The experiences of Mexican immigrant students are underrepresented in the existing research in the field of marriage and family therapy (MFT). Many studies have explored the experiences of Latinx in educational settings and similar fields and some have focused on immigrant students in graduate school from second, third, and higher generation; however, there is not a single study of Mexican immigrant students in MFT programs. The literature also reveals that some studies have focused on high school level students, leaving room to explore the stories of immigrants in higher education. The number of immigrant MFT students and practicing therapists is increasing rapidly (California Department of Consumer Affairs, Board of Behavioral Sciences, 2007); hence, graduate programs would benefit from increasing the level of diversity awareness in this field. It is unusual to run into Latinx students in MFT programs, especially those who identify as immigrants (E. Kim & Díaz, 2013). This qualitative phenomenological study explored Mexican immigrant graduates’ identity experiences during their MFT programs using social identity theory (SIT) as a frame of reference. Findings of the study highlighted five major themes (a) lack of representation, (b) the need for cultural competence in academia, (c) academic challenges, (d) internal challenges, and (e) role of support.
|Commitee:||Davis, Sean, Nino, Alba|
|School:||Alliant International University|
|Department:||Los Angeles, CSPP|
|School Location:||United States -- California|
|Source:||DAI-A 80/11(E), Dissertation Abstracts International|
|Subjects:||Educational psychology, Higher education|
|Keywords:||Identity, Identity experiences, Immigrant graduates, MFT programs, Mexican, Mexican immigrant|
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