Voces que importan: A systematic literature review of the experiences of Latinx community college transfer students

Latinx students often enroll in community colleges as a pathway to transfer to four-year institutions and earn their bachelor's degrees. However, data reflects disparate rates at which Latinx community college students are transferring to four-year institutions. In this systematic literature review I use a thematic analysis approach to identify and synthesize common challenges and barriers faced by Latinx community college transfer students. Specifically, I focus on the experiences of these students during their time at community college and after they transfer to a four-year institution. The findings showed students experienced challenges that can be described as nonacademic, academic, and institutional and highlight the need for equity driven programs, policies, and practices that can help foster success among Latinx community college transfer students at both the sending and receiving institutions. Additionally, this systematic literature review on the transfer experiences of Latinx community college students, reveals recommendations that will better support their ability to navigate within these spaces. This review concludes by acknowledging the need for more on-going research that values the unique experiences of Latinx community college transfer students so that researchers may continue to provide accurate and impactful recommendations to community college and four-year institution leaders and policy makers in order to improve transfer rates and degree attainment.