Research indicates that transfer students often perform as well as, if not better than, their peers who start at four-year institutions. However, misconceptions about the rigor and value of community college education persist. Faculty can challenge these biases by recognizing the strengths transfer students bring and advocating for institutional policies that facilitate credit transfer and academic integration.

By fostering a supportive environment and actively participating in the transfer process, faculty members can help dismantle systemic barriers, ensuring that transfer students are not only admitted but also thrive in their pursuit of a bachelor's degree. This proactive approach is essential for institutions aiming to uphold diversity and equity in a post-affirmative action landscape.

Host:

Loida González Utley

Director of Recruitment and Enrollment Services
Texas A&M University- Central Texas
loida.gonzalez@tamuct.edu

Guests:

Dr. Celina Benavides 

Tenured Professor of Psychology
Oxnard College
cbenavidesblack@vcccd.edu

Dr. José Maldonado

Associate Professor
Oxnard College
jmaldonado@vcccd.edu

Resources:

Harvard Kennedy School Publication: https://studentreview.hks.harvard.edu/disrupting-the-supreme-court-decision-how-universities-can-increase-diversity-in-a-post-affirmative-action-climate/

FMI: www.aacrao.org

Email Transfer Tea at transfertea@aacaro.org