So very hard to go: An action research project on cultural affirmation

<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>

Name thesis:degree_name

Education, PhD

Level thesis:degree_level

Open Access Dissertation

Discipline thesis:degree_discipline

School of Educational Studies

Year dc:date.available

2009

Author dc:creator

• LaCarra, Roberto David

Contributors dc:contributor

• John Regan
• Jose Moreno
• Richard Cervantes

• Social sciences
• Education
• Action research
• Chicano
• Chicano studies
• Community college
• Cultural affirmation
• Validation theory
• Community College Leadership
• Latina/o Studies

Repository record dc:identifier

https://scholarship.claremont.edu/cgu_etd/851

OAI identifier oai:identifier

oai:scholarship.claremont.edu:cgu_etd-1874