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theses

Latinx first generation college students face challenges on college campuses that may make it more difficult to adjust. First, they are dealing with a steep learning curve from having a lack of knowledge about college compared to students whose parents have a college degree. Secondly, they may also be dealing with racial tension, racial microaggressions, and cultural incongruity between home and school which influences a negative campus cultural climate. The purpose of this qualitative case study is to understand the racial and cultural experiences of Latinx first generation college students at an ethnically diverse institution such as Rutgers University - Camden. In fall 2016, almost half of the Rutgers Camden undergraduate population was non-White. To gain an in-depth understanding of the racial realities for the Latinx students, I conducted in-depth interviews, and a focus group interview. First, four Latinx first generation students were interviewed spring 2016 during a pilot study to shape the interview protocol for the dissertation. Then, ten additional participants were interviewed summer 2017 for the dissertation. Findings suggest that Latinx students perceived the college campus to be a place that is both welcoming and unwelcoming based on positive and negative aspects that exist on the campus. The interviews also indicated that the campus is lacking representation from the Latinx culture, which influences feelings of invisibility. Although, Rutgers Camden has widened access to ethnically diverse students, efforts must be done to foster a more positive cultural campus climate to help ease the transition from home to an unfamiliar environment for Latinx students. Recommendations include integrating the Latinx culture (i.e. food, music, language, traditions) in areas of student affairs (i.e. residence life, student activities, and dining services). Additional recommendations include diversifying areas in academic affairs by hiring Latinx professors, and offering a variety of culturally oriented courses to increase feelings of affirmation and visibility for Latinx students.

ETD_8763

doi:10.7282/T3K35Z2S

Ed.D.

Includes bibliographical references

by Ana Celia Rodriguez

ETD doctoral

The author owns the copyright to this work.