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Beyond the School Walls: How Latina/O Adolescents Co-Construct Their Academic Identity Within the Family
Beyond the School Walls: How Latina/O Adolescents Co-Construct Their Academic Identity Within the Family
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20260311091542.5
- ISBN
- 9798270232382
- DDC
- 306.874
- 서명/저자
- Beyond the School Walls: How Latina/O Adolescents Co-Construct Their Academic Identity Within the Family / Delina Zapata Romero
- 발행사항
- [Sl] : The University of Texas at Austin, 2025
- 형태사항
- 1 electronic resource (215 pages)
- 주기사항
- Source: Dissertations Abstracts International, Volume: 87-06, Section: B.
- 주기사항
- Advisors: Martinez, Charles, Jr.; Holme, Jennifer Jellison Committee members: Reyes, Pedro; Suizzo, Marie-Anne.
- 학위논문주기
- - Ph.D. : The University of Texas at Austin, 2025.
- 초록/해제
- 요약This qualitative study examined how Latina/o adolescents made sense of the lived experiences that shaped their academic identity and motivation to achieve. Guided by two research questions, the study asked: (1) What lived experiences do Latina/o adolescents perceive as influential in shaping their academic identity development and achievement? and (2) How do Latina/o students make sense of their family's role in constructing their academic identity and motivation to achieve? Using a multidimensional academic identity framework- including values, belonging, regard, and performance-the study explored how students interpreted school and family experiences and how those interpretations influenced their academic identity development and motivation to achieve. The sample included five students and their mothers from a nonprofit organization serving first-generation college-bound youth in Central Texas. Each student participant attended a different high school across the central Texas area, spanning across grades 9-12, with ages ranging from approximately 14 to 17 years old. Semi-structured interviews with both students and parents provided rich, contextualized accounts of how students co-constructed identity across school and family settings. Findings revealed that students constructed their academic identities through complex, relational, and context-sensitive processes. Family played the most consistent and powerful role. Students described their parents' expectations, sacrifices, and cultural narratives as key drivers in shaping their self-perception and motivation. Peer and teacher interactions also influenced students' sense of belonging and performance, but family support often mediated these effects. Students reported that school-based treatment, particularly experiences of stereotype threat, low expectations, and cultural invalidation, deeply affected their internalized sense of regard. By centering student meaning-making and integrating parent voices, the study showed that academic identity development was not an isolated endeavor, but a shared process. Students and parents made sense of school experiences, achievement, and purpose together-revealing not only a student academic identity, but a family academic identity. This concept challenges individualistic, school-centric models of identity formation and calls for culturally responsive, family-engaged educational practices and policies. The study underscores the importance of using multidimensional frameworks to capture how Latina/o students navigate academic life, drawing strength from cultural roots amid systemic barriers.
- 언어주기
- English
- 일반주제명
- Higher education
- 일반주제명
- Developmental psychology
- 기타저자
- The University of Texas at Austin Educational Leadership and Policy
- 기본자료저록
- Dissertations Abstracts International. 87-06B.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■00520260311091542.5
■006m o d
■007cr|nu||||||||
■020 ▼a9798270232382
■040 ▼aMiAaPQD▼beng▼cMiAaPQD▼erda
■082 ▼a306.874
■1001 ▼aZapata Romero, Delina▼eauthor.
■24510▼aBeyond the School Walls: How Latina/O Adolescents Co-Construct Their Academic Identity Within the Family ▼cDelina Zapata Romero
■260 ▼a[Sl]▼bThe University of Texas at Austin▼c2025
■264 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2025
■300 ▼a1 electronic resource (215 pages)
■336 ▼atext▼btxt▼2rdacontent
■337 ▼acomputer▼bc▼2rdamedia
■338 ▼aonline resource▼bcr▼2rdacarrier
■500 ▼aSource: Dissertations Abstracts International, Volume: 87-06, Section: B.
■500 ▼aAdvisors: Martinez, Charles, Jr.; Holme, Jennifer Jellison Committee members: Reyes, Pedro; Suizzo, Marie-Anne.
■5021 ▼bPh.D.▼cThe University of Texas at Austin▼d2025.
■520 ▼aThis qualitative study examined how Latina/o adolescents made sense of the lived experiences that shaped their academic identity and motivation to achieve. Guided by two research questions, the study asked: (1) What lived experiences do Latina/o adolescents perceive as influential in shaping their academic identity development and achievement? and (2) How do Latina/o students make sense of their family's role in constructing their academic identity and motivation to achieve? Using a multidimensional academic identity framework- including values, belonging, regard, and performance-the study explored how students interpreted school and family experiences and how those interpretations influenced their academic identity development and motivation to achieve. The sample included five students and their mothers from a nonprofit organization serving first-generation college-bound youth in Central Texas. Each student participant attended a different high school across the central Texas area, spanning across grades 9-12, with ages ranging from approximately 14 to 17 years old. Semi-structured interviews with both students and parents provided rich, contextualized accounts of how students co-constructed identity across school and family settings. Findings revealed that students constructed their academic identities through complex, relational, and context-sensitive processes. Family played the most consistent and powerful role. Students described their parents' expectations, sacrifices, and cultural narratives as key drivers in shaping their self-perception and motivation. Peer and teacher interactions also influenced students' sense of belonging and performance, but family support often mediated these effects. Students reported that school-based treatment, particularly experiences of stereotype threat, low expectations, and cultural invalidation, deeply affected their internalized sense of regard. By centering student meaning-making and integrating parent voices, the study showed that academic identity development was not an isolated endeavor, but a shared process. Students and parents made sense of school experiences, achievement, and purpose together-revealing not only a student academic identity, but a family academic identity. This concept challenges individualistic, school-centric models of identity formation and calls for culturally responsive, family-engaged educational practices and policies. The study underscores the importance of using multidimensional frameworks to capture how Latina/o students navigate academic life, drawing strength from cultural roots amid systemic barriers.
■546 ▼aEnglish
■590 ▼aSchool code: 0227
■650 4▼aHigher education
■650 4▼aIndividual & family studies
■650 4▼aDevelopmental psychology
■653 ▼aAcademic identity development
■653 ▼aAchievement motivation
■653 ▼aFamily academic identity
■653 ▼aParent-child relationships
■7102 ▼aThe University of Texas at Austin▼bEducational Leadership and Policy.▼edegree granting institution.
■7201 ▼aMartinez, Charles, Jr.▼edegree supervisor.
■7201 ▼aHolme, Jennifer Jellison▼edegree supervisor.
■7730 ▼tDissertations Abstracts International▼g87-06B.
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17361225▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
