Exploring the Upward Transfer Advising Experience of First-Generation Latinx Community College Students

The purpose of this qualitative study was to investigate the student experience of Latinx first-generation community college students who graduated from a community college and transferred to a 4-year university. The research examined if intrusive advising served as a mechanism to aid academic persistence despite the challenges of first-generation Latinx students. Eleven first-generation community college students who graduated from a Hispanic Serving Institution in southwest Kansas were interviewed. The thematic analysis conducted led to five themes emerging. The themes included family, meaningful relationships, belonging, independence, and embracing uncertainty. The theme of family was separated into two subthemes: family support and pride. Participants expressed having established meaningful relationships with several people, which resulted in four sections: advisors, faculty and staff, club sponsors, and peers. The themes illustrate the experience of Latinx first-generation community college graduates who transferred to a university. The results will enhance understanding of the effectiveness of intrusive advising for first-generation Latinx students to integrate socially and academically into institutions