This action research textbook has been developed as a cultural affirmation method to address the transfer problems faced by Chicano students in community college. The textbook will reach out to students in classrooms and engage them in building social networks that create, support, and reinforce their positive experiences in community college. The primary objective of this project is to provide cultural and practical tools to community college students enrolled in Chicano/a Studies courses so that they can use to replace their fear of failure and potential for self isolation with cultural pride and validation of their achievements. The approach is one of developing and integrating academic material with personal insights, college success strategies, and writing exercises that can guide students to focus on their assets strengths (cultural capital). The action research textbook seeks to encourage students to complete their community college transfer requirements, so that they can transfer to a four year institution, obtain a four year degree, and further develop their cultural, community, and academic identity. Ten Chicano community college instructors who teach or have taught Chicano Studies in California community colleges were asked to evaluate the textbook in terms of (1) historical accuracy; (2) presentation style; and (3) their views regarding the feasibility of the expected outcomes of this action research project. Instructors participated in surveys and semi-structured interviews on the overall effectiveness of the textbook in achieving the expected outcomes. Results indicate that the textbook was an effective educational tool in (1) connecting with community college students; (2) validating and improving self worth of community college students; (3) increased student involvement and academic development of community college students; (4) promoted academic excellence and personal growth of community college students; and (5) positively impacted first year community college students.
","abstract_html":"<p>This <em>action</em> <em>research</em> textbook has been developed as a <em>cultural</em> <em>affirmation</em> method <em>to</em> address the transfer problems faced by Chicano students in community college. The textbook will reach out <em>to</em> students in classrooms and engage them in building social networks that create, support, and reinforce their positive experiences in community college. The primary objective of this <em>project</em> is <em>to</em> provide <em>cultural</em> and practical tools <em>to</em> community college students enrolled in Chicano/a Studies courses <em>so</em> that they can use <em>to</em> replace their fear of failure and potential for self isolation with <em>cultural</em> pride and validation of their achievements. The approach is one of developing and integrating academic material with personal insights, college success strategies, and writing exercises that can guide students <em>to</em> focus <em>on</em> their assets strengths (<em>cultural</em> capital). The <em>action</em> <em>research</em> textbook seeks <em>to</em> encourage students <em>to</em> complete their community college transfer requirements, <em>so</em> that they can transfer <em>to</em> a four year institution, obtain a four year degree, and further develop their <em>cultural</em>, community, and academic identity. Ten Chicano community college instructors who teach or have taught Chicano Studies in California community colleges were asked <em>to</em> evaluate the textbook in terms of (1) historical accuracy; (2) presentation style; and (3) their views regarding the feasibility of the expected outcomes of this <em>action</em> <em>research</em> <em>project</em>. Instructors participated in surveys and semi-structured interviews <em>on</em> the overall effectiveness of the textbook in achieving the expected outcomes. Results indicate that the textbook was <em>an</em> effective educational tool in (1) connecting with community college students; (2) validating and improving self worth of community college students; (3) increased student involvement and academic development of community college students; (4) promoted academic excellence and personal growth of community college students; and (5) positively impacted first year community college students.</p>","abstract_has_math":false,"creators":["LaCarra, Roberto David"],"institution":null,"degree_name":"Education, PhD","degree_level":"Open Access Dissertation","degree_discipline":"School of Educational Studies","degree_department":null,"school":null,"contributors":["John Regan","Jose Moreno","Richard Cervantes"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2009,"date_issued":"2009-01-01T08:00:00Z","date_published":"2009-01-01T08:00:00Z","updated_at":"2026-07-24T01:40:49Z","subjects":["Social sciences","Education","Action research","Chicano","Chicano studies","Community college","Cultural affirmation","Validation theory","Community College Leadership","Latina/o Studies"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarship.claremont.edu/cgu_etd/851","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["John Regan","Jose Moreno","Richard Cervantes"]},{"key":"dc:creator","label":"Author","values":["LaCarra, Roberto David"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2024-09-25T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["School of