Dissertation/Thesis Abstract

Liminal Being: Language, Becoming and Belonging
by Gamboa, Jorge C., Ed.D., California State University, Long Beach, 2018, 121; 10825284
Abstract (Summary)

The present study sought to examine institutional and personal factors that affect the sense of belonging of adult immigrant English-learners in a community college. Specifically, this qualitative study analyzed the lived experiences of twenty-one adult English-learners currently enrolled in a large California community college. Language and Critical Race theory was used a theoretical lens to help understand how language proficiency, instructional policies and practices and social factors affect the extent to which this population feels included and as part of the greater campus community. The study found that proficiency in English was the most salient factor in both enhancing the level of connectedness to campus life and hindrance in accessing linguistic and academic resources. Also, the study revealed that the most effective approach to fostering a greater sense of belonging for adult English-learners was providing high-touch experiences through a robust peer mentorship program. Thus, the findings suggest institutionalizing targeted student support services and professional development that will assist educational practitioners to better support adult English-learners to college completion.

Indexing (document details)
Advisor: Symcox, Linda
Commitee: Davis, Shametrice, Rodriguez, Jesus
School: California State University, Long Beach
Department: Educational Leadership
School Location: United States -- California
Source: DAI-A 79/12(E), Dissertation Abstracts International
Subjects: Community college education, Educational sociology, English as a Second Language, Educational leadership, Higher education
Keywords: Adult learners, Immigrants, Language, Liminality, Nontraditional students, Sense of belonging
Publication Number: 10825284
ISBN: 978-0-438-19667-4
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