Underrepresented and In/visible: A Hispanic First-Generation Student's Narratives of College

Autor/inn/en	Pyne, Kimberly B.; Means, Darris R.
Titel	Underrepresented and In/visible: A Hispanic First-Generation Student's Narratives of College
Quelle	In: Journal of Diversity in Higher Education, 6 (2013) 3, S.186-198 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-8926
DOI	10.1037/a0034115
Schlagwörter	Academic Persistence; First Generation College Students; Hispanic American Students; Personal Narratives; Disproportionate Representation; Females; Low Income Groups; Private Colleges; Whites; Racial Composition; Critical Theory; Race; Qualitative Research; Racial Factors; Ethnicity; Socioeconomic Influences; Interaction; Interpersonal Relationship; Case Studies; Semi Structured Interviews; Coding; Ethnic Stereotypes + Suchen Sie Ihr Suchwort? Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Erlebniserzählung; Weibliches Geschlecht; Privathochschule; White; Weißer; Kritische Theorie; Rasse; Abstammung; Qualitative Forschung; Ethnizität; Sozioökonomischer Faktor; Interaktion; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Case study; Fallstudie; Case Study; Codierung; Programmierung; National stereotype; Nationales Stereotyp
Abstract	Despite improvements in the rates of college admission over the past few decades, college persistence, retention, and graduation rates continue to be problematic for underrepresented students--students of color and students from low-income and/or first-generation families. This article presents a case study of a female, first-generation, low-income Hispanic student during her 1st year at a highly selective, private, predominantly White university. Drawing on critical race theory and qualitative research methodologies, it explores and understands key incidents prior to matriculation and throughout 2 semesters, focusing on those connected to racial, ethnic, and socioeconomic identities, as well as social and academic interactions and relationships. It recenters discussion on the lived experiences and insider's perspectives of a historically marginalized student, stories often omitted from the research or hidden within the broader statistics on success and failure. Using the metaphor of invisibility/visibility to capture ongoing tensions, it highlights her strategies for success while deconstructing the subtle social and institutional discourses that work against her and create hidden stress, struggle, and doubt. It paints a complex portrait of what "success" may look like for such students in our current higher educational spaces. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01