When I left home at 17, I knew I wanted to go to college. I knew earning a degree would help me find a path to a more secure future. And I knew that I was interested in pursuing a career focused on social justice.
I also had no idea how I could afford college when I was already working multiple jobs just to earn enough money to make ends meet. I had never met my father, and I had a rocky relationship with my mother, so I was largely on my own. Fortunately, I was able to use financial aid to enroll at Prairie State College, a community college just outside of Chicago. It remains the best decision I have ever made.
I thrived at Prairie State, where I was surrounded by an incredible community of faculty, staff, and other students who had my back at every turn. The support I received eventually allowed me to earn a scholarship and transfer to a four-year college to begin my pre-law journey.
I’m now a senior at Howard University, where it remains all too obvious that the four-year college experience is not designed for transfer students like me — a realization that leaves us feeling isolated and overlooked.
Like many transfer students, I felt stigmatized during the admissions process and alienated by other students; I didn’t get an orientation when I started, as first-year students do; and many of my previous credits didn’t transfer with me.
That even an HBCU — commonly known for community-building efforts — struggles to effectively support transfer students underscores the gravity of this issue.
Solving such challenges will require four-year universities to reimagine how they support transfer students. Creating a sense of belonging for learners is critical. Research shows that students who feel as though they belong at their institution are more likely to remain and persist. Developing that connection can be challenging for transfer students, especially those coming from community colleges, as there are typically so few of us on a given campus.
Some 80 percent of community college students aspire to earn a bachelor’s degree, yet just one-third transfer to a four-year institution. In total, community college transfers account for just 5 percent of undergraduate students at elite colleges and universities.
The most obvious starting point for institutions looking to better support transfer students from community colleges is to admit more of us. This can be achieved by intensifying outreach efforts at local two-year colleges and more effectively promoting the message that transferring to a selective, four-year university is not only possible but encouraged. Some schools are already making an effort to admit more transfer students.
Community college transfer students can find themselves adrift in their new institutions due to a lack of proper guidance and support. We are typically not given the insider knowledge required to navigate the complexities of a four-year university. For example, I’ve been excluded from being a part of student-led organizations that I would have needed to join as a freshman — when I was still in community college. A history of belonging to these organizations is mandatory when being considered for larger and more prominent selective organizations, including sororities and fraternities.
The absence of a support system can transform what initially felt like an exciting step forward into a daunting and solitary journey. I am fortunate to have benefited from the support of the Jack Kent Cooke Foundation, which provides me with access to a network of fellow transfer students and alumni who have successfully navigated this path.
But many transfer students are not as lucky.
Colleges could help by connecting transfer students with one another — either through on-campus groups or external organizations — to ensure they have the support, community, and resources they need to thrive.
Schools should make it clear that transfer students will be warmly welcomed and supported throughout their academic journey. By doing so, these schools can begin to foster a more inclusive environment, one that acknowledges and values the unique perspectives community college students bring.
Colleges should also work to dismantle obstacles that complicate the transfer process and serve as subtle deterrents to students. Every prohibitive application fee, convoluted form, or arbitrary rule might as well be a sign that says, “Turn back now.”
For example, students lose an estimated 43 percent of their credits when they transfer, wiping out semesters of hard work, extending their time and increasing their costs to a degree. Institutions can proactively create clearer, more consistent transfer agreements with local community colleges, guaranteeing that credits will transfer.
The financial aid and application processes for transfer students, who are not typically provided financial award packages upon admission, must also take into account their unique needs and circumstances.
Here’s why this all matters: Data is clear that students who transfer from a community college are just as capable of succeeding as students who are first-time freshmen or transfer from four-year institutions.
We know we can do this. We just need opportunities and support.
Rebbie Davis is an English major, Philosophy minor who previously attended Prairie State College before transferring to Howard University. She is president of the Howard University Writers Guild and vice chair of HU’s Future Law Scholars’ board of directors.
Contact the opinion editor at [email protected].
This story about community college transfer students was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for our higher education newsletter. Listen to our higher education podcast.
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