A Qualitative Analysis of Undocumented Latino College Students' Movement towards Developing Purpose

Autor/inn/en	Little, Theresa Lyon; Mitchell, Donald, Jr.
Titel	A Qualitative Analysis of Undocumented Latino College Students' Movement towards Developing Purpose
Quelle	In: Review of Higher Education, 42 (2018) 1, S.137-172 (36 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-5748
Schlagwörter	Hispanic American Students; Undocumented Immigrants; College Students; Identification (Psychology); Access to Education; Federal Legislation; Student Attitudes; Occupational Aspiration; Student Interests; Interpersonal Relationship; Family Relationship; Student Responsibility + Suchen Sie Ihr Suchwort? Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Illegaler Aufenthalt; Collegestudent; Education; Access; Bildung; Zugang; Bildungszugang; Bundesrecht; Schülerverhalten; Berufsneigung; Berufsziel; Studieninteresse; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung
Abstract	Undocumented Latino college students face numerous legal, social, and financial barriers as they attempt to pursue a postsecondary degree and define their identity as college students. Researchers have noted the psychosocial development that occurs as students transition to an adult identity, yet little research has been done on the ways undocumented Latino college students navigate barriers to their identity development, specifically developing purpose, as students and members of U.S. society. This study utilizes hermeneutic phenomenological methods to explore the ways undocumented Latino college students develop purpose as a subset of the psychosocial identity development that occurs during their postsecondary experiences. (As Provided).
Anmerkungen	Johns Hopkins University Press. 2715 North Charles Street, Baltimore, MD 21218. Tel: 800-548-1784; Tel: 410-516-6987; Fax: 410-516-6968; e-mail: jlorder@jhupress.jhu.edu; Web site: http://www.press.jhu.edu/journals/subscribe.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01