Latino Men and Masculinities: A Multi-Institution Study of Community College Transfer Experiences

Objective: The purpose of this study was to investigate how Latino men’s conceptions of masculinities influenced their attitudes and behaviors during the transition from community colleges to 4-year institutions. Method: A phenomenological approach was used to explore the lived experiences of 34 Latino men across Texas, California, and Florida. Each participant was interviewed twice; all data were recorded, transcribed, and coded for themes. Results: Findings suggest that, although prior conceptions of masculinities can sometimes provide positive tools during transfer, these conceptions also cause challenges as men negotiate incongruences between their masculine identity and what is required to succeed in college. Participation in on-campus men’s groups and student organizations can help Latino students navigate these incongruences and negotiate their own intersectional identities and conceptualizations of masculinities in light of their new environment. Contributions: This study demonstrates that Latino men continue to face challenges related to masculinities and identity conflicts during the community college to 4-year institution transfer process. Future research might further investigate how the multiple, intersecting identities of Latino men (e.g., sexuality, class) influence masculinities and transfer experiences. Implications for practice include a recommendation that institutions consider creating on-campus spaces and learning environments to support men in navigating masculinities.

Policy to Promote Technology Transfer: Experiences from China and Lessons for Vietnam

China used to be considered as the world's factory, but up to now, China's technological capacity has made positive changes, showing the most clearly in decoding and mastering high technology. To achieve these achievements, the efforts of Chinese enterprises are not enough as they need support from the Government's policies to acquire and master technology through technology transfer. This paper focuses on researching policies to support China's technology transfer, thereby drawing lessons that are suitable to Vietnam's conditions in the context of a strong fourth industrial revolution.

Transferring the UK experience of raising water awareness to the Saudi situation: perceptions of Saudi students in the UK

This paper presents the perceptions of 20 Saudi students in the UK investigating how to transfer experiences from the UK into the Saudi situation through a focus-group methodology. This method was made with such a focus group to get the general perceptions of the Saudis students who have lived in the UK. The research concluded that the UK water companies present a useful model that will encourage the Saudi public to see themselves as stakeholders in addition to being consumers. There are significant barriers regarding the level of public participation required by these UK models. A cultural change is required to make the Saudi public see water conservation as their responsibility. Moreover, the concept of children educating adults in a mildly humorous way may not be transferrable to Saudi society.

College-University Transfer Experiences of Students With Disabilities: A Survey Study

The benefits of postsecondary education (PSE) are well documented and yet historic challenges have contributed to significant underrepresentation of students with disabilities. This paper presents the results of a survey study that explored students with disabilities’ experiences of transfer between PSE institutions in Canada. Data was collected using a survey questionnaire developed by the research team. Rating questions were analyzed using descriptive data. Students also answered open-ended questions that were analyzed using a qualitative content analysis approach. Sixty-nine of the 248 survey responses received indicated involvement in transfer between PSE institutions, mostly college to university. Four out of 5 of the transfer students self-identified as having psychiatric and mental health disabilities (e.g., anxiety, depression). Perceptions and experiences among successful and non-successful transfer students were mixed. Fully one-third of transfer students indicated that they felt that college-university transfer may be a better route for PSE for students with disabilities than going straight to university. Barriers to college-university transfer, among others, included a lack of information about who can assist with the process (62.5%) and inadequate information about disabilities and accommodation (56.3%). The results of this snapshot of PSE students with disabilities’ perceptions of college-university transfer may inform the design of evidence-based PSE transition interventions for this population. Additionally, given the under-representation of Indigenous and other racialized students in PSE, there is merit in further investigation focusing on their transfer experiences.