TY - JOUR
T1 - “A better person coming out than going in”
T2 - Community College Transfer Students and Constructivist Grounded Theory
AU - Rodriguez, Sheri K.
AU - Kerrigan, Monica Reid
N1 - Publisher Copyright:
© 2018, © 2018 Taylor & Francis Group, LLC.
PY - 2019/6/3
Y1 - 2019/6/3
N2 - This study explored community college transfer student (CCTS) identity, development, and engagement at four-year institutions. The grounded theory approach was applied to develop CCTS-specific theories. Relational maps and interview questions were included in the research design to explore meaning making given the intersections of identity, development, and engagement. Findings revealed three interlocking concepts, the mechanisms that CCTSs use to cope unanticipated conflicts they experience upon transitioning to their four-year institutions, leading to the desire for self-improvement. Implications for policy, practice, and research in addition to the study’s limitations are also discussed.
AB - This study explored community college transfer student (CCTS) identity, development, and engagement at four-year institutions. The grounded theory approach was applied to develop CCTS-specific theories. Relational maps and interview questions were included in the research design to explore meaning making given the intersections of identity, development, and engagement. Findings revealed three interlocking concepts, the mechanisms that CCTSs use to cope unanticipated conflicts they experience upon transitioning to their four-year institutions, leading to the desire for self-improvement. Implications for policy, practice, and research in addition to the study’s limitations are also discussed.
UR - http://www.scopus.com/inward/record.url?scp=85049618535&partnerID=8YFLogxK
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U2 - 10.1080/10668926.2018.1490670
DO - 10.1080/10668926.2018.1490670
M3 - Article
AN - SCOPUS:85049618535
SN - 1066-8926
VL - 43
SP - 455
EP - 475
JO - Community College Journal of Research and Practice
JF - Community College Journal of Research and Practice
IS - 6
ER -