Transfer Equity for “Minoritized” Students: A Critical Policy Analysis of Seven States

Megan M. Chase, Alicia C. Dowd, Loni Bordoloi Pazich, Estela Mara Bensimon

Research output: Contribution to journalArticle

15 Citations (Scopus)

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 languageEnglish (US)
Pages (from-to)669-717
Number of pages49
JournalEducational Policy
Volume28
Issue number5
DOIs
StatePublished - Sep 1 2014

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equity
responsibility
student
monitoring

All Science Journal Classification (ASJC) codes

  • Education

Cite this

Chase, Megan M. ; Dowd, Alicia C. ; Pazich, Loni Bordoloi ; Bensimon, Estela Mara. / Transfer Equity for “Minoritized” Students : A Critical Policy Analysis of Seven States. In: Educational Policy. 2014 ; Vol. 28, No. 5. pp. 669-717.
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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 journalArticle

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