Date of Conferral







Stacy Orr-Sprague


School personnel serving highly transient student populations in borderland schools in the southwestern United States may have different perceptions toward transfer students and nontransfer students. Few quantitative studies have measured the perceptions that arise as school personnel confront the unique challenges of providing services to transfer students. Research-based evidence of the perceptions of school personnel in a southwestern border town is needed. The purpose of this quantitative study was to identify the presence, or not, of different perceptions of school personnel toward students who transfer from other school systems due to specific circumstances versus the perceptions toward nontransfer students who are local students. The theory of dual process of thoughts was used to explain perception as a psychological experience and the two different processing styles. The sample included 92 school personnel working in a public high school in a border town in a southwestern state. The study used the Community and Youth Collaborative Institute School Experiences Survey to measure school personnel’s perceptions toward the school experiences of transfer students and nontransfer students. One-way ANOVAs, simple linear regression and multivariate analysis of variance MANOVA were used. Results indicated differences in perceptions by school personnel for the scales of school connectedness and social skills. Possible implications for positive social change include the development of new strategies to mitigate the influence of differences in perceptions by school personnel on transfer students and nontransfer students.