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Description
Over the past 2 decades, scholars have made efforts to critically examine challenges in the vertical transfer pathway for community college students transferring to 4-year institutions (Handel, 2011; Jain et al. 2020; Strempel, 2013). Though there are many challenges in the vertical transfer pathway, credit loss and extended graduation timelines can significantly affect the economic and social mobility of minoritized students. Articulation agreement policies were developed to reduce credit loss in the vertical transfer between community colleges and public 4-year institutions (Brint & Karabel, 1989; Cohen, 1995). Acknowledging the cyclical nature of large sociopolitical discourses and the reflective and productive properties of discourse in articulation agreement policy is important. This study aimed to explore and interrogate discourses in articulation agreement policies that may contribute to challenges in the vertical transfer pathway for minoritized students. This was done by identifying predominant discourses that depict community college transfer students and what reality was produced by discourses in the policy. I approached this question from a feminist poststructural paradigm, using the theoretical framework of transfer receptive culture (Jain et al., 2020) to guide the sample selection and policy discourse analysis to analyze the discourses in the chosen policy documents (Allan, 2008; Dirks, 2016; Jain et al., 2020).
Publication Date
10-28-2024
Recommended Citation
Tobby, Bragdon and Gillon, Kathleen, "What is Missing? Policy Silences in Rural Serving Post Secondary Articulation Agreements" (2024). Rural Issues Symposium. 51.
https://digitalcommons.library.umaine.edu/rural_issues/51