Dissertation/Thesis Abstract

The transition of Latina immigrant community college from ESL to transfer readiness
by Lee, Dirkson, Ed.D., California State University, Fullerton, 2014, 279; 3580201
Abstract (Summary)

This qualitative study used narrative analysis to gain a greater understanding of the educational experiences of Latina immigrant English language learners (ELLs) and how they achieved and advance academically in the community college. The study used race-based (i.e., critical race theory and Latcrit) and asset-based methodologies (i.e., community cultural wealth) as a basis for focusing on the social identities of these students in order to gain a greater conceptual clarity of who these students are and how they are able to achieve and advance academically. The findings in this study identified current institutional inequities and challenges that hinder the academic progression of Latina immigrant ELLs, while highlighting the ways in which they draw their strength and gain support from those in their communities in order to address their challenges and achieve academically. These findings provide new ways of understanding the educational experiences of Latina immigrant ELLs. Suggestions for practice and research are made to help this specific population of students to ultimately achieve their academic goals of transfer and degree attainment.

Indexing (document details)
Advisor: Fujimoto, Maria Oropoza
Commitee:
School: California State University, Fullerton
School Location: United States -- California
Source: DAI-A 75/07(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Community college education, Adult education, Higher education
Keywords: Community cultural wealth, Critical race theory, English language learner, Latina, Narrative analysis, immigrant
Publication Number: 3580201
ISBN: 978-1-303-88987-5
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