The Role of Institutional Agents in Promoting Transfer Access - Special Issue

Oct 15, 2026

Institutional agents play a critical role in widening college access and improving success for students from non-dominant racial/ethnic backgrounds and low socioeconomic status groups. Using attachment theory, the study explains how institutional agents can offer a psychologically secure base that supports successful postsecondary transitions and collegiate identity development. Narrative analysis draws on life stories of ten low-status students who transferred from community college to selective colleges or universities, showing how authoritative practitioners raised aspirations. Findings also support targeted professional development for faculty and administrators as institutional agents.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages44

Reading Time1 h 51 min

AccessFree to download

Introduction

Abstract

Keywords

The Role of Institutional Agents in Promoting Transfer Access

Institutional agents and transfer outcomes

Collegiate identity development

Practitioner roles and professional development

SPECIAL ISSUE The American Community College in the 21st Century education policy analysis archives A peer-reviewed, independent, open access, multilingual journal Arizona State University | Volume 21 Number 15 | February 25th, 2013 | ISSN 1068-2341 | | --- | --- | --- | The Role of Institutional Agents in Promoting Transfer Access Alicia C. Dowd University of Southern California United States of America Jenny H. Pak Biola University United States of America Estela Mara Bensimon University of Southern California United States of America Citation: Dowd, A. C., Pak, J. H., & Bensimon, E. M. (2013) . The role of institutional agents in promoting transfer access. Education Policy Analysis Archives, 21(15) . Retrieved [date], from [http://epaa.asu.edu/ojs/article/view/1187](http://epaa.asu.edu/ojs/article/view/1187. This)[. This](http://epaa.asu.edu/ojs/article/view/1187. This) article is part of EPAA/AAPE’s Special Issue on The American Community College in the 21st Century, Guest Edited by Dr. Jeanne M. Powers and Amelia M. Topper. Abstract: A growing body of research points to the important role played by “institutional agents” in facilitating college access and success for students from non-dominant racialethnic and low socioeconomic status groups. Applying attachment theory, this study adds to that literature by demonstrating how institutional agents can provide a secure base, in a Education Policy Analysis Archives Vol. 21 No. 15 SPECIAL ISSUE 2 psychological sense, for such low-status college students in the United States to make successful postsecondary transitions and develop collegiate identities. Based on the life stories of 10 low-status students who successfully transferred from a community college toa selective college or university, our narrative analysis depicts the students’collegiate identity development and how college practitioners in positions of authority were instrumental in raising their collegiate aspirations. The results demonstrate the role of college practitioners in facilitating students’ postsecondary transitions and warrant the professional development of faculty and administrators as institutional agents. We conclude by providing resources for practitioners to develop their professional knowledge and capacity to act as institutional agents. Keywords: community college, transfer, institutional agents, student identity development, professional development. El papel de “empoderamiento” de los agentes institucionales en la promoción de acceso através de procesos de transferencia. Resumen: un creciente conjunto de investigaciones apunta a la importante función desempeñada por "los agentes institucionales" para facilitar acceso a la universidad y el éxito de estudiantes de grupos raciales y étnicos no dominantes y de estatus socioeconómico bajo. Aplicando la teoría delapego (attachment theory en inglés), este estudio fortalece esa literatura demostrando cómo los agentes institucionales pueden proporcionar una base segura, en sentido psicológico, para tales estudiantes universitarios no tradicionales de los de los Estados Unidos y continuar con éxito las transiciones y desarrollar identidades universitarias. Basado en las historias de vida de diez estudiantes de bajo nivel socioeconómico-estado que transfirieron de un community college para una universidad selectiva, nuestro análisis narrativo muestra el desarrollo de la identidad de estudiantes universitarios y cómo profesionales en posiciones de autoridad fueron fundamentales para elevar sus aspiraciones universitarias. Los resultados demuestran el papel de “empoderamiento”de los agentes institucionales en la facilitación de acceso de miembros de la facultad de facilitar las transiciones universitarias y garantiza el desarrollo profesional del profesorado como agentesinstitucionales. Concluimos con sugerencias de recursos para que los profesores desarrollen su conocimiento profesional y su capacidad para actuar

FAQs

What does the study examine about institutional agents?

It examines how institutional agents facilitate college access and success, particularly for students from non-dominant racial/ethnic and low socioeconomic status groups during postsecondary transitions.

What theoretical lens does the study use?

The study applies attachment theory to explain how institutional agents can provide a psychologically secure base for students’ successful transitions and identity development.

How were the findings derived?

Findings come from narrative analysis based on the life stories of 10 low-status students who transferred from community college to selective institutions.

Oct 15, 2026

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