The following thesis explores the experiences of Latinas with dis/abilities during their transition from high school to postsecondary education focusing on the unique intersection of identities (race/ethnicity, gender, dis/ability). Research suggests that individuals with college degrees benefit from an assortment of positive outcomes; however, the college enrollment gap suggests that marginalized students are less likely to experience these positive outcomes. This qualitative study investigated the challenges encountered and helpful resources and sources of support accessed by 16 Latinas with dis/abilities during their postsecondary education transition. Participants shared how their different identities (Latinx, female, student with a dis/ability) impacted their college experience during focus group or individual interviews. Results suggest that awareness, family, representation, resource awareness, and managing expectations may positively or negatively impact Latinas with dis/abilities during their college transition.
|Commitee:||Achola, Edwin, Tinsley, Kathryn|
|School:||California State University, Long Beach|
|Department:||Advanced Studies in Education and Counseling|
|School Location:||United States -- California|
|Source:||MAI 82/3(E), Masters Abstracts International|
|Subjects:||Higher education, Disability studies, Womens studies, Hispanic American studies|
|Keywords:||Intersectionality, Postsecondary Education, Latinas with disabilities|
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