Determinants of Intent to Transfer among Black Male Community College Students: A Multinomial, Multi-Level Investigation of Student Engagement


by J. Luke Wood & Robert T. Palmer ó 2016

Background/Context. Transfer is a core function of community colleges; this is a critical point given that these institutions serve as the primary pathway into postsecondary education for Black men. However, too few Black men identify transfer as a primary goal and/or eventually transfer to a 4-year college or university.

Purpose/Objective/Research Question/Focus of Study. Using Nora and Rendonís (1990) research on transfer predisposition as a theoretical guide, this study investigated determinants of Black male community college studentsí predisposition to transfer from a community college to a 4-year university. This research sought to determine whether student-level and institutional-level measures of engagement were predictive of transfer intent. This research also examined whether engagement predictors at the student level had randomly varying slopes across colleges.

Population/Participants/Subjects. This study employed a quantitative analysis of secondary data from the Community College Survey of Student Engagement (CCSSE). A total of 11,384 Black men nested within 259 community colleges were included in the analytic sample.

Research Design. Data were analyzed using multilevel, multinomial logistic regression. Studentsí predisposition to transfer was modeled in three categories, transfer as a primary goal, secondary goal, or not a goal. The first analysis examined predictors of studentsí intent to transfer using student-level variables while the second analysis added institutional-level variables. In the third analysis, the researchersí constructed random slopes and intercepts models to investigate whether the student-level engagement slopes on the outcome differed across the nested structure.

Findings/Results. Students with transfer as a primary goal (as opposed to not being a goal) were more likely to be younger, have earned more credits, non-first-generation, full-time enrollees, and to have taken developmental education courses. They were also more likely to spend more hours per week studying and involved in extracurricular activities. These students were also more engaged in active and collaborative learning and used student services on campus.

Conclusions/Recommendations. This research has shown that that the factors influencing Black menís predisposition toward transfer largely mirror that of their White and Hispanic peers. Findings from this study demonstrated that social integration was a positive predictor of studentsí intent to transfer; the finding diverges from prior research on Black men in the community college, which have shown social integration to serve as a negative predictor of success outcomes.



To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below:

Sign-in
Email:
Password:
Store a cookie on my computer that will allow me to skip this sign-in in the future.
Send me my password -- I can't remember it
 
Purchase this Article
Purchase Determinants of Intent to Transfer among Black Male Community College Students: A Multinomial, Multi-Level Investigation of Student Engagement
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees.
$12
Become a Member
Online Access
With this membership you receive online access to all of TCRecord's content. The introductory rate of $25 is available for a limited time.
$25
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.
$210


Cite This Article as: Teachers College Record Volume 118 Number 8, 2016, p. 1-28
http://www.tcrecord.org ID Number: 21182, Date Accessed: 12/12/2017 10:44:05 PM

Purchase Reprint Rights for this article or review