{"id":{"repo_id":"arizona-thes","oai_identifier":"oai:repository.arizona.edu:10150/624525"},"canonical_url":"https://search.dev.ndltd.org/etd/arizona-thes/oai:repository.arizona.edu:10150/624525","repository":{"repo_id":"arizona-thes","name":"University of Arizona","base_url":"https://repository.arizona.edu/oai/request"},"display":{"title":"Latino Males in the Borderland: A Case Study Analysis of Successful Transfer From the Community College to the University","abstract":"Latino students often embark on their post-secondary educational journey at a community college due to cost, proximity to family, and open access policies. The current literature on Latina/o community college students has primarily focused on a deficit view of the educational aspirations and educational completion of this population. The current rapid and expected growth of the Latina/o population requires a call to action to identify the capital and supports employed by these students to navigate their journey to eventual transfer to the University in the Southwest region of the United States. Guided by Yosso's (2005) Community Cultural Wealth framework, my dissertation examined the educational experiences of five Latino male students at a Southwest Community College. Latina/o students highlighted the challenges that they encountered, resources available to overcome these challenges, and their resiliency. The findings are indicative of the presence and utilization of aspirational, navigational and resilience capital driven by self-determination.","abstract_html":"Latino students often embark on their post-secondary educational journey at a community college due to cost, proximity to family, and open access policies. The current literature on Latina/o community college students has primarily focused on a deficit view of the educational aspirations and educational completion of this population. The current rapid and expected growth of the Latina/o population requires a call to action to identify the capital and supports employed by these students to navigate their journey to eventual transfer to the University in the Southwest region of the United States. Guided by Yosso's (2005) Community Cultural Wealth framework, my dissertation examined the educational experiences of five Latino male students at a Southwest Community College. Latina/o students highlighted the challenges that they encountered, resources available to overcome these challenges, and their resiliency. The findings are indicative of the presence and utilization of aspirational, navigational and resilience capital driven by self-determination.","abstract_has_math":false,"creators":["Robles-Lopez, Irene"],"institution":"The University of Arizona.","degree_name":"Ph.D.","degree_level":"doctoral","degree_discipline":"Graduate College","degree_department":null,"school":null,"contributors":[],"advisors":["Koyama, Jill"],"committee_chairs":[],"committee_members":["Koyama, Jill","Ylimaki, Rose","Cabrera, Nolan","Brunderman, Lynette"],"year":2017,"date_issued":"2017","date_published":"2017","updated_at":"2026-07-24T00:57:34Z","subjects":["Case study","Community college","Latino male students","University transfer"],"languages":["en_US"],"rights":["Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/10150/624525","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Koyama, Jill"]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Koyama, Jill","Ylimaki, Rose","Cabrera, Nolan","Brunderman, Lynette"]},{"key":"dc:creator","label":"Author","values":["Robles-Lopez, Irene"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2017-06-29T17:31:11Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2017-06-29T17:31:11Z"]},{"key":"dc:date.issued","label":"Date","values":["2017"]},{"key":"dc:publisher","label":"Institution","values":["The University of Arizona."]},{"key":"dc:type","label":"Dc Type","values":["text","Electronic Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Graduate College","Educational Leadership & Policy"]},{"key":"thesis:degree_level","label":"Degree Level","values":["doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Arizona"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Case study","Community college","Latino male students","University transfer"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en_US"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/10150/624525"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Latino students often embark on their post-secondary educational journey at a community college due to cost, proximity to family, and open access policies. The current literature on Latina/o community college students has primarily focused on a deficit view of the educational aspirations and educational completion of this population. The current rapid and expected growth of the Latina/o population requires a call to action to identify the capital and supports employed by these students to navigate their journey to eventual transfer to the University in the Southwest region of the United States. Guided by Yosso's (2005) Community Cultural Wealth framework, my dissertation examined the educational experiences of five Latino male students at a Southwest Community College. Latina/o students highlighted the challenges that they encountered, resources available to overcome these challenges, and their resiliency. The findings are indicative of the presence and utilization of aspirational, navigational and resilience capital driven by self-determination."]},{"key":"dc:title","label":"Title","values":["Latino Males in the Borderland: A Case Study Analysis of Successful Transfer From the Community College to the University"]}]}],"canonical_facts":{"dc:contributor.advisor":["Koyama, Jill"],"dc:contributor.committeemember":["Koyama, Jill","Ylimaki, Rose","Cabrera, Nolan","Brunderman, Lynette"],"dc:creator":["Robles-Lopez, Irene"],"dc:date.accessioned":["2017-06-29T17:31:11Z"],"dc:date.available":["2017-06-29T17:31:11Z"],"dc:date.issued":["2017"],"dc:description.abstract":["Latino students often embark on their post-secondary educational journey at a community college due to cost, proximity to family, and open access policies. The current literature on Latina/o community college students has primarily focused on a deficit view of the educational aspirations and educational completion of this population. The current rapid and expected growth of the Latina/o population requires a call to action to identify the capital and supports employed by these students to navigate their journey to eventual transfer to the University in the Southwest region of the United States. Guided by Yosso's (2005) Community Cultural Wealth framework, my dissertation examined the educational experiences of five Latino male students at a Southwest Community College. Latina/o students highlighted the challenges that they encountered, resources available to overcome these challenges, and their resiliency. The findings are indicative of the presence and utilization of aspirational, navigational and resilience capital driven by self-determination."],"dc:identifier.uri":["http://hdl.handle.net/10150/624525"],"dc:language.iso":["en_US"],"dc:publisher":["The University of Arizona."],"dc:rights":["Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author."],"dc:subject":["Case study","Community college","Latino male students","University transfer"],"dc:title":["Latino Males in the Borderland: A Case Study Analysis of Successful Transfer From the Community College to the University"],"dc:type":["text","Electronic Dissertation"],"thesis:degree_discipline":["Graduate College","Educational Leadership & Policy"],"thesis:degree_level":["doctoral"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Arizona"]},"updated_at":"2026-07-24T00:57:34Z"}