Drops in the Ocean: Rooted Academic Identities and Transformational Resistance in a College Assistance Migrant Program

Autor/inn/en	O'Connor, Brendan H.; Mancinas, Oscar; Troxel Deeg, Megan
Titel	Drops in the Ocean: Rooted Academic Identities and Transformational Resistance in a College Assistance Migrant Program
Quelle	In: Journal of Latinos and Education, 22 (2023) 2, S.438-453 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8431
DOI	10.1080/15348431.2020.1783267
Schlagwörter	Undergraduate Students; Migrants; Mexican Americans; Self Concept; Family Influence; Community Influence; Acculturation; Resistance (Psychology); College Programs; Migrant Programs; Sense of Community; Barriers; Culturally Relevant Education; Arizona + Suchen Sie Ihr Suchwort? Migrantin; Hispanoamerikaner; Selbstkonzept; Akkulturation; Resistenz; Studienprogramm
Abstract	This qualitative study investigated the experiences of first- and second-year migrant undergraduate students and staff in the College Assistance Migrant Program (CAMP) at Arizona State University (ASU). ASU CAMP, which started in 2016, is the first program of its kind at an Arizona public university. Using an ethnographic monitoring approach, a research team that included a faculty member and graduate and undergraduate students conducted observations in a variety of CAMP settings, along with interviews and document analysis, in order to examine how Mexican-origin CAMP scholars developed academic identities rooted in family and community strengths while resisting assimilation to the "foreign land" of the university. We theorize students' academic identity development and staff's efforts to support and advocate for them as a form of transformational resistance through which participants acknowledged the inequities and challenges facing migrant students in postsecondary education and began to "reinvent" the university as they confronted this reality. The findings are relevant to scholars, teachers, and others who work with migrant students in K-12 and postsecondary settings, as well as those who seek to support Latinx and first-generation college students' academic identity development in culturally sustaining ways. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01