Announcement of Dissertation Proposal Colloquium<\/p>\n
You are cordially invited to attend a
\nDissertation Proposal Colloquium<\/p>\n
Development of \u201cCollege-Going\u201d Culture: A Focused Ethnographic Case Study of a Predominantly Latinx Secondary School<\/p>\n
May 3,\u00a02022
\n4:00\u00a0PM (PDT)<\/p>\n
Sarina Molina, EdD, Chair
\nC. Bobbi Hansen, EdD, Member
\nDavid Preston, PhD, Member<\/p>\n
In Partial Fulfillment
\nof the Requirements for the Degree<\/p>\n
Doctor of Philosophy
\nby
\nTiffany Cunningham<\/p>\n
Because the doctoral candidate does not live in San Diego, this\u00a0proposal\u00a0presentation will be held on Zoom. Please email the student who is presenting if you are interested in attending.
\ntcunningham@sandiego.edu<\/p>\n
Abstract<\/p>\n
Across the United States, Hispanics make up 18.5% of the population and of those peoples, 36% attend postsecondary education. However, only 14% of Hispanics graduate (U.S. Census Bureau, 2020). These students face significant barriers in learning about the implicit norms and practices in higher education and Hispanic, or Latinx, students, face additional barriers due to false deficit beliefs: families are often assumed to be uninterested when in reality, these families are often deferring to the authority of teachers and schools (Hansen-Thomas & Sourdot, 2015; Kiyama, 2018; Martinez & Mendoza, 2020). Additionally, first-generation college students must demonstrate a certain level of college readiness: college knowledge, measurable skills, and immeasurable skills (Chlup, et al., 2018; Duncheon, 2021; Morley, et al., 2021). However, Latinx students struggle to develop these skills due to academic and financial barriers (Martinez & Mendoza, 2020; Wilbur & Roscigno, 2016; Yasuike, 2019), regardless of the assistance provided by secondary schools through College and Career Centers and summer transition programs (Cunha et al., 2018; Howard & Sharpe, 2019). This research study will focus upon learning about the \u201ccollege-going\u201d culture on a secondary school\u2019s campus through qualitative case study methodology (Bhattacharya, 2017; Fusch, et al., 2017). Guided by Critical Race Theory, particularly Latino Critical Theory (Delgado Bernal, 2002; Delgado & Stefancic, 2017), and Social Capital Theory (Entwistle, 1978; Yosso, 2005), this research study will develop a holistic analysis of the key components within \u201ccollege-going\u201d culture of a predominantly Latinx secondary school as perceived by students, families, teachers, counselors, administrators, the college and career specialists, and the Associated Student Body. This study will provide insights regarding ways in which secondary schools may be able to provide additional support for aspiring first-generation college students and highlight strategies and practices that are transferable to other secondary schools to be used by teachers, counselors, families, and administrators.<\/p>\n","protected":false},"excerpt":{"rendered":"
Announcement of Dissertation Proposal Colloquium You are cordially invited to attend a Dissertation Proposal Colloquium Development of \u201cCollege-Going\u201d Culture: A Focused Ethnographic Case Study of a Predominantly Latinx Secondary School May 3,\u00a02022 4:00\u00a0PM (PDT) Sarina Molina, EdD, Chair C. Bobbi Continue reading