Community Cultural Wealth and the Inspirational Narratives of First Generation Mexican American Elite University Students

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Autor/in	Iniguez, Rafael
Titel	Community Cultural Wealth and the Inspirational Narratives of First Generation Mexican American Elite University Students
Quelle	(2022), (172 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, California State University, Fresno
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-8027-0956-6
Schlagwörter	Hochschulschrift; Dissertation; Cultural Capital; Personal Narratives; First Generation College Students; Mexican Americans; Universities; Institutional Characteristics; Reputation; Enrollment; Student Experience; Academic Persistence; Prior Learning; College Preparation; California + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Erlebniserzählung; Hispanoamerikaner; University; Universität; Einschulung; Studienerfahrung; Vorkenntnisse; Kalifornien
Abstract	This narrative inquiry qualitative study analyzed eleven community cultural wealth (CCW) capitals (cultural strength and assets) to determine whether they were utilized by first generation Mexican American students to thrive in their trajectories from high school to elite universities. The 11 explored capitals--"academic," "adaptability," "aspirational," "ethnic-consciousness," "familial," "linguistic," "navigational," "pluri-consciousness," "resistant," "social," and "spiritual capital" (Perez Huber, 2009; Rendon et al., 2014; Yosso, 2005)--also form the theoretical and conceptual framework for this study. For the purposes of this study, first generation students are defined as persons whose parents did not earn a bachelor's degree or higher. As trailblazers for their families and communities, first generation students must overcome a greater number of obstacles in order to transform into role models and inspirational figures of perseverance for future generations. Elite universities are identified as the top 25 nationally ranked institutions of higher education according to the 2021 U.S. News & World Report's National University report. This study investigated the statistically lower undergraduate enrollment of first generation Mexican American students at elite universities. Analyzing the experiences of current and former first generation Mexican American undergraduates allowed the research field to better appreciate the factors, high school programs, mentoring, counseling services, cultural capitals, and college experiences that positively influenced elite university persistence and degree completion for this resilient group of students. The qualitative research study made use of semi-structured interviews in order to gain a deep understanding of the experiences of first generation Mexican American elite university students. Seven participants met eligibility criteria for participation in this study (adults who identified as first generation, attended a California high school, and later enrolled at an elite university); these were selected to participate through the use of purposeful and snowball sampling. The results of this study revealed that first generation Mexican American students generated and made use of 11 cultural capitals prior to and/or after enrolling at an elite university in order to maximize their actualizing potential and attain educational success. The utilization of community cultural wealth (CCW) allowed participants to not only persist, but also to thrive at some of the most academically challenging and least culturally diverse post-secondary environments in the country. Six themes emerged from this research study including family support, external support, breaking intergenerational cycles of poverty, on campus community, use of spirituality/region, and overcoming the imposter syndrome. In summary, research findings revealed that at the high school level and prior to commencing their undergraduate studies, first generation Mexican American students prepare for and select elite university through the utilization of 11 cultural capitals, family support, external support (mentorship and external nonprofits), and their desire to break intergenerational cycles of poverty. Additionally, once enrolled at elite universities, first generation Mexican American students successfully navigate their undergraduate studies as a result of the utilization of 11 cultural capitals, on campus community support programs (first year student residential programs and on campus Hispanic student organizations), use of spirituality (and/or religion), and successfully overcoming thoughts and feelings around imposter syndrome. [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	2024/1/01