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This study examined the critical race pedagogy of the Summer Transfer Enrichment Program (STEP) over a 5-year span and how the curriculum and supplemental academic programming aided in the development of a positive transfer identity for its participants. A mixed method convergent parallel design approach was used to collect quantitative and qualitative data in the forms of surveys and focus groups. Fifty-six students, the majority Latinx, responded to the survey along with 22 students in focus groups. Data were analyzed through descriptive statistics and a reiterative thematic coding process. Students shared how their summer courses and additional workshops and speakers reflected critical race pedagogy, how they experienced racial isolation and discrimination once they transferred to a 4-year campus, and ultimately how they built a strong sense of transfer pride. Based on the study's findings, we encourage universities and colleges to build a more supportive transfer receptive culture that centralizes race and offers critical pedagogical spaces in its outreach efforts.

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In California, the majority of students of color who enter postsecondary education do so in the community colleges. However large numbers of them leave and do not transfer to four-year institutions; in particular to highly selective public four-year colleges and universities. By using the theoretical perspective of critical race theory, transfer can be seen as a dual commitment between both the sending and receiving institution as we put forth the conceptual framework of a 'transfer receptive culture.' We define a transfer receptive culture as an institutional commitment by a four-year college or university to provide the support needed for students to transfer successfully - that is, to navigate the community college, take the appropriate coursework, apply, enroll, and successfully earn a baccalaureate degree in a timely manner. We outline five elements, informed by critical race theory, that are necessary to establish a transfer receptive culture and outline specific strategies within each element that practitioners can employ on their home campuses.

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