This study includes the experiences of six first-generation Latinx alumnae who attended three private, predominantly-White universities in Southern California. It applied a critical race theory (CRT) framework and an anti-deficit ideology to their experiences. Importantly, because the participants and the researcher are of different identities, the study employed principles of culturally responsive methodologies (CRM). Most quantitative research and existent theory concerning first-generation Latinx collegiate women excludes the voices of first-generation Latinx alumnae, so this study included the telling of their counter-stories concerning their undergraduate experiences. These experiences included identity-threat, microaggressions, and the enactment of White privilege. Additionally, their counter-stories contradict majoritarian stories concerning first-generation students and their families, as well as institutional values of fairness, meritocracy, colorblindness, and diversity. The methodology of the study was CRT counter-storytelling. Concepts of narrative inquiry informed the research design. Counter-stories of the participants were shared during conversations and interviews, then interpreted using the framework of CRT and a method of thematic analysis. All members of the study have graduated with a bachelor’s degree, and their experiences provide direction for additional research concerning first-generation theory as it applies to Latinx collegiate women, as well as implications for policy and praxis regarding the future experiences of Latinx students on U.S. higher education campuses.
","abstract_html":"<p>This study includes the experiences of six first-generation Latinx alumnae who attended three private, predominantly-White universities in Southern California. It applied a critical race theory (CRT) framework and an anti-deficit ideology to their experiences. Importantly, because the participants and the researcher are of different identities, the study employed principles of culturally responsive methodologies (CRM). Most quantitative research and existent theory concerning first-generation Latinx collegiate women excludes the voices of first-generation Latinx alumnae, so this study included the telling of their counter-stories concerning their undergraduate experiences. These experiences included identity-threat, microaggressions, and the enactment of White privilege. Additionally, their counter-stories contradict majoritarian stories concerning first-generation students and their families, as well as institutional values of fairness, meritocracy, colorblindness, and diversity. The methodology of the study was CRT counter-storytelling. Concepts of narrative inquiry informed the research design. Counter-stories of the participants were shared during conversations and interviews, then interpreted using the framework of CRT and a method of thematic analysis. All members of the study have graduated with a bachelor’s degree, and their experiences provide direction for additional research concerning first-generation theory as it applies to Latinx collegiate women, as well as implications for policy and praxis regarding the future experiences of Latinx students on U.S. higher education campuses.</p>","abstract_has_math":false,"creators":["Ezell, Pamela"],"institution":null,"degree_name":"Doctor of Philosophy (PhD)","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Kris T. DePedro, PhD","Geraldine McNenny, PhD","Suzanne SooHoo, PhD","Marisol Arredondo, PhD"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2018,"date_issued":"2018-05-18T07:00:00Z","date_published":"2018-05-18T07:00:00Z","updated_at":"2026-07-24T01:38:00Z","subjects":["Counter-stories","Critical Race Theory","First-generation students","Latinx college women","PWI","Culturally responsive methodologies","Higher Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.chapman.edu/education_dissertations/3","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Kris T. DePedro, PhD","Geraldine McNenny, PhD","Suzanne SooHoo, PhD","Marisol Arredondo, PhD"]},{"key":"dc:creator","label":"Author","values":["Ezell, Pamela"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy (PhD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Counter-stories","Critical Race Theory","First-generation students","Latinx college women","PWI","Culturally responsive methodologies","Higher Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.chapman.edu/education_dissertations/3"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study includes the experiences of six first-generation Latinx alumnae who attended three private, predominantly-White universities in Southern California. It applied a critical race theory (CRT) framework and an anti-deficit ideology to their experiences. Importantly, because the participants and the researcher are of different identities, the study employed principles of culturally responsive methodologies (CRM). Most quantitative research and existent theory concerning first-generation Latinx collegiate women excludes the voices of first-generation Latinx alumnae, so this study included the telling of their counter-stories concerning their undergraduate experiences. These experiences included identity-threat, microaggressions, and the enactment of White privilege. Additionally, their counter-stories contradict majoritarian stories concerning first-generation students and their families, as well as institutional values of fairness, meritocracy, colorblindness, and diversity. The methodology of the study was CRT counter-storytelling. Concepts of narrative inquiry informed the research design. Counter-stories of the participants were shared during conversations and interviews, then interpreted using the framework of CRT and a method of thematic analysis. All members of the study have graduated with a bachelor’s degree, and their experiences provide direction for additional research concerning first-generation theory as it applies to Latinx collegiate women, as well as implications for policy and praxis regarding the future experiences of Latinx students on U.S. higher education campuses.
"]},{"key":"dc:source","label":"Dc Source","values":["Ezell, P. (2019). Counter-stories of first-generation Latinx alumnae: A critical race theory analysis [Doctoral dissertation, Chapman University]. Chapman University Digital Commons. https://doi.org/10.36837/chapman.000039"]},{"key":"dc:title","label":"Title","values":["Counter-stories of First-Generation Latinx Alumnae: A Critical Race Theory Analysis"]}]}],"canonical_facts":{"dc:contributor":["Kris T. DePedro, PhD","Geraldine McNenny, PhD","Suzanne SooHoo, PhD","Marisol Arredondo, PhD"],"dc:creator":["Ezell, Pamela"],"dc:description.abstract":["This study includes the experiences of six first-generation Latinx alumnae who attended three private, predominantly-White universities in Southern California. It applied a critical race theory (CRT) framework and an anti-deficit ideology to their experiences. Importantly, because the participants and the researcher are of different identities, the study employed principles of culturally responsive methodologies (CRM). Most quantitative research and existent theory concerning first-generation Latinx collegiate women excludes the voices of first-generation Latinx alumnae, so this study included the telling of their counter-stories concerning their undergraduate experiences. These experiences included identity-threat, microaggressions, and the enactment of White privilege. Additionally, their counter-stories contradict majoritarian stories concerning first-generation students and their families, as well as institutional values of fairness, meritocracy, colorblindness, and diversity. The methodology of the study was CRT counter-storytelling. Concepts of narrative inquiry informed the research design. Counter-stories of the participants were shared during conversations and interviews, then interpreted using the framework of CRT and a method of thematic analysis. All members of the study have graduated with a bachelor’s degree, and their experiences provide direction for additional research concerning first-generation theory as it applies to Latinx collegiate women, as well as implications for policy and praxis regarding the future experiences of Latinx students on U.S. higher education campuses.
"],"dc:identifier":["https://digitalcommons.chapman.edu/education_dissertations/3"],"dc:source":["Ezell, P. (2019). Counter-stories of first-generation Latinx alumnae: A critical race theory analysis [Doctoral dissertation, Chapman University]. Chapman University Digital Commons. https://doi.org/10.36837/chapman.000039"],"dc:subject":["Counter-stories","Critical Race Theory","First-generation students","Latinx college women","PWI","Culturally responsive methodologies","Higher Education"],"dc:title":["Counter-stories of First-Generation Latinx Alumnae: A Critical Race Theory Analysis"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Philosophy (PhD)"]},"updated_at":"2026-07-24T01:38:00Z"}