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(Re)conceptualizing the College Transition Process for Rural Latin* Students
In this dissertation, I theorized the process of transition from high school to college for rural Latin* students in the Great Plains region of the United States of America. A constructivist grounded theory approach (Charmaz, 2014) was used to explore the following research question: How can the process of transition from high school to college for rural Latin* students in the Great Plains be (re)conceptualized in nuanced and contextualized ways? This study used a convenience sample from an ongoing phenomenological study examining the college transition experiences of rural Latin* students in Nebraska. Two separate interviews with 15 participants from targeted rural districts in Nebraska were conducted – the first interview occurring during the participant's senior year in high school and the second during the first semester in college. Additionally, to develop a theoretical model, I conducted theoretical sampling with three high school guidance counselors to elaborate and refine categories that emerged from the convenience sample (Charmaz, 2014). This study contributes to the field of higher education by offering a theoretical explanation of how rural Latin* students navigate multiple and intersecting identities, including but not limited to racially minoritized ethnic identity as well as a rural student identity, during the transition from high school to college. I propose the Model of College Transition for Rural Latin* Students, which depicts the process of transition from high school to college for rural Latin* students. The findings from this study are important because, without an understanding of how intersecting identities affect rural Latin* students during the college transition process, we are unable to fully assess the barriers these students face, let alone identify solutions. To conclude, I offer practical recommendations and implications for future research.
Education|Latin American Studies
Padilla, Moises D, "(Re)conceptualizing the College Transition Process for Rural Latin* Students" (2022). ETD collection for University of Nebraska-Lincoln. AAI29068628.