International Journal of Human Research and Social Science Studies

Educational transitions can destabilize students’ relations, roles, and sense of moving forward. This qualitative interview study explores educational redirection among 12 Filipino transfer students ages 18-23, one of whom interrupted studies following transfer and returned later. Educational redirection refers to rethinking the expected educational pathway after transferring institutions, often with program changes and interruption of studies. The audio recordings of the research interviews were fully transcribed and the entire interview data set comprised the analytic data. A constructivist/interpretivist perspective guided case-based and cross-case analysis. Four themes emerged: living with a redirected educational pathway while defending a valued self; being enrolled but existing on the margins of belonging; keeping difficulty secret to protect relations and dignity; and responding to threat through expensive efforts and limited participation. Cross-cutting through all these stories was the theme of recognition of interests, contributions, voices and pragmatic limitations. In all of these experiences, continuity of an important identity was worked out in concert with unrecognized subjects, fractured communications, employment and caregiving. One can participate but still be uncertain, or remain silent while protecting important relationships. An interpretive model following the research highlights these themes as well as the place of recognition within institutional and familial contexts. Implications for counseling are tied to transition-sensitive intake, accessible academic discourse, pragmatic coordination, and student-centered disclosures. These findings represent situational interpretations of entire interview transcripts at one point in time.

educational transitions, educational redirection, belonging, help-seeking, student experiences, qualitative interviews

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