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A Reflection of First-Year Black and Latine/x Students' Consideration of Their Racial-Ethnic Identity in the Choice to Attend a Highly Selective Public R1
A Reflection of First-Year Black and Latine/x Students' Consideration of Their Racial-Ethnic Identity in the Choice to Attend a Highly Selective Public R1
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211153005
- ISBN
- 9798384043980
- DDC
- 378
- 저자명
- Rios, Ronnie.
- 서명/저자
- A Reflection of First-Year Black and Latine/x Students Consideration of Their Racial-Ethnic Identity in the Choice to Attend a Highly Selective Public R1
- 발행사항
- [Sl] : University of Michigan, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 229 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 86-03, Section: A.
- 주기사항
- Advisor: Bowman, Phillip J.;Torres, Vasti.
- 학위논문주기
- Thesis (Ph.D.)--University of Michigan, 2024.
- 초록/해제
- 요약This dissertation investigates the role of ethnic-racial identity in the college choice and first-year experience of Black and Latinx students attending a highly selective, large, public R1 in the Midwest. My research questions are guided by Camille Wilson's (formerly Cooper) Positioned School Choice (2007) and Critical Race Theory through Yosso's (2005) Community Cultural Wealth framework, focusing on ethnic and racial assets of Black and Latinx students' college choice. The research questions are: 1) What cultural/racial aspects of their lives do Black and Latinx students draw on to choose the University of Michigan? 2) What experiences do these students draw on from their home environments, such as family and community? 3) What role does their school context play, and 4) How are other factors present? In contrast to traditional deficit literature, this dissertation study seeks to understand better how and why the limited number of high-achieving Black and Latinx students who attend highly selective institutions do so and how their ethnic-racial identity shows up in the process. I intentionally seek to utilize critical perspectives and frameworks in conducting my research to disrupt the notion of eurocentric, traditional, and foundational theories and methods, which are the norm in research. Through written reflections and semi-structured interviews, I co-construct the narrative of the Black and Latinx student collaborators in this study. To center the experiences of Black and Latinx students and reframe their racial and ethnic identities as assets, I use the critical race methodology of narrative inquiry. The findings speak to the vital role played by parents and families (including for first-generation, low-income students) in college motivations and expectations; the impact of the high school context, including schools' resources and actors; the value of pre-collegiate and pre-orientation programs; and the significance of students' sense of responsibility to give back to their families and communities.
- 일반주제명
- Higher education
- 일반주제명
- Education
- 일반주제명
- Ethnic studies
- 키워드
- College choice
- 키워드
- Black students
- 키워드
- Latinx students
- 기타저자
- University of Michigan Higher Education
- 기본자료저록
- Dissertations Abstracts International. 86-03A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■00520250211153005
■006m o d
■007cr#unu||||||||
■020 ▼a9798384043980
■035 ▼a(MiAaPQ)AAI31631384
■035 ▼a(MiAaPQ)umichrackham005799
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a378
■1001 ▼aRios, Ronnie.
■24512▼aA Reflection of First-Year Black and Latine/x Students' Consideration of Their Racial-Ethnic Identity in the Choice to Attend a Highly Selective Public R1
■260 ▼a[Sl]▼bUniversity of Michigan▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a229 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 86-03, Section: A.
■500 ▼aAdvisor: Bowman, Phillip J.;Torres, Vasti.
■5021 ▼aThesis (Ph.D.)--University of Michigan, 2024.
■520 ▼aThis dissertation investigates the role of ethnic-racial identity in the college choice and first-year experience of Black and Latinx students attending a highly selective, large, public R1 in the Midwest. My research questions are guided by Camille Wilson's (formerly Cooper) Positioned School Choice (2007) and Critical Race Theory through Yosso's (2005) Community Cultural Wealth framework, focusing on ethnic and racial assets of Black and Latinx students' college choice. The research questions are: 1) What cultural/racial aspects of their lives do Black and Latinx students draw on to choose the University of Michigan? 2) What experiences do these students draw on from their home environments, such as family and community? 3) What role does their school context play, and 4) How are other factors present? In contrast to traditional deficit literature, this dissertation study seeks to understand better how and why the limited number of high-achieving Black and Latinx students who attend highly selective institutions do so and how their ethnic-racial identity shows up in the process. I intentionally seek to utilize critical perspectives and frameworks in conducting my research to disrupt the notion of eurocentric, traditional, and foundational theories and methods, which are the norm in research. Through written reflections and semi-structured interviews, I co-construct the narrative of the Black and Latinx student collaborators in this study. To center the experiences of Black and Latinx students and reframe their racial and ethnic identities as assets, I use the critical race methodology of narrative inquiry. The findings speak to the vital role played by parents and families (including for first-generation, low-income students) in college motivations and expectations; the impact of the high school context, including schools' resources and actors; the value of pre-collegiate and pre-orientation programs; and the significance of students' sense of responsibility to give back to their families and communities.
■590 ▼aSchool code: 0127.
■650 4▼aHigher education
■650 4▼aEducation
■650 4▼aCommunity college education
■650 4▼aEthnic studies
■653 ▼aCollege choice
■653 ▼aBlack students
■653 ▼aLatinx students
■653 ▼aCritical Race Theory
■653 ▼aCommunity Cultural Wealth
■653 ▼aRacial-ethnic identity
■690 ▼a0515
■690 ▼a0745
■690 ▼a0631
■690 ▼a0275
■71020▼aUniversity of Michigan▼bHigher Education.
■7730 ▼tDissertations Abstracts International▼g86-03A.
■790 ▼a0127
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17164464▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
