A Collective Pursuit of Learning the Possibility to Be: The CAMP Experience Assisting Situationally Marginalized Mexican American Students to a Successful Student Identity

Autor/in	Reyes, Reynaldo, III
Titel	A Collective Pursuit of Learning the Possibility to Be: The CAMP Experience Assisting Situationally Marginalized Mexican American Students to a Successful Student Identity
Quelle	In: Journal of Advanced Academics, 18 (2007) 4, S.618-659 (42 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1932-202X
Schlagwörter	Mexican American Education; Mexican Americans; Dropouts; Success; Academic Achievement; Minority Groups; College Bound Students; English (Second Language); College Preparation; Poverty; Program Effectiveness; Community Colleges; Hispanic American Students; Self Esteem; Access to Education; Migrant Programs + Suchen Sie Ihr Suchwort? Hispanoamerikaner; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Erfolg; Schulleistung; Ethnische Minderheit; English as second language; English; Second Language; Englisch als Zweitsprache; Armut; Community college; Community College; Hispanic; Hispanic Americans; Student; Students; Schüler; Schülerin; Studentin; Self-esteem; Selbstaufmerksamkeit; Education; Access; Bildung; Zugang; Bildungszugang
Abstract	Many students of Mexican descent must learn how to be successful students. This study describes 5 students of Mexican descent from situationally marginalized lives who were a part of a support and retention scholarship program (College Assistance Migrant Program--CAMP). These case studies document how they perceived their learning and how they changed as students after their first college experience and involvement in CAMP. Through her involvement in CAMP, Laura, a high school dropout without a supportive home or school environment, came to see herself as a successful student. As an English Language Learner, Cristina felt ill-prepared to begin a college career; however, by experiencing successes in her first year of coursework and being involved in CAMP, she gained self-confidence. Maria, a teen mother with two children, saw college as the only way out of poverty. She exhibited resiliency and the desire to use the experience to gain insightful and practical knowledge about herself as a student and mother. During high school, the continual relocation between Mexico and the United States negatively affected Luz's ability to be successful. Through CAMP, she gained confidence in her ability to relate with others, particularly with teachers and professors. Ruben, a former gang member, struggled in his first semester as he acclimated to the structured environment of a classroom. Despite this struggle, the CAMP staff and his professors saw growth in Ruben's social behavior. These case studies show that students who would not normally be considered "college material," when given the opportunity and appropriate support, can become successful. This success hinges on their new perspective of themselves and their participation in a community of practice. (Contains 1 table and 2 footnotes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10