@inbook{hartman_2023, title={A Review of Vertical and Horizontal Transfer Student Transitions and Experiences}, url={http://dx.doi.org/10.1007/978-3-030-94844-3_7-1}, DOI={10.1007/978-3-030-94844-3_7-1}, abstractNote={Transfer students are a growing yet understudied group of students within higher education in the USA. Throughout their pre- and post-transfer experiences, transfer students often undergo difficulties through the transition process to a new, or receiving, institution, including challenges with navigating transfer admission requirements, applying academic credits toward their bachelor’s degrees, and acclimating into the new, or receiving, institution. This chapter explored the issues and challenges associated with transfer by providing a comprehensive overview of transfer student experiences and transitions, including as students navigate the process and as they adjust to their receiving institutions. Specifically, the experiences of students departing from community colleges to 4-year institutions (vertical transfer students) and students transitioning from one 4-year institution to another (horizontal transfer students) were examined through a comprehensive review of existing literature. In addition, an agenda and suggestions for future researchers and practitioners to consider in their work and support for transfer students are provided at the conclusion of the chapter.}, booktitle={Higher Education: Handbook of Theory and Research}, publisher={Springer International Publishing}, author={Hartman, Catherine}, year={2023}, pages={1–57} }
 @article{hartman_burmicky_2023, title={An overview of equity‐driven and social justice‐oriented leadership in community colleges}, url={https://doi.org/10.1002/cc.20565}, DOI={10.1002/cc.20565}, abstractNote={Abstract}, journal={New Directions for Community Colleges}, author={Hartman, Catherine and Burmicky, Jorge}, year={2023}, month={Jun} }
 @article{eddy_vanderlinden_hartman_2023, title={Changing Definitions of Leadership or Same old “Hero” Leader?}, volume={51}, url={http://dx.doi.org/10.1177/00915521221125304}, DOI={10.1177/00915521221125304}, abstractNote={Objective/Research Question: The urgency to replace retiring community college leaders has been a topic of research and discussion for the past two decades. Concurrently, expansive definitions of leadership and collaborative approaches to leading have emerged. The central research question for this study was: How do sitting community college leaders define leadership? The sub-questions included: Do definitions of leadership differ by gender? Do definitions of leadership differ by position? }, number={1}, journal={Community College Review}, publisher={SAGE Publications}, author={Eddy, Pamela and VanDerLinden, Kim and Hartman, Catherine}, year={2023}, month={Jan}, pages={30–51} }
 @article{burmicky_hartman_2023, title={Mobilizing theory to application: Equity‐driven and social justice‐oriented leadership in community colleges}, url={https://doi.org/10.1002/cc.20581}, DOI={10.1002/cc.20581}, abstractNote={Abstract}, journal={New Directions for Community Colleges}, author={Burmicky, Jorge and Hartman, Catherine}, year={2023}, month={Jun} }
 @article{hartman_mayo_2022, title={"It's Like Trying to Merge into Traffic": Relationships Between Transfer Student Experiences and Identity}, volume={63}, url={http://dx.doi.org/10.1353/csd.2022.0042}, DOI={10.1353/csd.2022.0042}, abstractNote={Abstract:Transfer students are a significant and growing population on campuses across the US. However, little is known about students' perceptions of themselves as transfers and how these may be informed by their experiences. In this study, we used an in-depth qualitative case study approach and the intersectional model of multiple dimensions of identity to explore transfer student identity. Drawing from interviews with 52 transfers at two selective four-year institutions in Texas, we discovered that transfer carried multiple meanings and, for many students, identities beyond transfer had greater salience during and impact on their transition to campus.}, number={5}, journal={Journal of College Student Development}, publisher={Project MUSE}, author={Hartman, Catherine and Mayo, Jeffrey}, year={2022}, month={Sep}, pages={475–490} }
 @article{schudde_jabbar_hartman_2021, title={How Political and Ecological Contexts Shape Community College Transfer}, volume={94}, url={http://dx.doi.org/10.1177/0038040720954817}, DOI={10.1177/0038040720954817}, abstractNote={Broad higher education contexts shape how community college students and postsecondary personnel approach transfer from community colleges to baccalaureate-granting institutions. We leverage the concept of strategic action fields, an organizational theory illuminating processes that play out as actors determine “who gets what” in an existing power structure, to understand the role of political-ecological contexts in “vertical” transfer. Drawing on interviews with administrators, transfer services personnel, and transfer-intending students at two Texas community college districts and with administrators, admissions staff, and transfer personnel at public universities throughout the state, we examine how institutional actors and students create, maintain, and respond to rules and norms in the community college transfer field. Our results suggest university administrators, faculty, and staff hold dominant positions in the field, setting the rules and norms for credit transfer and applicability. Students, who hold the least privilege, must invest time and energy to gather information about transfer pathways and policies as their primary means of meeting their educational aspirations. The complex structure of information—wherein each institution provides its own transfer resources, with little collaboration and minimal alignment—systematically disadvantages community college students. Although some community college personnel voice frustration that the field disadvantages transfer-intending community college students, they maintain the social order by continuing to implement and reinforce the rules and norms set by universities.}, number={1}, journal={Sociology of Education}, publisher={SAGE Publications}, author={Schudde, Lauren and Jabbar, Huriya and Hartman, Catherine}, year={2021}, month={Jan}, pages={65–83} }
 @article{hartman_callahan_yu_2021, title={Optimizing Intent to Transfer: Engagement and Community College English Learners}, url={https://doi.org/10.1007/s11162-020-09619-3}, DOI={10.1007/s11162-020-09619-3}, journal={Research in Higher Education}, author={Hartman, Catherine and Callahan, Rebecca and Yu, Hongwei}, year={2021}, month={Sep} }
 @article{jabbar_epstein_sánchez_hartman_2021, title={Thinking Through Transfer: Examining How Community College Students Make Transfer Decisions}, volume={49}, url={https://doi.org/10.1177/0091552120964876}, DOI={10.1177/0091552120964876}, abstractNote={Objective: For many students, community college is a convenient first step toward a bachelor’s degree. Yet, although more than 80% of those who enroll in community colleges intend to transfer to a 4-year institution, fewer than 35% do so within 6 years. Quantitative data reveal the presence of a transfer gap and there is extensive research on college choice for high school students, but little qualitative research has been done to examine the transfer process for community college students to identify what drives their decisions. Method: In this article, we draw on interviews with 58 community college students in Texas to examine how they made transfer decisions. Results: We find that their decision-making and transfer pathways were complex and nonlinear in ways that were particular to the uncertainty of the community college context. For a subset of students, we identify minor hurdles that could derail their decision-making, lengthen their timelines to transfer, or lead to a failure to transfer. Contribution: By illuminating student pathways to transfer using qualitative research, our work identifies potential areas where policy and practice could strengthen transfer to improve student outcomes.}, number={1}, journal={Community College Review}, publisher={SAGE Publications}, author={Jabbar, Huriya and Epstein, Eliza and Sánchez, Joanna and Hartman, Catherine}, year={2021}, month={Jan}, pages={3–29} }