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dc.contributor.advisorKoyama, Jillen
dc.contributor.authorRobles-Lopez, Irene
dc.creatorRobles-Lopez, Ireneen
dc.date.accessioned2017-06-29T17:31:11Z
dc.date.available2017-06-29T17:31:11Z
dc.date.issued2017
dc.identifier.urihttp://hdl.handle.net/10150/624525
dc.description.abstractLatino students often embark on their post-secondary educational journey at a community college due to cost, proximity to family, and open access policies. The current literature on Latina/o community college students has primarily focused on a deficit view of the educational aspirations and educational completion of this population. The current rapid and expected growth of the Latina/o population requires a call to action to identify the capital and supports employed by these students to navigate their journey to eventual transfer to the University in the Southwest region of the United States. Guided by Yosso's (2005) Community Cultural Wealth framework, my dissertation examined the educational experiences of five Latino male students at a Southwest Community College. Latina/o students highlighted the challenges that they encountered, resources available to overcome these challenges, and their resiliency. The findings are indicative of the presence and utilization of aspirational, navigational and resilience capital driven by self-determination.
dc.language.isoen_USen
dc.publisherThe University of Arizona.en
dc.rightsCopyright © 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.en
dc.subjectCase studyen
dc.subjectCommunity collegeen
dc.subjectLatino male studentsen
dc.subjectUniversity transferen
dc.titleLatino Males in the Borderland: A Case Study Analysis of Successful Transfer From the Community College to the Universityen_US
dc.typetexten
dc.typeElectronic Dissertationen
thesis.degree.grantorUniversity of Arizonaen
thesis.degree.leveldoctoralen
dc.contributor.committeememberKoyama, Jillen
dc.contributor.committeememberYlimaki, Roseen
dc.contributor.committeememberCabrera, Nolanen
dc.contributor.committeememberBrunderman, Lynetteen
thesis.degree.disciplineGraduate Collegeen
thesis.degree.disciplineEducational Leadership & Policyen
thesis.degree.namePh.D.en
refterms.dateFOA2018-09-11T20:45:32Z
html.description.abstractLatino students often embark on their post-secondary educational journey at a community college due to cost, proximity to family, and open access policies. The current literature on Latina/o community college students has primarily focused on a deficit view of the educational aspirations and educational completion of this population. The current rapid and expected growth of the Latina/o population requires a call to action to identify the capital and supports employed by these students to navigate their journey to eventual transfer to the University in the Southwest region of the United States. Guided by Yosso's (2005) Community Cultural Wealth framework, my dissertation examined the educational experiences of five Latino male students at a Southwest Community College. Latina/o students highlighted the challenges that they encountered, resources available to overcome these challenges, and their resiliency. The findings are indicative of the presence and utilization of aspirational, navigational and resilience capital driven by self-determination.


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