College-to-University Transfer Pathway in Ontario through the Eyes of Black Transfer Students

This study aims to help college-to-university transfer pathways to achieve their policy objective of functioning as a mechanism of social equity and inclusion by facilitating alternative access to university-based education for students from historically disadvantaged backgrounds. The study identifies a number of institutional and social constructs which weaken the ability of these pathways to act as a meaningful corrective of social disadvantage. The study offers a line of thought about this issue by examining the experiences of Black college-to-university transfer students in a major research university of the Canadian province of Ontario. Using interview data obtained from Black transfer students and administrative staff, the analysis identified four themes: (1) racial essentialist the racism of low expectations; (2) underrepresentation; (3) and other inadequacies associated with the transfer ecosystem such as credit recognition and academic advising. The research underscores the importance of incorporating Black transfer students’ perspectives into the policy and practice of transfer pathways. The study additionally offers recommendations for institutional leaders interested in eliminating barriers which hinder educational pathways from achieving the social equity objectives assumed in policy.