Chicanas/os and Latinas/os Crossing Institutional Fronteras: Critical Race Counterstories along the College Transfer Pipeline at a Sacramento Valley Community College

Autor/in	Ramirez, Richard Andrew
Titel	Chicanas/os and Latinas/os Crossing Institutional Fronteras: Critical Race Counterstories along the College Transfer Pipeline at a Sacramento Valley Community College
Quelle	(2011), (285 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of California, Davis
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1249-0826-7
Schlagwörter	Hochschulschrift; Dissertation; Goal Orientation; Postsecondary Education; Critical Theory; Cues; Community Colleges; Ethnic Groups; Educational Change; Race; Hispanic American Students; Enrollment Trends; College Transfer Students; Access to Education; State Universities; Qualitative Research; Institutional Characteristics; California + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Zielorientierung; Zielvorstellung; Post-secondary education; Tertiäre Bildung; Kritische Theorie; Stichwort; Community college; Community College; Ethnie; Bildungsreform; Rasse; Abstammung; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Hochschulwechsel; Schulwechsel; Studienortwechsel; Education; Access; Bildung; Zugang; Bildungszugang; Staatliche Universität; Qualitative Forschung; Kalifornien
Abstract	Chicanos and Latinos constitute the fastest-growing ethnic group in the United States, with the California public school system reporting a definitive majority (50.4%) of Raza students in 2010, and California community colleges (CCCs) approaching record one-third Chicano/Latino enrollments in the last five years. Since CCCs are the entry point to postsecondary education for most Chicano/Latinos in pursuit of a baccalaureate degree, the dismal transfer rates of this community to the California State University (CSU) and the University of California (UC) systems warrant: (1) investigation into the "fronteras" (borders) imposed by institutions that block social equity and access to participation in public postsecondary education; and (2) examination of the attributes possessed by Chicano/Latinos which enable them to persist in the community college and successfully transfer to the four-year segments. Using Critical Race Theory (CRT) and Latina/o Critical Theory (LatCrit) lenses, and the qualitative methodology of counterstorytelling, this study was conducted at American River College to bring Chicano and Latino community college voices to the forefront as a means to identify and characterize the institutional factors and community cultural wealth held by students, which promote or impede their transfer goals. Findings suggest that leaders and institutional agents of change must re-examine and dispel the majoritarian assumptions and cultural deficit models which have dominated educational discourse and praxis for now 50 years and take cues regarding institutional reform from the experiential knowledge and insights embedded in the counterstories of Chicanas/os and Latinas/os and other marginalized student populations. Community college leadership is urged to implement programs, policies, and practices that acknowledge and leverage the community cultural wealth of Raza students while instituting an inclusive community college transfer culture. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10