%0 Journal Article %A Packard, Becky Wai-Ling %A Gagnon, Janelle L. %A LaBelle, Onawa %A Jeffers, Kimberly %A Lynn, Erica %D 2011 %I Begell House %K persistence, first-generation college students, financial barriers, community college transfer, advising %N 2 %P 129-147 %R 10.1615/JWomenMinorScienEng.2011002470 %T WOMEN'S EXPERIENCES IN THE STEM COMMUNITY COLLEGE TRANSFER PATHWAY %U https://www.dl.begellhouse.com/journals/00551c876cc2f027,123ee04f5c874ba3,3044733424dcb71a.html %V 17 %X The experiences of women using the community college transfer pathway to earn four-year degrees in science, technology, engineering, and math (STEM) fields have not been studied extensively. This study examined the experiences of thirty women (67% first-generation college students, 23% ethnic minority students) pursuing STEM degrees; they were interviewed once while finishing at community college and again one semester later. The results illustrate facilitators at the community college, including inspirational professors, effective transfer advising, academic resources, and flexible work schedules, and barriers resulting from ineffective initial advising. After transferring to a four-year institution, the majority of women persisted in STEM majors despite many barriers, such as negative course experiences, poor advising, and limited finances. Finding a helpful professor or advisor and cotransfer support boosted belongingness and contributed to persistence. Two students switched to non-STEM fields, while two students withdrew from the four-year school completely; these students faced significant financial barriers and did not find a helpful professor or advisor in a STEM field. Finally, four students delayed their transfer, primarily due to financial reasons and family responsibilities. Implications for future research and practice are discussed. %8 2011-07-01