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    At the Gateway to Higher Education: Tracing Latino/a Pathways Toward First-Year Composition

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    Author
    Varley, Anna
    Issue Date
    2009
    Keywords
    college access
    equity in education
    higher education
    Latinos/as
    social justice
    southwest
    Advisor
    Hall, Anne-Marie
    Committee Chair
    Hall, Anne-Marie
    
    Metadata
    Show full item record
    Publisher
    The University of Arizona.
    Rights
    Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
    Abstract
    This dissertation is a critical ethnographic study of institutional, ideological, and cultural factors influencing the educational pathways of low-income Latino/a students. The study lasted for nine months, and research was conducted in two field sites: a public high school and a public university in the Southwest. There were eighteen research participants--seventeen students and one teacher. A funds of knowledge approach combined with a Latino/a Critical Theory lens and best practices in college access allow a consideration of these factors in public schooling. I balanced institutional data with interviews, writing samples, and class discussions, and I found that factors hindering students' persistence included material conditions such as overcrowding, ideological constraints such as low expectations, and a cultural disconnect between students' values and the values embedded in school curricula and policies. Although these Latino/a students demonstrate experiential critical literacy, the students are not given an opportunity to connect their lived experiences to theory in school, which can hinder college-going attitudes. To foster critical democracy, practitioners of First-Year Composition have an opportunity to rethink our purpose and goals to make sure that what we advocate in theory--college persistence for all students--matches up with our practice. This study suggests remedies to ensure that in a system in which social, economic, and political inequities are fed by and feed our inequitable educational system, we can take an active role in reshaping the educational pipeline by working in partnership with public schools and communities to bring equity to college access and retention efforts.
    Type
    text
    Electronic Dissertation
    Degree Name
    Ph.D.
    Degree Level
    doctoral
    Degree Program
    English
    Graduate College
    Degree Grantor
    University of Arizona
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