서브메뉴
검색
The Experiences and Support Needs of Families of Hispanic First-Generation College Students
The Experiences and Support Needs of Families of Hispanic First-Generation College Students
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20260311091548.5
- ISBN
- 9798270232542
- DDC
- 378
- 저자명
- Amaya, Ismael
- 서명/저자
- The Experiences and Support Needs of Families of Hispanic First-Generation College Students / Ismael Amaya
- 발행사항
- [Sl] : The University of Texas at Austin, 2025
- 형태사항
- 1 electronic resource (218 pages)
- 주기사항
- Source: Dissertations Abstracts International, Volume: 87-06, Section: A.
- 주기사항
- Advisors: Goodman, Michael A. Committee members: Ovando, Martha N.; Black, Victoria G.; Nava, Michael E.
- 학위논문주기
- - Ph.D. : The University of Texas at Austin, 2025.
- 초록/해제
- 요약Hispanic people have historically been underrepresented but are increasingly enrolling in higher education. This combination results in a higher likelihood that Hispanic students at four-year universities identify as first-generation college students (FGCSs). Research on FGCSs and Hispanic students often compares these students' educational outcomes to those of continuing-generation college students (CGCSs) and White, non-Hispanic students, respectively, and finds disparate educational attainment outcomes. Some scholars have suggested this is attributed to the students and their families' limited college knowledge or Hispanic people not valuing higher education, framing these students' lagging educational outcomes in a deficit-based perspective. Few have sought to understand how Hispanic FGCSs' primary support system-their families-experience the students' transition to college. Extant literature indicates that intersecting Hispanic and FGCS identities contribute to how Hispanic FGCSs experience the transition to and participation in higher education, including a possible dichotomy between school and home life. This study used an asset-based perspective to explore how families of Hispanic FGCSs experience their students' enrollment in a four-year university and what support, if any, these family members want from their students' Institution of Higher Education (IHE) in order to facilitate their involvement in their college students' education. The study followed a constructivist paradigm and used a hermeneutic phenomenological design and methodology. Data was collected through semi-structured interviews, interpreted, and presented using van Manen's phenomenology of practice approach. Findings show that family members of Hispanic FGCSs support their students' pursuit of a college degree. Familism influenced how these family members experienced their students' higher education pursuits and used their capital and networks to support their students. The family members shared similar concerns and emotional resonance; they also helped balance their student's school and family life rather than creating a rift between them. The findings also suggest that IHEs can provide better information access and college knowledge to Hispanic FGCS families to narrow the college knowledge gap and remove barriers to their engagement with the institution. The study yields implications for practice and further inquiry that can enhance our knowledge of the needs of Hispanic FGCSs and their families.
- 언어주기
- English
- 일반주제명
- Higher education
- 일반주제명
- Education
- 키워드
- Hispanic people
- 기타저자
- The University of Texas at Austin Educational Leadership and Policy
- 기본자료저록
- Dissertations Abstracts International. 87-06A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
008260311s2025 us eng d■001000017361234
■00520260311091548.5
■006m o d
■007cr|nu||||||||
■020 ▼a9798270232542
■040 ▼aMiAaPQD▼beng▼cMiAaPQD▼erda
■082 ▼a378
■1001 ▼aAmaya, Ismael▼eauthor.
■24510▼aThe Experiences and Support Needs of Families of Hispanic First-Generation College Students ▼cIsmael Amaya
■260 ▼a[Sl]▼bThe University of Texas at Austin▼c2025
■264 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2025
■300 ▼a1 electronic resource (218 pages)
■336 ▼atext▼btxt▼2rdacontent
■337 ▼acomputer▼bc▼2rdamedia
■338 ▼aonline resource▼bcr▼2rdacarrier
■500 ▼aSource: Dissertations Abstracts International, Volume: 87-06, Section: A.
■500 ▼aAdvisors: Goodman, Michael A. Committee members: Ovando, Martha N.; Black, Victoria G.; Nava, Michael E.
■5021 ▼bPh.D.▼cThe University of Texas at Austin▼d2025.
■520 ▼aHispanic people have historically been underrepresented but are increasingly enrolling in higher education. This combination results in a higher likelihood that Hispanic students at four-year universities identify as first-generation college students (FGCSs). Research on FGCSs and Hispanic students often compares these students' educational outcomes to those of continuing-generation college students (CGCSs) and White, non-Hispanic students, respectively, and finds disparate educational attainment outcomes. Some scholars have suggested this is attributed to the students and their families' limited college knowledge or Hispanic people not valuing higher education, framing these students' lagging educational outcomes in a deficit-based perspective. Few have sought to understand how Hispanic FGCSs' primary support system-their families-experience the students' transition to college. Extant literature indicates that intersecting Hispanic and FGCS identities contribute to how Hispanic FGCSs experience the transition to and participation in higher education, including a possible dichotomy between school and home life. This study used an asset-based perspective to explore how families of Hispanic FGCSs experience their students' enrollment in a four-year university and what support, if any, these family members want from their students' Institution of Higher Education (IHE) in order to facilitate their involvement in their college students' education. The study followed a constructivist paradigm and used a hermeneutic phenomenological design and methodology. Data was collected through semi-structured interviews, interpreted, and presented using van Manen's phenomenology of practice approach. Findings show that family members of Hispanic FGCSs support their students' pursuit of a college degree. Familism influenced how these family members experienced their students' higher education pursuits and used their capital and networks to support their students. The family members shared similar concerns and emotional resonance; they also helped balance their student's school and family life rather than creating a rift between them. The findings also suggest that IHEs can provide better information access and college knowledge to Hispanic FGCS families to narrow the college knowledge gap and remove barriers to their engagement with the institution. The study yields implications for practice and further inquiry that can enhance our knowledge of the needs of Hispanic FGCSs and their families.
■546 ▼aEnglish
■590 ▼aSchool code: 0227
■650 4▼aHigher education
■650 4▼aHispanic American studies
■650 4▼aEducation
■650 4▼aHigher education administration
■653 ▼aHispanic people
■653 ▼aFirst-generation college students
■653 ▼aContinuing-generation college students
■653 ▼aInstitution of Higher Education
■7102 ▼aThe University of Texas at Austin▼bEducational Leadership and Policy.▼edegree granting institution.
■7201 ▼aGoodman, Michael A.▼edegree supervisor.
■7730 ▼tDissertations Abstracts International▼g87-06A.
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17361234▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
