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Proving them wrong
Descriptive
TitleInfo
Title
Proving them wrong
SubTitle
academically resilient first-generation Latinas in college
Name
(type = personal)
NamePart
(type = family)
Reyes
NamePart
(type = given)
Rosanna A.
NamePart
(type = date)
1981-
DisplayForm
Rosanna Reyes
Role
RoleTerm
(authority = RULIB)
author
Name
(type = personal)
NamePart
(type = family)
Giarelli
NamePart
(type = given)
James
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James Giarelli
Affiliation
Advisory Committee
Role
RoleTerm
(authority = RULIB)
chair
Name
(type = personal)
NamePart
(type = family)
Sargent
NamePart
(type = given)
Tanja
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Tanja Sargent
Affiliation
Advisory Committee
Role
RoleTerm
(authority = RULIB)
internal member
Name
(type = personal)
NamePart
(type = family)
Hernandez
NamePart
(type = given)
Ebelia
DisplayForm
Ebelia Hernandez
Affiliation
Advisory Committee
Role
RoleTerm
(authority = RULIB)
internal member
Name
(type = corporate)
NamePart
Rutgers University
Role
RoleTerm
(authority = RULIB)
degree grantor
Name
(type = corporate)
NamePart
Graduate School of Education
Role
RoleTerm
(authority = RULIB)
school
TypeOfResource
Text
Genre
(authority = marcgt)
theses
OriginInfo
DateCreated
(qualifier = exact)
2012
DateOther
(qualifier = exact);
(type = degree)
2012-05
CopyrightDate
(qualifier = exact)
2012
Place
PlaceTerm
(type = code)
xx
Language
LanguageTerm
(authority = ISO639-2b);
(type = code)
eng
Abstract
(type = abstract)
This study examined the educational trajectories of academically resilient first-generation Latinas in college. More specifically, the study focused on the factors that led them to become academically successful. The researcher of this study conducted a narrative inquiry analysis of the K-16 educational trajectories of five academically resilient college students, which served as counter-narratives to the existing deficit laden research regarding Latina students within the American educational system. The study was guided by the following research questions: 1) What experiences contribute to the development of academic resiliency in first-generation Latinas? 2) What factors do academically resilient first-generation Latinas attribute their educational success? 3) What do the experiences that contributed to the academic resiliency of first-generation Latinas suggest for educational practice and policy? The data collection tactics applied in this qualitative analysis were: written autobiographical narratives of each of the five participants’ educational trajectories, in-depth interviews, and a focus group interview with all five of the participants. Latino Critical Race Theory (LatCrit) (Delgado Bernal, 2002) was used as the theoretical framework to analyze the race, gender and social barriers the participants encountered, while the Community Cultural Wealth Model (Yosso, 2005) in conjunction with the Academic Resilience Model (Morales, 2008; Gayles, 2005; Cammarota, 2004; Solorzano & Delgado Bernal, 2001; Valenzuela, 1993; Yosso, 2002) provided a theoretical approach to understand the supportive factors and mechanisms that the five students possessed and/or interfaced with, throughout their educational careers, that enabled their academic success. The major findings of this study are that first-generation, academically resilient Latinas enhance their resiliency by the presence of various factors. For the most part their academic resiliency was increased by the presence of, and interaction with, the protective factors. Protective factors are the inherent strengths that the student possesses that allow her to mitigate the risk factors that may be present in her life These protective factors were comprised of dispositional, familial and environmental factors. This included unwavering familial support, the intrinsic motivation to succeed, and ongoing support from teachers, administrators and peer networks.
Subject
(authority = RUETD)
Topic
Social and Philosophical Foundations of Education
RelatedItem
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TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier
(type = RULIB)
ETD
Identifier
ETD_4026
PhysicalDescription
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electronic resource
InternetMediaType
application/pdf
InternetMediaType
text/xml
Extent
x, 174 p. : ill.
Note
(type = degree)
Ed.D.
Note
(type = bibliography)
Includes bibliographical references
Note
(type = statement of responsibility)
by Rosanna A. Reyes
Subject
(authority = ETD-LCSH)
Topic
Hispanic American women college students--United States--Interviews
Subject
(authority = ETD-LCSH)
Topic
Hispanic American teenage girls--Education (Higher)--United States
Subject
(authority = ETD-LCSH)
Topic
Minority women in higher education--United States
Identifier
(type = hdl)
http://hdl.rutgers.edu/1782.1/rucore10001500001.ETD.000065003
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TitleInfo
Title
Graduate School of Education Electronic Theses and Dissertations
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rucore10001500001
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NjNbRU
Identifier
(type = doi)
doi:10.7282/T3HM57D4
Genre
(authority = ExL-Esploro)
ETD doctoral
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Rights
RightsDeclaration
(ID = rulibRdec0006)
The author owns the copyright to this work.
RightsHolder
(type = personal)
Name
FamilyName
Reyes
GivenName
Rosanna
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime
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(qualifier = exact);
(point = start)
2012-04-25 12:37:39
AssociatedEntity
Name
Rosanna Reyes
Role
Copyright holder
Affiliation
Rutgers University. Graduate School of Education
AssociatedObject
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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