A Phenomenological Study: The Associate Degree Pathway Experiences of 12th Grade Hispanic Male Students in an Early College High School Program

Autor/in	Esquivel, Hector R.
Titel	A Phenomenological Study: The Associate Degree Pathway Experiences of 12th Grade Hispanic Male Students in an Early College High School Program
Quelle	(2019), (142 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Concordia University (Oregon)
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3921-5116-7
Schlagwörter	Hochschulschrift; Dissertation; Associate Degrees; Student Experience; Males; Hispanic American Students; High School Seniors; Rural Areas; Barriers; Acceleration (Education); Dual Enrollment; Grade 12; First Generation College Students + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Studienerfahrung; Male; Männliches Geschlecht; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Rural area; Ländlicher Raum; Acceleration; Beschleunigung; Doppelstudium; School year 12; 12. Schuljahr; Schuljahr 12
Abstract	Many Hispanic male students, who are often the first in their family to attend college, face distinctive challenges while attempting to obtain a higher education degree. The purpose of this study was to explore how a sample of 12th grade Hispanic male students in the rural Southwestern United States experience an Early College High School (ECHS) program while attempting to earn an associate degree. A transcendental phenomenological research design was employed to document the experiences of seven 12th grade Hispanic male students who were enrolled in the Associate Degree Pathway of this study site's ECHS. Purposive sampling was utilized to identify study participants who were in 12th grade, Hispanic, male, and at one point had been enrolled in the Associate Degree Pathway of ECHS. Data was collected from the participants by utilizing an interview protocol in the spring of 2018. The data analysis for this study was accomplished by following Moustakas' (1994) phenomenological reduction method, which helped generate eight themes. The themes were: (a) poor time management skills; (b) limited prior rigorous academic experiences; (c) extracurricular activity participation; (d) institutional agents present in the students' lives; (e) parental support; (f) limited social and cultural capital; (g) positive experience about ECHS; and (h) lack of work ethic. This study was significant because the information provided by the participants may have the potential to influence ECHS programs by recommending programming that improves a Hispanic male student's chances of postsecondary success. [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	2020/1/01