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Community College Transfer Students' Pathways Through Boundary Experiences Using a Storied Science Identity Lens
Paul T Le1, Sarah T Hug2, Laurel M Hartley1
1Department of Integrative Biology, University of Colorado Denver, Denver, CO 80204.
CBE Life Sciences Education
|January 13, 2026
Summary
Community college transfer students navigate diverse science experiences. Boundary experiences and supportive individuals significantly shape their science identity and persistence in STEM fields.
Area of Science:
- STEM Education
- Science Identity
- Student Transitions
Background:
- Community college transfer students face unique challenges and opportunities in pursuing science degrees.
- Understanding the factors influencing science engagement is crucial for supporting these students.
- Science identity development is a key aspect of student persistence in STEM.
Purpose of the Study:
- To explore the boundary experiences of community college transfer students majoring in biology.
- To examine how these boundary experiences influence the development of science identity.
- To identify resources and strategies that support student engagement and persistence in science.
Main Methods:
- Qualitative study involving three interviews with groups of five community college transfer students majoring in biology at a four-year university.
- Analysis of students' life stories focusing on formal and informal science experiences.
- Examination of boundary experiences and their impact on science identity production.
Main Results:
- Boundary experiences are context-dependent and influenced by the actions of individuals involved.
- Different boundary experiences have varied impacts on student trajectories, with agency playing a significant role.
- Students described both barriers and uplifting resources encountered throughout their academic journeys.
- Continuous negotiation of new experiences fostered ongoing science identity production and persistence.
Conclusions:
- Educators can leverage insights into varied science experiences and student decision-making processes.
- Supportive boundary experiences and resources are vital for fostering science identity and persistence among transfer students.
- Understanding the nuances of student pathways can inform interventions to improve STEM education outcomes.
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