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Utilizing Schlossberg’s Transition Theory for Student Success: A Case Study of Underrepresented Transfer Students in a Predominantly White Teacher Education Program

DAVId A. BYRD, PH.D. - ASSOCIATE DEAN FOR ADMISSIONS AND STUDENT SERVICES, THE UNIVERSITY OF TEXAS HEALTH SCIENCE CENTER AT SAN ANTONIO

ABSTRACT

 

The researcher of this study examined the experiences of three African American and four Hispanic community college transfers studying in a predominantly White institution (PWI) teacher education program. Extant literature has demonstrated that there is an increasing shortage of public school teachers of color. To address this pervasive crisis, universities must recruit, retain, and graduate larger numbers of underrepresented students from America’s community colleges to fill the gap. Findings from this case study suggest that the University in this study should improve the marketing of academic support resources and provide narrowly tailored services to meet the needs of underrepresented transfer students. Additionally, a proposed amendment to Schlossberg’s Transition Theory is suggested to better represent the assets and liabilities utilized by these populations in this particular PWI.

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