Discovering Cultural Wealth in Latinx First-Generation Participants of a College Access and Enrichment Program: A Phenomenological Inquiry

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Autor/in	Burbridge, Diep N.
Titel	Discovering Cultural Wealth in Latinx First-Generation Participants of a College Access and Enrichment Program: A Phenomenological Inquiry
Quelle	(2019), (228 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4389-6392-4
Schlagwörter	Hochschulschrift; Dissertation; Cultural Capital; Hispanic American Students; First Generation College Students; Access to Education; College Programs; Enrichment Activities; Critical Theory; Race; Student Experience; College Freshmen; Racial Bias; Achievement Gap; Social Support Groups; Student Empowerment; Resilience (Psychology); Equal Education; Educational Environment; California + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Education; Access; Bildung; Zugang; Bildungszugang; Studienprogramm; Bereicherungsprogramm; Kritische Theorie; Rasse; Abstammung; Studienerfahrung; Studienanfänger; Racial discrimination; Rassismus; Social support; Soziale Unterstützung; Studienberechtigung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Kalifornien
Abstract	Nationwide, Latinx students are the largest minority group on college campuses and represent the largest increase in the rate of college enrollment (Pew Research Center, 2016). Sixty-one percent are first-generation, compared to 25% of White and Asian and 41% of Black students (Postsecondary National Policy Institute, 2018). First-generation college students are typically low-income minorities who have historically had and continue to have the lowest levels of academic performance and college degree attainment (Postsecondary National Policy Institute, 2018; Terenzini, Springer, Yaeger, Pascarella, & Nora, 1996). There exists a prevailing deficit perspective at all levels of education that asserts students of color are responsible for their lack of educational progress, and their social, cultural, and economic environments deter academic advancement (Garcia & Guerra, 2004). More research is needed to gain insight into the lived experiences of first-year first-generation Latinx students and to understand the assets and abilities they bring to their college environment. Using a phenomenological approach, this qualitative study addresses this research gap by applying the frameworks of Critical Race theory (CRT), Latino/a Critical Race theory (LatCrit), and Yosso's Community Cultural Wealth (CCW) model to explore the lived experiences of first-generation Latinx first-year college students in a college access and enrichment program at a 2-year Hispanic-Serving Institution in Southern California. I conducted 18 semi-structured 1-hour interviews with these 8 students during their first and second semesters. CRT helped explain how race and racism have been and continue to be powerful factors that account for the substantial achievement gap between White students and students of color. LatCrit extends CRT to theorize race as it applies specifically to the Latinx community, and Yosso's Community Cultural Wealth model reinforces the strengths narrative of Latinx students by focusing on 6 forms of cultural wealth that represent assets, skills, and abilities historically unrecognized by educational institutions. Findings revealed that these first-generation Latinx students have support systems within their families, communities, and educational institution that foster their cultural wealth and empower them to resist oppression, overcome institutional inequities, and navigate their educational environment. Results are discussed, and limitations, implications, and recommendations are provided. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01