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
N1 - Funding Information:
This study was conducted as part of the Wisconsin Transfer Equity Study (WTEq), funded by the Ford Foundation. In Fall 2008, the Center for Urban Education (CUE) gathered with academic leaders and institutional researchers of the University of Wisconsin (UW) and Wisconsin Technical College System (WTCS) to gain a better understanding of the ways that system-level policies in Wisconsin facilitate or pose barriers to transfer for African Americans, Latinas, Latinos, Native Americans, and Southeast Asians. Our goal was to define the problems of transfer for these groups as well as to generate ideas about how to address those problems through changes in policies and practices at the system and campus levels. The impetus for the WTEq study arose from findings that emerged from using the Equity Scorecard in Wisconsin, an ongoing initiative designed by CUE to identify and close achievement gaps for historically underrepresented racial-ethnic groups.
Publisher Copyright:
© The Author(s) 2012.
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
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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 -