This dissertation examined the experiences of African American and Hispanic community college transfers studying in a predominantly White institution (PWI) teacher education program. Extant literature has demonstrated that there is an increasing shortage of public school teachers of color. To address this pervasive crisis, universities must recruit larger numbers of under-represented students from America's community colleges to fill the gap. Additionally, under-represented students in predominantly White institution (PWI) teacher education programs must be retained and graduated in higher numbers to impact teacher production. To understand the needs and experiences of these students, three African American and four Hispanic students successfully studying in the College of Education and Human Development at Texas A & M University were interviewed to examine their experiences as they transitioned into and through the pre-service teacher education program. This study utilized a case study analysis and data collected through interviews, observations, and document analysis were analyzed utilizing constant comparative techniques. Key themes that emerged through data analysis included (1) Student Perceptions of the Transfer Process, (2) The Role of Intimate Support Structures, (3) The Role of Institutional Support Structures, (4) Situational Factors Faced by Under-represented Transfers, and (5) Strategies Employed by Under-represented Transfers in a Predominantly White, Teacher Education Program. Findings from this study suggest that Texas A & M University should improve the marketing of academic support resources and provide narrowly tailored services to meet the needs of under-represented transfer students. Additionally, Schlossberg's Transition Theory is amended to better represent the assets and liabilities utilized by these populations in this particular PWI.

This study examined the use of information sources in college choice processing of historically-under-represented students from four different types of colleges who traditionally have not been studied in previous research. Historically under-represented types of students included students who were older than 24 years of age, African-Americans, Latinos, and low SES. The four types of colleges included a traditional public university, public community college, proprietary university, and proprietary college. Students from similar college programs of study were surveyed regarding their demographics to determine their categorization as historically under-represented and their use of information sources. Administrators from the selected colleges were interviewed and surveyed. Five students from each college were then interviewed. While most college choice processing research and the development of models are based on traditional college students, this study demonstrated that historically under-represented students generally utilize information sources and perform their college choice processing differently from traditional college students. These differences question the applicability of college choice processing models, such as Hossler and Gallagher's three stage model, without revisions. These revisions include redefinition of the stages and how they are executed in order to embrace the lack of college choices of historically under-represented students due to their lack of college informational motivators. The use of alternate information sources by historically-under-represented students and their motivational impact that differ from those utilized by traditional college students demonstrated the need to employ these sources within traditional colleges in order to increase college access for historically-under-represented students. This includes the utilization of non-traditional college informational motivators, such as the media, spouses, employers, and children, access to college informational motivators for students and their parents at all levels of schooling, and greater college access for older adults/parents. This study provided evidence that historically-underrepresented students still experience deficiencies in their access to college due to their lack of access to traditional information sources and their resulting compensation by utilizing alternative sources which were motivational as well as informational.