A Study of College Access and Academic Success among First Generation Hispanic Language Minority Students at the Community College Level

Autor/in	Barbosa, L. Loren
Titel	A Study of College Access and Academic Success among First Generation Hispanic Language Minority Students at the Community College Level
Quelle	(2011), (238 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Seton Hall University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2675-1567-4
Schlagwörter	Hochschulschrift; Dissertation; Hispanic American Students; First Generation College Students; Two Year College Students; Community Colleges; Access to Education; English (Second Language); Ethnography; Student Needs; Bilingual Students; Barriers; Success; Qualitative Research; Focus Groups; Immigrants; Acculturation; Student Adjustment + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Community college; Community College; Education; Access; Bildung; Zugang; Bildungszugang; English as second language; English; Second Language; Englisch als Zweitsprache; Ethnografie; Erfolg; Qualitative Forschung; Immigrant; Immigrantin; Immigranten; Akkulturation; Adjustment; Adaptation
Abstract	In an increasingly competitive world economy, America's economic strength depends upon the education and skills of its workers. In the coming years, jobs requiring at least an associate's degree are projected to grow twice as quickly as those requiring no college experience (White House Summit on CC, 2010). Community colleges appeal to the educational needs of immigrants in search of language training, job skills, and career opportunities. The main purpose of this ethnographic-focus study is to examine how community colleges meet the needs and goals of first generation Hispanic bilingual/bicultural students by reaching out to and providing them with educational and economic attainment. In addition, this study will assess and analyze the hurdles first generation Hispanic students encounter in seeking higher education, such as academic obstacles, personal obstacles, and college administration obstacles. This study will further contribute to data about the difficulties faced and the success of first generation Hispanic students in completing required English as a Second Language (ESL) certification courses. This ethnographic-focus group study employed a qualitative research design. Participants were first generation Hispanic college students who provided input and interaction related to the topic. The focus group participants are immigrants from various Latin American countries. This study further examined these participants' educational and identity development and acculturation experiences during different transitional periods of their community college life in the United States. First generation Hispanic community college students not only confront the typical student adjustment concerns, they also grapple with issues pertaining to language, immigration status, acculturation, social acceptance, socioeconomic status, and ethnic identity. Insights gained by this investigation will provide opportunities for those interested in education at the community college level to reflect upon. Identifying and examining the practices of second language learners contributes to the growing body of knowledge concerning first generation Hispanic immigrant students, provides implications for future educational development, preparation, training, and study practices and helps community college educators gain insight into their role as instructional leaders, which can ultimately have a positive impact on student achievement. [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