The purpose of this study was to understand the experiences and expectations of community college students attending Temple College and Central Texas College regarding what they may expect as part of the vertical transfer process in order to improve the likelihood of their persistence to graduation at Texas A&M University-Central Texas (TAMUCT). The target population was approximately 700 students enrolled in two feeder Texas community colleges who had expressed intent to transfer to TAMUCT. The response rate was 19%, and 136 useable surveys were used for analysis. The sample was 74% female, 45% White with the majority minority. To assess the relationships between community college experiences and transfer expectation variables, correlations and logistic regression were used. No linear relationships were found regarding gender, age, ethnicity, highest level of parents' education, the aspirational variables of highest academic degree intend to obtain at any college or university and at TAMUCT, and the feeder community college attended and the two scales. A statistically significant relationship was found between parental income level and reported community college experiences (F(4, 79) = 2.612, p = .042) and vertical transfer expectations (F(4, 52) = 3.318, p = .017). Community college students from lower socioeconomic backgrounds may utilize …

This study uncovers the experiences of Latinos/as in allied health graduate programs and provides vital information which may help increase the number of Latino/a healthcare providers. It focuses on the testimonios (life narratives) of 9 Latinos/as who graduated from allied health graduate programs. Academic resilience and community cultural wealth theories framed the study while testimonio methodology guided data collection. Alumni were interviewed about the personal experiences and educational journeys that led them to successfully complete graduate allied health degrees. Participants’ family background, educational history, personal and environmental factors were considered. Participants described learning about the value of education early in their lives in home and school settings. The interviews also revealed the importance of participants’ personal drive and desire to excel academically and professionally. Participants noted that the academic rigor and adjustment required to succeed in graduate allied health programs, combined with feelings of social isolation, made their transition to the graduate program challenging. Family and social networks were noted as the most supportive in regards to participants’ retention and success. Research implications include the use of methodologies and theoretical frameworks which focus on the voices and experiences of underrepresented students in the allied health professions. Implications for allied health …