Using data from a south-west alliance between two-year colleges and four-year universities, this study provides insight into the needed resources at partner institutions to promote the successful transfer and retention for minoritized students in STEM. The study includes responses from over 500 students who were engaged in alliance-related activities over the course of several years and insight from over 200 STEM faculty and staff. Findings indicated that transfer students seek support beyond institutional articulation agreements and that faculty strive to provide additional support. Specifically, we find that student needs include knowledgeable advising and mentoring, lab equipment and study space, and opportunities to connect with STEM professionals in industry and academia. Faculty shared that institutional support should be provided to develop a writing center, increase faculty diversity, and establish diversity training for faculty.
|Number of pages
|Community College Journal of Research and Practice
|Published - 2022