Use findings on gender and GPA among two-year black transfers to inform debates on the two-year transfer pathway in engineering¶

Strategy · All strategies
Evidence · 2 claims (1 for, 1 mixed) · 1 study (1 associational), q2 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

The authors position their results as input to policy discussions about the two-year transfer route into engineering for black and other minority students. They state the findings "should inform debates regarding the effectiveness of the two-year transfer pathway in engineering for black and other minority students." The strategy is to ground such debates in evidence distinguishing transfer origin, gender, and academic achievement rather than treating transfers as a single group.

Design Implications¶

Context¶

Requirements¶

• Longitudinal data that can distinguish transfers from two-year versus four-year institutions and track engineering GPA and graduation outcomes

Constraints¶

• The analysis concerns black engineering transfer students; the authors note the earlier persistence finding does not hold for students of other ethnicities

Target Learners¶

• black or African American undergraduate engineering students who transfer from two-year colleges

Target Learning Goals¶

• persistence and six-year graduation in engineering majors

Claims¶

• Black students in engineering are more likely to transfer from other four-year institutions than from two-year institutions [~W]
• Black transfer students are more likely to persist in engineering than non-transfer black students after controlling for credits earned, a pattern not found for students of other ethnicities [+W]

Related Strategies¶

Examples¶

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Key Sources¶

• C. Cosentino, M.D. Sulivan, N.T. Gahlawat, M.W. Ohland, R.A. Long. (2014). Black Engineering Transfer Students: What Explains Their Success? IEEE Frontiers in Education Conference. https://www.mathematica.org/publications/black-engineering-transfer-students-what-explains-their-success