Abstract
Using critical policy analysis focused on racial-ethnic equity, this study analyses state policy documents and accountability instruments governing transfer from 2-year colleges to 4-year institutions in the following states: California, Florida, Texas, Michigan, Minnesota, Washington, and Wisconsin. Based on data collected in 2009, the findings indicate that state transfer policies are largely “color blind.” In contrast, accountability reporting, including data indicators such as those for underrepresented students, may serve as proxies for monitoring progress toward transfer of racially minoritized students. Recommendations are proposed for creating racially equitable state transfer policies and accountability instruments.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 669-717 |
| Number of pages | 49 |
| Journal | Educational Policy |
| Volume | 28 |
| Issue number | 5 |
| DOIs | |
| State | Published - Sep 1 2014 |
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All Science Journal Classification (ASJC) codes
- Education
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Transfer Equity for “Minoritized” Students : A Critical Policy Analysis of Seven States. / Chase, Megan M.; Dowd, Alicia C.; Pazich, Loni Bordoloi; Bensimon, Estela Mara.
In: Educational Policy, Vol. 28, No. 5, 01.09.2014, p. 669-717.Research output: Contribution to journal › Article
TY - JOUR
T1 - Transfer Equity for “Minoritized” Students
T2 - A Critical Policy Analysis of Seven States
AU - Chase, Megan M.
AU - Dowd, Alicia C.
AU - Pazich, Loni Bordoloi
AU - Bensimon, Estela Mara
PY - 2014/9/1
Y1 - 2014/9/1
N2 - Using critical policy analysis focused on racial-ethnic equity, this study analyses state policy documents and accountability instruments governing transfer from 2-year colleges to 4-year institutions in the following states: California, Florida, Texas, Michigan, Minnesota, Washington, and Wisconsin. Based on data collected in 2009, the findings indicate that state transfer policies are largely “color blind.” In contrast, accountability reporting, including data indicators such as those for underrepresented students, may serve as proxies for monitoring progress toward transfer of racially minoritized students. Recommendations are proposed for creating racially equitable state transfer policies and accountability instruments.
AB - Using critical policy analysis focused on racial-ethnic equity, this study analyses state policy documents and accountability instruments governing transfer from 2-year colleges to 4-year institutions in the following states: California, Florida, Texas, Michigan, Minnesota, Washington, and Wisconsin. Based on data collected in 2009, the findings indicate that state transfer policies are largely “color blind.” In contrast, accountability reporting, including data indicators such as those for underrepresented students, may serve as proxies for monitoring progress toward transfer of racially minoritized students. Recommendations are proposed for creating racially equitable state transfer policies and accountability instruments.
UR - http://www.scopus.com/inward/record.url?scp=84907222719&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84907222719&partnerID=8YFLogxK
U2 - 10.1177/0895904812468227
DO - 10.1177/0895904812468227
M3 - Article
AN - SCOPUS:84907222719
VL - 28
SP - 669
EP - 717
JO - Educational Policy
JF - Educational Policy
SN - 0895-9048
IS - 5
ER -