Equitable Transfer Pathways: A Call to Action Through Critical Race Theory

ABSTRACT A critical function of community colleges is student transfer into baccalaureate degree‐granting institutions. While over 80% of community college entrants indicate a desire to transfer, few students successfully do so and achieve their goal of graduating with a bachelor's degree. In particular, transfer and completion rates for Black and Latinx students are lower than their White peers. There is evidence that multiple structural and institutional forces impact students’ navigation of the transfer process and, ultimately, make it difficult for racially minoritized students achieve their educational goals. Given evidence of racial and organizational dynamics that inform transfer, we aimed to better understand and respond to the detrimental effects of systemic and racial marginalization on transfer. As such, in this article, we used applications of Critical Race Theory (CRT) to investigate existing literature related to community college transfer student success. In our analysis, we discuss how elements of CRT, including structural racism, interest convergence, whiteness as property, counternarratives, and racialized organizations, manifest in transfer pathways. In an effort to work toward action and improving structures, we conclude by offering reflecting points and guiding questions for practitioners, leaders, and researchers.