There is a pressing national concern about Black students' disproportionate underrepresentation and success rates in undergraduate engineering programs. Although, nationally, community colleges (CCs) serve as the primary pathways for Black students' making attempts to earn associate degrees. Fewer Black students achieve their transfer aspirations. For Blacks that transfer, there is a lack of detailed data tracking their enrollment, retention, and graduation rates, especially when transitioning to Minority-Serving Institutions (MSIs). In cases where national transfer data are available, they often lack comprehensive and adequate disaggregation by factors like the cohort entry type, race, ethnicity, or program of study. Exceptionally, the state of [redacted] education system's unique approach to tracking and publicizing data on transfer students from CCs provides an opportunity to glean insights. This paper is an offshoot of a larger funded research project that leverages the shared commitment of CCs and MSIs to optimize black engineering student pathways to success in higher education. Using a comparative case study design, the research team analyzes and synthesizes engineering transfer data of Black students who transitioned from [redacted] college system CCs to two prominent four-year MSIs in State [redacted]: one Hispanic serving institution (HSI) and one Historically Black Colleges and Universities (HBCU). We also collected data from faculty/administrative representatives from the four institutions through two focus group sessions. This study highlights the effectiveness of MSI’s tracking system in capturing Black transfer engineering students' enrollment, retention, and graduation rates. Also, the findings hold the potential to serve as a benchmark for other MSIs nationwide seeking support and tracking of Black transfer students in engineering to promote their educational attainment.
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