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ERIC Number: ED569582
Record Type: Non-Journal
Publication Date: 2014
Pages: 340
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3039-2241-1
ISSN: N/A
Navigating the Transition to Community College: Understanding the Perceptions and Strategies Related to Latina Experiences
Martinez-Vogt, Emily
ProQuest LLC, Ph.D. Dissertation, University of Rochester
The transition of Latina community college students warrants further interest from the research community and this study aims to fill a gap in the research by examining the transition experiences from the voices of Latina community college students. The purpose of this qualitative study was to understand Latina community college students' transition experiences. The theoretical framework utilized was Interculturalism (Tanaka, 2002). The study involved the participation of eight Latina community college students from an urban/suburban community college, in addition to the participation of an administrator and staff member from the same college. Data collection involved individual interviews, focus groups and non-participatory observations at an urban/suburban community college in New York State. The data was analyzed utilizing the multiple case study analysis method. Findings indicated that transitioning to community college is a subjective experience, thus transition has been redefined by Latinas as they transition to college. Latina community college students experience transitioning to college individually and uniquely over varying periods of time resulting in the finding that Latina community college students challenge the traditional concept of transition to community college. Findings also indicated that Latinas are burdened with non-credit courses and program misplacement during transition to community college resulting in embarrassment, frustration, lack of motivation and often delaying program acceptance and degree attainment. Findings also indicated that Latinas experience racism on campus and as a result become silent indicating a silence to resilience pathway. Silence occurs in two ways: (1) Latinas are forced to be silent, and/or (2) Latinas choose to be silent, both of which lead to resilience. The pathway involves four phases which Latinas encounter: (1) Experience racism, (2) Emotional reactions, (3) Responses: silence and resilience, and (4) Outcomes. A process of identity transitioning occurs along the continuum of these phases. An additional finding involves Latina students applying multiple types of strategies as they transition to college including behavioral modifications in class and on campus, adopting new study habits, and social involvement. Lastly, the primary support network for Latina community college students are their families. [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.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Two Year Colleges; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York