This study examines the complexities and contradictions within vertical transfer pathways for Latinx undocumented and Deferred Action for Childhood Arrivals (DACA) college students in Arizona through a critical lens of race and racism. While transfer pathways are often analyzed through institutional and state policies, this research centers on how systemic factors, particularly racism, shape transfer opportunities within Hispanic Serving Institutions (HSIs). The study investigates how "servingness" - the ways institutions honor Latinx students' cultures and lived experiences (Garcia, 2019) - manifests within these pathways, and how internal and external factors influence transfer receptive culture.

The research is guided by three essential questions that shape our investigation: We seek to understand how transfer receptive cultures are constructed for undocumented and DACA Latinx students by HSIs. We examine how community entities, family members, and institutional agents play a "servingness" role in the transfer process, as conceptualized by Nuñez et al. (2015). Additionally, we explore the ways race and racism are constructed within the college transfer process and the concept of servingness by institutional agents.

The study employs racial capitalism and racist nativism as theoretical frameworks to examine how HSIs operationalize servingness. Racial capitalism, as developed by Robinson (1983), acknowledges that historical and modern-day capitalism is produced and sustained by colonialism, imperialism, and racism, particularly relevant in how institutions derive value from Latinx student bodies (Leong, 2013). Racist nativism, as theorized by Pérez Huber et al. (2008), frames how undocumented Latinx immigrants face discrimination based on real or perceived immigrant status, affecting their educational experiences and opportunities.

This research addresses a critical gap in literature, as existing scholarship has primarily focused on selective four-year institutions despite community colleges being the primary entry point for undocumented and DACA students (Teranishi et al., 2011). While community colleges often provide open access and in-state tuition, these policies don't necessarily translate to welcoming climates or effective transfer receptive cultures (Negrón-Gonzales, 2017). The study examines how HSIs, which often achieve their designation through Latinx enrollment numbers, can move beyond demographic requirements to create meaningful institutional change that centers Latinx student needs and experiences, as advocated by Contreras and Contreras (2015).

The significance of this research lies in its potential to help institutions reassess their transfer articulation agreements and support systems while addressing racial inequities in higher education. As colleges face challenges including decreasing enrollments, rising tuition costs, and COVID-19 impacts, understanding how racism embedded within state policies affects HSIs' ability to serve undocumented and DACA Latinx students becomes increasingly crucial for improving educational outcomes and bachelor's degree attainment for this population.

This study employs a case study methodology (Yin, 2017) examining two HSIs in Arizona: the University of Arizona (UA) and Pima Community College (PCC). These institutions serve as generative sites due to their high Latinx enrollment, with PCC enrolling 8,986 Latinx students (46%) and UA enrolling 9,086 Latinx students (27%). The research design incorporates critical post-intentional phenomenology to understand how participants make intentional connections in their social world as racialized bodies (Vagle, 2018). The study engages three distinct groups of participants within the educational ecosystem. We will work with twenty-four Latinx students, divided equally between PCC students with transfer aspirations and UA students who have successfully transferred. Additionally, twelve staff and administrators who oversee transfer pathways and HSI initiatives will participate in the study. The research also includes four community leaders or advocates who work directly with undocumented and DACA students to provide broader context to the investigation, following frameworks established by Jain et al. (2020). Data collection encompasses several complementary approaches. Semi-structured interviews lasting sixty to ninety minutes will be conducted using Jain et al.'s (2020) five elements of transfer receptive culture as a framework. Throughout the research process, post-reflexion journaling will document continuous self-reflection, as recommended by Vagle (2018). The study will also include field observations of institutional practices and environments to provide contextual understanding. The data analysis process follows Charmaz's (2011) and Saldaña's (2009) approaches to qualitative coding for social justice research, with particular attention to inequities, privilege, and power. Analysis begins with a thorough review of transcripts and field notes, followed by the establishment of consistent and focused codes. Data will be compared across sources, with theoretical frameworks integrated throughout the interpretation process to ensure a comprehensive understanding of the findings.

This research will provide crucial insights into how Hispanic Serving Institutions can better support undocumented and DACA students throughout the transfer process while addressing systemic racial inequities. The findings will illuminate specific practices that institutions can implement to enact meaningful servingness while creating humanizing campus climates, building upon Garcia's (2019) framework of institutional transformation. The study will reveal important patterns in the barriers and opportunities that exist within current transfer pathways, extending the work of Negrón-Gonzales (2017) on constrained inclusion. Through careful analysis, we will develop a deeper understanding of how racist nativism impacts institutional policies and practices (Pérez Huber et al., 2008). The research will also shed light on effective community and family support systems that contribute to student success, expanding upon the transfer receptive culture framework developed by Jain et al. (2020). From these findings, we will develop comprehensive recommendations for improving transfer receptive cultures at both sending and receiving institutions. These findings will assist colleges and universities in reassessing their current transfer articulation agreements and systems of student support to elevate community college student success and promote students' aspirations to transfer to four-year institutions, addressing concerns raised by Teranishi et al. (2011). Additionally, this research will contribute to broader discussions about how HSIs can move beyond enrollment metrics to create substantial institutional change that centers the needs and experiences of Latinx students (Nuñez et al., 2015). The study's implications extend beyond individual institutions to inform state-level policies and practices that affect undocumented and DACA students' educational opportunities. As institutions navigate changing demographics and societal challenges, this research provides a framework for understanding and addressing the intersections of race, immigration status, and educational access.

Charmaz, K. (2011). Grounded theory methods in social justice research. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage handbook of qualitative research (4th ed., pp. 359-380). Sage. Contreras, F., & Contreras, G. J. (2015). Raising the bar for Hispanic Serving Institutions: An analysis of college completion and success rates. Journal of Hispanic Higher Education, 14(2), 151-170. Garcia, G. A. (2019). Becoming Hispanic-serving institutions: Opportunities for colleges and universities. Johns Hopkins University Press. Jain, D., Bernal Melendez, S., & Herrera, A. (2020). Power to the transfer: Critical race theory and a transfer receptive culture. Michigan State University Press. Leong, N. (2013). Racial capitalism. Harvard Law Review, 126(8), 2151-2226. Negrón-Gonzales, G. (2017). Constrained inclusion: Access and persistence among undocumented community college students. Journal of Hispanic Higher Education, 16(2), 105-122. Nuñez, A. M., Hurtado, S., & Calderón Galdeano, E. (2015). Hispanic-Serving Institutions: Advancing research and transformative practice. Routledge. Pérez Huber, L., Lopez, C. B., Malagon, M. C., Velez, V., & Solórzano, D. G. (2008). Getting beyond the 'symptom,' acknowledging the 'disease': Theorizing racist nativism. Contemporary Justice Review, 11(1), 39-51. Robinson, C. J. (1983). Black Marxism: The making of the Black radical tradition. University of North Carolina Press. Saldaña, J. (2009). The coding manual for qualitative researchers. Sage. Teranishi, R. T., Suárez-Orozco, C., & Suárez-Orozco, M. (2011). Immigrants in community colleges. The Future of Children, 21(1), 153-169. Vagle, M. D. (2018). Crafting phenomenological research. Routledge. Yin, R. K. (2017). Case study research and applications: Design and methods. Sage.