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Objective: The purpose of this study is to highlight the type of community cultural wealth developed and used by Latina/o community college transfer students who encountered limited pre-transfer assistance and unreceptive cultures at their transfer institutions. Method: This study took place at Southwest State University (SSU), a Predominantly White Institution (PWI) in Texas. This study focuses on semi-structured interviews with 10 Latina/o community college transfer students who transferred to SSU. Data were analyzed using a thematic approach combined with the theoretical frameworks of the receptive transfer culture and the community cultural wealth model. Results: Students shared how they developed and used their aspirational, familial, navigational, resistant, and social capitals to gain the knowledge, skills, and contacts to make up for the lack of transfer information and resources needed to transfer to their 4-year university. Conclusion: Based on the study's findings, this study calls for 4-year institutions to enhance or develop their pre-transfer receptive culture for Latinx students. Specifically, transfer policies, programming, and practices should be developed with Latinx students in mind in order to ensure increased completion rates for Latinx community college students who transfer.

Existing research regarding the post-transfer experiences of Students of Color who transfer from the community college to a four-year college or university is limited. However, we know less about what Latina/o community college transfer students confront during the post-transfer transition process. Therefore, this study describes the post-transfer experiences of 10 Latina/o community college transfer students who transferred to a Predominantly White Institution in Texas. Using a case study approach, the goal of this study was to highlight how Latina/o community college transfer students used their cultural and social capitals to navigate and negotiate the post-transfer conditions at their new institution. The findings show that having transfer programming does not mean the institution is serving its transfer student community equitably. A limited transfer receptive culture by the university showed how Latina/o community college transfer students practiced their aspirational, familial, navigational, and social capitals as a response to the lack of financial aid resources, academic, and social support, at their receiving institution.

This chapter highlights the development of Project MALES (Mentoring to Achieve Latino Educational Success). At the center of Project MALES is a mentoring program that aims to cultivate an engaged support network for males of color at the University of Texas at Austin and across surrounding communities. Specifically, there is a discussion of the theories and framework that guided the creation of this mentoring program and its ongoing development.