The experiences of Latina students during their first year of attendance at a four-year university
Date
2016
Authors
Perdigon, Nereida, author
Aragon, Antonette, advisor
Gloeckner, Gene, advisor
Anderson, Sharon, committee member
Kent, Suzanne, committee member
Journal Title
Journal ISSN
Volume Title
Abstract
Latin@ is a minority group that has grown rapidly in the last twenty years in the United States. However, Latin@s have low participation in higher education, placing the group in a disadvantaged position compared with other ethnic groups. Therefore, it is important for the United States to educate and appropriately employ this group. This qualitative study used the counter-storytelling methodology to highlight the personal experiences (Creswell, 2008, p. 514) of eight Latina/Chicana students during their first year within a public institution. The main instruments to collect the data were face-to-face interviews and a letter-to-self written by the participants. The analysis was done using a triple framework of Critical Race Theory, Latino Critical Theory, and Community Cultural Wealth. This study found several common results: Participants were thankful for their families’ support during this process in the university. Most participants indicated that there was alack of information in high schools for minoritized groups, especially with financial aid. Participants also specified having a deep desire to complete their degree, but their financial needs prevented them from totally concentrating on their academic progress. Furthermore, participants expressed their negative experience during their first year in college such as discrimination, microaggressions and oppression by the faculty, administrative staff, and their peers. This study supports former studies where discrimination, oppression, and lack of economic resources prevail in the lives of Latin@ students (Castillo & Hill, 2004; Cavazos, Johnson, & Scott, 2010; Pappamihiel & Moreno, 2011; Perez Huber, 2009, 2011). This study also supports the cultural value that these students bring to universities and negates the predominant assumption that Latin@ families discourage retention, when this study demonstrates the opposite (Aragon, 2014; Yosso, 2005).