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- Title
LATINX FIRST GENERATION COLLEGE STUDENTS: NEGOTIATING RACE, GENDER, CLASS, AND BELONGING.
- Authors
Sánchez-Connally, Patricia
- Abstract
This qualitative study uses Critical Race Theory and the Community Cultural Wealth framework to describe the experiences of Latinx first generation college students in predominantly white institutions of higher education (PWIs). Twenty-one interviews were conducted with first generation Latinx graduates who participated in Academic Support Program (ASP), a college readiness program in an economically marginalized area. Moving away from the deficiency models used to study Latinx students in higher education, this paper expands Yosso's (2005) Community Cultural Wealth framework to investigate the gendered, raced, and class mechanisms by which Latinx students utilized three different forms of capital (social, resistant, and aspirational) to cope and succeed within racially hostile academic environments. Through centering students' voices, this study contributes to understanding the educational experiences of Latinx students in four year PWIs who have earned bachelor's degrees. The findings provide insight on institutional barriers that affect students' learning environment and offers an understanding of how Latinx first generation students are able to persist and ultimately graduate.
- Subjects
UNITED States; HISPANIC American students; RACISM; CRITICAL race theory; ACADEMIC support programs; CLASSROOM environment
- Publication
Race, Gender & Class, 2018, Vol 25, Issue 2/3, p234
- ISSN
1082-8354
- Publication type
Article