Presentation Date: Feb 14, 2026
AGSA Abstract
Black students who transfer to Historically Black Colleges and Universities (HBCUs) often seek cultural affirmation and institutional support after racially hostile or unwelcoming experiences elsewhere. Yet Black transfer students can face gaps in onboarding and faculty engagement that threaten persistence. This study examines how institutional support and student–faculty relationship quality influence academic motivation and achievement among Black transfer students at HBCUs. We hypothesize that students who perceive high institutional support and faculty warmth will report greater motivation, persistence, and improved course performance. Using data from a larger NSF-funded project, we analyze surveys from 267 Black undergraduate transfer students in introductory STEM courses across 32 HBCUs. Literature indicates that students transfer seeking psychological safety, cultural belonging, and stronger mentorship. We will use hierarchical linear modeling to test links among institutional support, student–faculty dynamics, motivation, and achievement. We expect stronger perceived institutional and faculty support to be associated with higher motivation and course achievement. Thematic analysis of open-ended responses should show that cultural affirmation and negative prior institutional experiences drive transfer decisions. This study addresses a critical gap by focusing on Black transfer students at HBCUs, an often-overlooked population in transition research. Ultimately, we aim to advance equity in higher education by clarifying the structural and relational conditions that foster success for Black students navigating transfer pathways.
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