“What You Know About Transferring?”: Exploring Transfer Experiences of Black Transfer Students at Historical White Institutions

Abstract

The ongoing underrepresentation of Black students, especially during transitionslike transferring from community colleges to historically White institutions (HWIs), highlights critical systemic inequities requiring urgent action. Black transfer students often face unique challenges rooted in racialized and institutional barriers, including microaggressions, racism, and inadequate advising, that threaten their sense of belonging and academic success. Despite these obstacles, Black transfer students demonstrate resilience, agency, and strength, leveraging cultural assets and support networks to navigate their transfer journeys. This qualitative study examines the lived experiences of Black transfer students transitioning from community colleges to HWIs, highlighting their agency, strengths, and the resources they utilize to navigate their academic journeys. This study also examines the racialized and systemic challenges Black transfer students encounter and the resilience they draw upon in the face of adversity. Guided by Critical Race Theory (CRT) and Community Cultural Wealth (CCW), this study examines how vii race, culture, and social capital influence Black transfer students’ perceptions, challenges, and successes during their transition from a community college to their initial semester at the HWI. Data were collected through semi-structured interviews with purposefully selected participants, allowing for an in-depth exploration of their lived experiences. Guided by Critical Race Methodology, the analysis uncovered five key themes: Belongingness, Capitalizing on Support, Shock and Confusion: Navigating the Unknown, Agentic Advocacy, and The Blueprint: Black Transfer Student Experiences that Shape Success. This approach enabled a nuanced understanding of how race, power, and systemic inequities influence students’ perceptions and pathways, emphasizing their agency and resilience within racially charged institutional contexts. Findings highlight barriers such as microaggressions, racism, and insufficient advising, which threaten Black transfer students’ sense of belonging and academic persistence. Conversely, the mobilization of cultural assets, proactive self-advocacy, and culturally responsive institutional support act as vital resilience factors. This study highlights the importance of higher education institutions implementing inclusive practices, increasing representation, and developing targeted support systems to promote equitable pathways for transfer. By centering the voices of Black transfer students, this research offers critical insights for policymakers and practitioners seeking to dismantle systemic inequities and foster a more equitable and supportive educational environment.