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The experiences of Latina students during their first year of attendance at a four-year university

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dc.contributor.authorPerdigon, Nereida, author
dc.contributor.authorAragon, Antonette, advisor
dc.contributor.authorGloeckner, Gene, advisor
dc.contributor.authorAnderson, Sharon, committee member
dc.contributor.authorKent, Suzanne, committee member
dc.date.accessioned2016-07-12T23:03:14Z
dc.date.available2016-07-12T23:03:14Z
dc.date.issued2016
dc.description.abstractLatin@ 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).
dc.format.mediumborn digital
dc.format.mediumdoctoral dissertations
dc.identifierPerdigon_colostate_0053A_13487.pdf
dc.identifier.urihttp://hdl.handle.net/10217/173363
dc.languageEnglish
dc.language.isoeng
dc.publisherColorado State University. Libraries
dc.relation.ispartof2000-2019
dc.rightsCopyright and other restrictions may apply. User is responsible for compliance with all applicable laws. For information about copyright law, please see https://libguides.colostate.edu/copyright.
dc.titleThe experiences of Latina students during their first year of attendance at a four-year university
dc.typeText
dcterms.rights.dplaThis Item is protected by copyright and/or related rights (https://rightsstatements.org/vocab/InC/1.0/). You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).
thesis.degree.disciplineEducation
thesis.degree.grantorColorado State University
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy (Ph.D.)

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