"Believe in Me": The Resiliency of Latinas in Higher Education

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Autor/in	Rivera-Olivero, Maribel
Titel	"Believe in Me": The Resiliency of Latinas in Higher Education
Quelle	(2022), (163 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Hartford
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-4387-7671-0
Schlagwörter	Hochschulschrift; Dissertation; College Students; Hispanic American Students; Females; Resilience (Psychology); Risk; Prevention; College Graduates; Experience; Barriers; Strategic Planning; Motivation; Student Empowerment; Social Support Groups; Teacher Student Relationship; Persistence; School Attitudes; Work Attitudes; Trauma + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Collegestudent; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Weibliches Geschlecht; Risiko; Prävention; Vorbeugung; Hochschulabsolvent; Hochschulabsolventin; Erfahrung; Strategy; Planning; Strategie; Planung; psychologische; Motivation (psychologisch); Studienberechtigung; Social support; Soziale Unterstützung; Teacher student relationships; Lehrer-Schüler-Beziehung; Ausdauer; Work attitude; Arbeitshaltung
Abstract	Through a strength-based narrative, this study examined the academic resiliency of Latinas in higher education as they pursued their dreams of a college education. Research indicates that Latinas are at risk of not completing college, have low graduation rates, and face numerous challenges in their college journeys (Castellanos & Gloria, 2007; Cavazos et al., 2010; Fry, 2002; Garza et al., 2014; Gonzalez, 2020; NCES, 2019; Swail et al., 2004). This study identified resilience-promoting conditions needed to support Latinas enrolled in college by examining protective factors and identifying existing risk factors. This qualitative study followed a narrative inquiry design and consisted of interviews with 15 Latinas who are college graduates and overcame challenges. Participants attended various higher education institutions across the United States, both public and private. The Academic Resiliency Model (Morales, 2008a) was utilized as a theoretical framework for this study. Stories of resilient Latinas were collected through in-depth interviews to learn about their experiences and determine the protective factors utilized to mitigate against failure and contribute to their resiliency. The main research question guiding this study was, "What do Latinas who are college graduates report regarding the?college experiences that helped foster their academic resilience?" Additional research questions were developed using the framework of the Academic Resiliency Model: (1) How do Latina college graduates describe their resiliency? (2) What experiences are reported by Latina college graduates as barriers to their success?while enrolled in college? (3) What protective factors do Latina college graduates describe as effective in supporting their academic?success? (4) What compensatory strategies are reported by Latina college graduates as effective in helping them overcome challenges during college? Narrative thematic analysis was conducted to create participant stories from data gathered through narrative storytelling and open-ended questions designed to explore the personal, academic, social, and post-college experiences. Fundamental elements were sequenced chronologically to create an engaging and sequential story containing a beginning, middle, and end (Creswell, 2007). For Latina college graduates, being resilient was composed of various protective factors. The three protective factors that emerged from the data analysis as contributors to resiliency were Personal-Internal, Personal-External, and College Empowerment. Latinas successfully enroll in college, but they are more vulnerable than other students when they experience typical life disruptions such as family illness, financial challenges, or emotional needs. The findings indicate that Latinas are motivated when they feel seen and heard in academic environments where they often felt invisible, need others to believe in them, and thrive when provided guidance from faculty. The Latinas in this study learned to persevere, valued education, had a strong work ethic, and endured challenging and traumatic events but remained resilient and continued to pursue their dreams. Latinas continue to be a growing population in college enrollments (NCES, 2019), and with adequate systematic changes and support, they can and do graduate from college. This study contributes to the research on the resiliency of Latinas in higher education, and it allows us to view the complexities of their pursuit of a college education. More studies need to be conducted to address the challenges faced by Latina college students and promote resiliency. New findings will support continued efforts by higher education institutions to improve graduation rates for Latinas. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01