Educational Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Open Access Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Education, PhD"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Social sciences","Education","Action research","Chicano","Chicano studies","Community college","Cultural affirmation","Validation theory","Community College Leadership","Latina/o Studies"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarship.claremont.edu/cgu_etd/851"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This action research textbook has been developed as a cultural affirmation method to address the transfer problems faced by Chicano students in community college. The textbook will reach out to students in classrooms and engage them in building social networks that create, support, and reinforce their positive experiences in community college. The primary objective of this project is to provide cultural and practical tools to community college students enrolled in Chicano/a Studies courses so that they can use to replace their fear of failure and potential for self isolation with cultural pride and validation of their achievements. The approach is one of developing and integrating academic material with personal insights, college success strategies, and writing exercises that can guide students to focus on their assets strengths (cultural capital). The action research textbook seeks to encourage students to complete their community college transfer requirements, so that they can transfer to a four year institution, obtain a four year degree, and further develop their cultural, community, and academic identity. Ten Chicano community college instructors who teach or have taught Chicano Studies in California community colleges were asked to evaluate the textbook in terms of (1) historical accuracy; (2) presentation style; and (3) their views regarding the feasibility of the expected outcomes of this action research project. Instructors participated in surveys and semi-structured interviews on the overall effectiveness of the textbook in achieving the expected outcomes. Results indicate that the textbook was an effective educational tool in (1) connecting with community college students; (2) validating and improving self worth of community college students; (3) increased student involvement and academic development of community college students; (4) promoted academic excellence and personal growth of community college students; and (5) positively impacted first year community college students.
"]},{"key":"dc:title","label":"Title","values":["So very hard to go: An action research project on cultural affirmation"]}]}],"canonical_facts":{"dc:contributor":["John Regan","Jose Moreno","Richard Cervantes"],"dc:creator":["LaCarra, Roberto David"],"dc:date.available":["2024-09-25T07:00:00Z"],"dc:description.abstract":["This action research textbook has been developed as a cultural affirmation method to address the transfer problems faced by Chicano students in community college. The textbook will reach out to students in classrooms and engage them in building social networks that create, support, and reinforce their positive experiences in community college. The primary objective of this project is to provide cultural and practical tools to community college students enrolled in Chicano/a Studies courses so that they can use to replace their fear of failure and potential for self isolation with cultural pride and validation of their achievements. The approach is one of developing and integrating academic material with personal insights, college success strategies, and writing exercises that can guide students to focus on their assets strengths (cultural capital). The action research textbook seeks to encourage students to complete their community college transfer requirements, so that they can transfer to a four year institution, obtain a four year degree, and further develop their cultural, community, and academic identity. Ten Chicano community college instructors who teach or have taught Chicano Studies in California community colleges were asked to evaluate the textbook in terms of (1) historical accuracy; (2) presentation style; and (3) their views regarding the feasibility of the expected outcomes of this action research project. Instructors participated in surveys and semi-structured interviews on the overall effectiveness of the textbook in achieving the expected outcomes. Results indicate that the textbook was an effective educational tool in (1) connecting with community college students; (2) validating and improving self worth of community college students; (3) increased student involvement and academic development of community college students; (4) promoted academic excellence and personal growth of community college students; and (5) positively impacted first year community college students.
"],"dc:identifier":["https://scholarship.claremont.edu/cgu_etd/851"],"dc:subject":["Social sciences","Education","Action research","Chicano","Chicano studies","Community college","Cultural affirmation","Validation theory","Community College Leadership","Latina/o Studies"],"dc:title":["So very hard to go: An action research project on cultural affirmation"],"thesis:degree_discipline":["School of Educational Studies"],"thesis:degree_level":["Open Access Dissertation"],"thesis:degree_name":["Education, PhD"]},"updated_at":"2026-07-24T01:40:49Z"}