Action research project: Open access
MA Higher Education Leadership
This study explores the reverse transfer student identity, a population or group that transfers from a four-year college or university to a two-year community college. The research utilizes a San Diego two-year community college as the sample institute to discover more about a sample of the reverse transfer student identity. The theoretical framework includes a combination of intersectional stigma and the ethic of care that is implemented throughout the transition process for the student. The purpose of this study is to seek and uncover patterns as to why students reverse transfer and what support looks like for them. How does intersectional stigma affect the reverse transfer population during their transition into a two-year community college and what ethics of care could be integrated? Using qualitative interviews and O'Leary's cycle of research model, the three interviews illustrate that the reverse transfer identity has varied backgrounds and goals. Ultimately, the decision to reverse transfer can vary but there are differences on whether it is a positive experience or a negative one. This interview study enhances future research by highlighting a small sample of the reverse transfer student population and displays personal experiences that contribute to their intersectional identities.
Digital USD Citation
Burga, Stephanie, "Supporting Reverse Transfer Students: From Trauma to Transition and Triumph" (2022). M.A. in Higher Education Leadership: Action Research Projects. 113.
Copyright held by the author