Ready or Not, Here I Come: Understanding the Cohort-Based College Readiness Experiences of Economically Disadvantaged First-Generation Latinx Early College High School Students
Abstract
Economically disadvantaged Latinx students have continued to graduate high school at higher rates; however, despite various college readiness initiatives, colleges and universities have been least successful in retaining and graduating Latinx of any group. Several studies have indicated that too many high school students are graduating ill-prepared to handle the demands of post-secondary education and successfully earn a college degree. Given the increase in national and state goals to improve college readiness outcomes, this study examined the college readiness experiences of economically disadvantaged, first-generation Latinx students in cohort-based practices such as ECHS, AVID, and NTN. In addition to understanding how cohort-based practices shaped the college readiness experiences of economically disadvantaged, first-generation Latinx students, this study sought to explore how cohort-based practices activate and build on students' community cultural wealth, particularly their social and cultural capital. The research was completed for this study using an interpretive phenomenological approach. The seven first-generation Latinx students who participated in this study shared their stories through semi-structured interviews. The findings from this study highlighted the three overarching themes: (a) Stressful Transitions: From Middle School to College, (b) In Family We Trust, and (c) Confidence in Taking on the World. This study raises implications for research, policy, and practice.
Subject Area
Education|Educational leadership
Recommended Citation
Rios, Dianna, "Ready or Not, Here I Come: Understanding the Cohort-Based College Readiness Experiences of Economically Disadvantaged First-Generation Latinx Early College High School Students" (2023). ETD Collection for University of Texas, El Paso. AAI30521899.
https://scholarworks.utep.edu/dissertations/AAI30521899