"Ley de la Vida": Latina/o Immigrant Parents Experience of Their Children's Transition to Higher Education

Autor/in	Cuevas, Stephany
Titel	"Ley de la Vida": Latina/o Immigrant Parents Experience of Their Children's Transition to Higher Education
Quelle	In: Journal of Higher Education, 91 (2020) 4, S.565-587 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-1546
DOI	10.1080/00221546.2019.1647585
Schlagwörter	Student Adjustment; Higher Education; Undergraduate Students; First Generation College Students; Parent Role; Role Perception; Parent Child Relationship; Undocumented Immigrants; Academic Aspiration; Emotional Response; College Environment; Acculturation; Family Relationship; Foreign Countries; Hispanic Americans; Selective Admission; Public Colleges; California + Suchen Sie Ihr Suchwort? Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Hochschulbildung; Hochschulsystem; Hochschulwesen; Parental role; Elternrolle; Role conception; Rollenverständnis; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Illegaler Aufenthalt; Emotionales Verhalten; Hochschulumwelt; Akkulturation; Ausland; Hispanic; Hispanoamerikaner; Bildungsselektion; Kalifornien
Abstract	Using an emerging model of family engagement in higher education and the concept of parental role construction as a framework, this study presents the "Ley de la Vida" (Law of Life) process to explore how Latina/o immigrant parents experience their children's transition to higher education. Centered on the experiences of 15 parents of first-generation Latina/o students, the study illuminates how parental experiences of their children's transition and new learning ultimately shape their supportive behaviors. Findings suggest that parents interact with colleges and universities both directly and indirectly--as their children transition to a college context, their own identities as parents transition and they re-construct their parental roles. This transition is conflicting for parents--while they are extremely proud of their children for going to college, they also experience frustration, sadness, and depression. Findings have important implications for the potential of institutions and families to work together to improve the academic outcomes of first-generation Latina/o undergraduate students. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01