Abstract
abstractThis qualitative study explored the experiences of female transfer students majoring in STEM areas at a midwestern university by highlighting the role of Transfer Student Capital in their academic and social adjustment. The authors further deconstructed the notion of Transfer Student Capital by looking at how cultural and social capital intersect through the early background influences as well as the pre- and posttransfer experience of female community college transfer students in STEM disciplines. The findings highlight the importance of positive student-faculty interactions and positive and supportive classroom environments and the effect that the above factors have on female students’ self-efficacy and their view of their capabilities and abilities to successfully perform in STEM majors.
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