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'Eventually, It Became My Source of Motivation': Black STEM Transfer Students' Agentic Responses to Negative Campus Ethos at an HSI

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Title: 'Eventually, It Became My Source of Motivation': Black STEM Transfer Students' Agentic Responses to Negative Campus Ethos at an HSI
Language: English
Authors: Yoon Ha Choi (ORCID 0000-0003-2266-5946), Marie Janelle Tacloban-Moore, Sarah L. Eddy, Geoffrey Potvin, Rocio Benabentos, Laird Kramer
Source: Journal of College Student Retention: Research, Theory & Practice. 2025 27(1):106-130.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 25
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Minority Serving Institutions, African American Students, STEM Education, College Transfer Students, Student Attitudes, Minority Group Students, Student Experience, Educational Environment, School Culture
DOI: 10.1177/15210251231157650
ISSN: 1521-0251
1541-4167
Abstract: As the fastest growing minority serving institution type, Hispanic-serving institutions (HSIs) play important roles in reaching and serving a diverse group of students beyond Hispanic/Latine-identified students, including Black students. To understand Black STEM transfer students' experiences at an HSI, we conducted and analyzed 10 student interviews guided by Harris and Wood's Socio-Ecological Outcomes model. We found four themes. The first theme revealed participants had positive impressions of the HSI before transfer, due to its perceived racial/ethnic diversity. The second and third themes pointed to negative experiences after participants' arrival at the HSI, connected to their status as transfer students and as Black students, respectively. In the final theme, participants exercised their agency, which allowed them to persist and succeed despite inadequate institutional support. Based on these findings, we urge HSIs to intentionally devote more attention and resources to support Black STEM transfer students and otherwise minoritized students.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1466248
Database: ERIC
FullText Text:
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  Data: 'Eventually, It Became My Source of Motivation': Black STEM Transfer Students' Agentic Responses to Negative Campus Ethos at an HSI
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  Data: <searchLink fieldCode="AR" term="%22Yoon+Ha+Choi%22">Yoon Ha Choi</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2266-5946">0000-0003-2266-5946</externalLink>)<br /><searchLink fieldCode="AR" term="%22Marie+Janelle+Tacloban-Moore%22">Marie Janelle Tacloban-Moore</searchLink><br /><searchLink fieldCode="AR" term="%22Sarah+L%2E+Eddy%22">Sarah L. Eddy</searchLink><br /><searchLink fieldCode="AR" term="%22Geoffrey+Potvin%22">Geoffrey Potvin</searchLink><br /><searchLink fieldCode="AR" term="%22Rocio+Benabentos%22">Rocio Benabentos</searchLink><br /><searchLink fieldCode="AR" term="%22Laird+Kramer%22">Laird Kramer</searchLink>
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: 10.1177/15210251231157650
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  Data: 1521-0251<br />1541-4167
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  Data: As the fastest growing minority serving institution type, Hispanic-serving institutions (HSIs) play important roles in reaching and serving a diverse group of students beyond Hispanic/Latine-identified students, including Black students. To understand Black STEM transfer students' experiences at an HSI, we conducted and analyzed 10 student interviews guided by Harris and Wood's Socio-Ecological Outcomes model. We found four themes. The first theme revealed participants had positive impressions of the HSI before transfer, due to its perceived racial/ethnic diversity. The second and third themes pointed to negative experiences after participants' arrival at the HSI, connected to their status as transfer students and as Black students, respectively. In the final theme, participants exercised their agency, which allowed them to persist and succeed despite inadequate institutional support. Based on these findings, we urge HSIs to intentionally devote more attention and resources to support Black STEM transfer students and otherwise minoritized students.
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      – TitleFull: 'Eventually, It Became My Source of Motivation': Black STEM Transfer Students' Agentic Responses to Negative Campus Ethos at an HSI
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