Abstract
The purpose of this study was to better understand the first-generation reverse-vertical transfer student experience. Reverse-vertical transfers are students who began their post-secondary education at a four-year institution, transferred to a two-year institution to complete their general education requirements, and then returned to a four-year institution. Reverse-vertical transfer may be experienced by many students, particularly first-generation students, yet we do not exactly know because it has not received much attention in the literature. This study was an attempt to assist in clarifying the meaning and use of reverse-vertical transfer. Thus, it examined the relatively new term of reverse-vertical transfer. It also adds to the literature on reverse-vertical transfer by allowing the student voice to describe which factors that led them to reverse-vertical transfer. Interviews with 12 participants who were former reverse-vertical transfer students revealed that they often found themselves in a confusing predicament. This study used a phenomenological qualitative design to identify the successes and challenges first-generation reverse-vertical transfer students faced. The theoretical frameworks of self-determination theory (Deci & Ryan, 1985) and Schlossberg’s transition theory (Chickering & Schlossberg, 1995; Schlossberg, Waters, & Goodman, 1995) were used to help understand the student experience. Recommendations for two- and four-year institutions, policies and future research are included.