty institutional agents engage in five important practices to assist Chicana/o students to transfer: taking responsibility for student success, holding high academic expectations for students, developing strong relationships with students, sharing their personal educational stories, and connecting students to resources and contacts.
- community college,
Available at: http://works.bepress.com/edlyn_pena/9/