UCLA

ABSTRACT OF THE DISSERTATION

Soulfully Resistant Transferistas:

Understanding the Chicana Transfer Experience

from Community College and into the Doctorate

by

Martha Alicia Rivas

Doctor of Philosophy in Education

University of California, Los Angeles, 2012

Professor Daniel G. Solorzano, Committee Chair

U.S. doctoral production rates between 1990-2000 indicate Chicana recipients continue to be less than one percent in the nation (Solorzano, Rivas, & Velez, 2005; Watford, Rivas, Burciaga, & Solorzano 2006). However, during this time frame, one out of four Chicana/o doctoral recipients began their postsecondary pathway at the community college. Thus Chicana/os are more likely than any other racial group to obtain a doctoral degree through the community college entry point (Solorzano, et. al, 2005; Rivas, Perez, Alvarez, & Solorzano, 2007). Within this eleven year analyses, a consistent pattern emerge from 1998 through 2000: Chicanas transfer scholars experience a slight overrepresentation in doctorate production than their male counterparts. These data warrant queries on the Chicana experience and trajectories as they maneuver through to reach the last phase of the educational pipeline.

This study is the first attempt to document the perspectives of Chicana community college transfer students on their experience while at the four-year institution and their preparation towards graduate school. This study merges critical race theory and Chicana Feminist Epistemology in Educational Research to create a new lens - Chicana Feminist Critical Praxis. With these theoretical and epistemological frameworks, Testimonios as platicas was the primary method of data collection. Testimonios as platicas serve as the platform for the eight Mujeres in this retrospective study to speak, share and critique their educational journeys. Thus, in order to understand the Chicana transfer experience, their Testimonios--their voices--sharpen this body of work. This study discusses transfer-obstructive institutional barriers; transfer-supportive institutional factors; and Chicana transfer navigational tools employed while at the four-year institution and as they prepared to apply to graduate school. The concept of Transferistas - defined as a group of politicized Chicana transfer students soulfully resistant and committed to their own movement from community college to the doctorate - is discussed as a salient finding. Further, this study deconstructs how Chicana transfer students experience racism, classism, ageism, languageism and the intersectionalities with transferism - defined as the institutional neglect and disrespect against community college transfer students. This study provides research, programmatic and policy recommendations to strengthen the entire educational pipeline for Chicana community college transfer students.