| Abstract: |
The California Community College system enrolls over one million Latina/o/x students annually, yet only 2% transfer within two years. Although there are many reasons why Latina/o/x community college students struggle to successfully complete the transfer process, one of the relationships that is often overlooked by researchers is the unique role that families play in the transfer success of their transfer-going student. Utilizing platica methodology and familial testimonios, I explored the transfer decision-making processes of Latina/o/x community college students through a family-centered approach. A total of forty-eight platicas were conducted with sixteen Latina/o/x students and thirteen testimonios with their family members. I used College-conocimiento (Acevedo-Gil, 2017), Apoyo Sacrificial (Cuevas, 2021), and Transfer Receptive Culture (Herrera et al., 2020) frameworks to conceptualize the complex and nuanced transfer decision-making processes that Latina/o/x students and their families experience to achieve transfer success.Findings suggest that Latina/o/x community college transfer students faced complex transfer decisions shaped by cultural identity, family obligations, systemic barriers, and practical constraints like finances, housing, and transportation. Many were driven by a desire to uplift their communities and pursue educational equity, often prioritizing proximity to home due to caregiving roles, emotional support, and immigration-related concerns. Furthermore, families played a vital role in supporting Latina/o/x pre-transfer students by offering emotional, practical, and knowledge-based assistance rooted in love and resilience. Despite limited formal knowledge of the transfer process, they acted as advocates and resourceful guides, helping students manage both academic and personal challenges. While Latina/o/x community college students drew on a wide range of formal programs and informal networks to support their transfer journeys, many still face |