Abstract
A study was conducted to identify organizational factors facilitating or inhibiting the transfer of Hispanic students from California community colleges to four-year institutions. Using the Kanter model of structural determinants for organizational behavior, the study examined opportunity structures (e.g., placement procedures and mobility prospects); routes to organizational power (e.g., student participation in extra-curricular activities and home, work, or campus alliances); and representation (i.e., the proportions of Hispanic and non-Hispanic White students within the community college student body). Three mid-sized, suburban community colleges were selected as study sites. One college had high transfer rates for both Hispanic and non-Hispanic White students, one had low transfer rates for both groups, and the third had a high transfer rate for non-Hispanic White students and a low transfer rate for Hispanic students. Interviews and surveys were used to gather information on college structures and routines from students, staff, and faculty. Study findings included the following: (1) Hispanic students were overrepresented in remedial English courses; (2) the college with the high transfer rates offered a remedial English course tailored especially for Hispanic students; (3) on-campus employment was found to help students use the educational system effectively; and (4) the colleges with high and discrepant transfer rates had more organizational vehicles for communication with their student bodies than the college with low transfer rates. (AJL)