Graduation Semester and Year

2021

Language

English

Document Type

Dissertation

Degree Name

Doctor of Philosophy in Educational Leadership and Policy Studies

Department

Educational Leadership and Policy Studies

First Advisor

Barbara Tobolowsky

Second Advisor

(Leaf) Yi Zhang

Abstract

Increased enrollment of Latinx students in college has led to reshaping the landscape of American higher education, diversifying college enrollment and degree completion. This qualitative study explored the lived experience of Latinx graduates from the same elite Texas college, so we can better understand how high-achieving, under-represented students successfully navigated a college environment historically attended by high-achieving students from upper socio-economic backgrounds. Jalomo and Rendón’s (2004) three critical processes for students in transition provided the framework. Participants engaged in semi-structured interviews to share their experience of transitioning to campus (separation), feeling of validation in college (validation), and description of the college experience (involvement). Findings from this study revealed factors that impacted college choice, experiences with separating from family/friends, validating and invalidating experiences in college, and various activities in which students engaged. This study illuminates the experiences of high-achieving Latinx students attend an elite institution and recommends ways to foster a supportive and inclusive campus environment for underrepresented students.

Keywords

Latinx college students, Hispanic college students, Elite institutions, Elite colleges, Elite universities

Disciplines

Education | Educational Leadership

Comments

Degree granted by The University of Texas at Arlington

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29834-2.zip (747 kB)
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