Discredited: Power, Privilege, and Community College Transfer is a groundbreaking work by education scholars Lauren Schudde and Huriya Jabbar. This book delves into the intricate and often problematic pathways that students navigate when transferring from community colleges to four-year institutions. The authors provide a thorough examination of the systemic issues that hinder equitable access and success in higher education transfer processes.

At the heart of Discredited lies a detailed investigation of the decentralized and bureaucratic nature of transfer pathways. Schudde and Jabbar reveal how these convoluted processes create barriers for students, particularly those from marginalized backgrounds. Through their research, they highlight the critical role that information dissemination plays in transfer success, particularly regarding credit portability. Prospective transfer students frequently encounter hidden curricula and face unfounded biases regarding their academic readiness, making the transfer process even more daunting.

The authors ground their analysis in a comprehensive study, drawing from hundreds of interviews with students and college personnel, as well as data collected over six years in Texas. This extensive research provides a nuanced understanding of the challenges that transfer-intending students face. Schudde and Jabbar utilize the framework of strategic action fields, which allows them to explore the political and ecological contexts influencing interactions between students and college staff across various organizations.

One of the key arguments presented in Discredited is that transfer policy should be viewed as a multifaceted issue within the realm of public higher education. Rather than isolating the problem to community colleges, the authors advocate for a broader perspective that encompasses the entire educational landscape. This shift in viewpoint is crucial for developing effective reform strategies.

Schudde and Jabbar call for significant reforms in the transfer process, emphasizing the need for enhanced transparency and centralized policies. They argue that government intervention may be necessary to improve transfer outcomes and ensure that all students, regardless of their background, can successfully navigate the transition from community colleges to four-year institutions.

In conclusion, Discredited serves as both an incisive critique of the current transfer system and a hopeful blueprint for reform. The insights provided by Schudde and Jabbar are invaluable for educators, policymakers, and students alike. By addressing the systemic barriers to transfer and advocating for more equitable practices, this work paves the way for a more inclusive and accessible higher education landscape.