Paths to Persistence: Mexican American Undergraduates’ Experiences with Choice in Academic Recovery Interventions

Abstract

Purpose. This study explored the lived experiences of Mexican American undergraduate students on academic probation at the University of Arizona, who have the autonomy to choose their academic recovery interventions and their perspectives on the pushout phenomenon in higher education. Background. Hispanic students face lower retention and graduation rates than their peers, and regaining good academic standing often involves significant academic and personal support. Without adequate support, students risk disengagement or withdrawal. Understanding these experiences is essential for designing supportive interventions. Poetic inquiry was employed to capture dimensions of students’ journeys. Methods. Seven Mexican American students participated in individual interviews. Data were analyzed using in vivo coding, thematic categorization, and poetic transcription. Lines were selected for emotional and linguistic significance, contextual relevance, and thematic weight, then arranged poetically to preserve participants’ voices and meaning. Results. Analysis revealed themes of resilience, identity, emotional responses, and recovery strategies. Poetic transcription highlighted struggles, hopes, and reflections in ways traditional prose could not, emphasizing student agency and the need for support. Conclusions. Poetic inquiry honored participants’ voices and highlighted the need for inclusive, empathetic spaces in higher education that foster resilience, hope, and academic success.