The independent study model in K-12 education has rarely been studied as an opportunity to meet the needs of diverse learners who require access to education outside of the traditional school day and brick and mortar settings (Anderson & Amesse, 2022). This multimethod study (Cram & Mertens, 2016) explores the experiences of 15 Latine graduates of an independent study high school that serves four counties in southern California. The study takes a critical approach both theoretically and methodologically to understand how the independent study model as carried out at the school site met the intersectional needs (e.g. cultural, linguistic, geographic, socioeconomic, and gender) of the graduates who participated, how the school helped or hindered the students from attaining their respective high school and postsecondary goals, and whether or not there is a relationship between community cultural wealth (Yosso, 2005) and the attainment of educational goals. Each participant completed a survey and a follow-up interview in a single session. Data was analyzed using descriptive and inferential statistics, as well as through reflective thematic analysis (Braun & Clarke, 2022). Experiential knowledge (Delgado & Stefancic, 2017) in the form of testimonios (Pérez Huber, 2009; Yrigollen-Robbins, 2023) regarding transborder identities unique to the Cali-Baja border materialized in this process. The study illuminates that the American Dream (Adams, 1931) does not exist and becomes realized only within the confines of United States borders. This research also confirms that the forms of capital enumerated within the Community Cultural Wealth model (Yosso, 2005) are key indicators for the attainment of personal goals and academic success. The findings reveal implications for extending the dimensionality of and opportunities within independent study to support the aspirations of students with borderist identities (Iglesias-Prieto, 2018) as they navigate systemic barriers to their education in the United States, while also simultaneously employing personal agency to challenge those barriers in such a setting.
","abstract_html":"<p>The independent study model in K-12 education has rarely been studied as an opportunity to meet the needs of diverse learners who require access to education outside of the traditional school day and brick and mortar settings (Anderson & Amesse, 2022). This multimethod study (Cram & Mertens, 2016) explores the experiences of 15 Latine graduates of an independent study high school that serves four counties in southern California. The study takes a critical approach both theoretically and methodologically to understand how the independent study model as carried out at the school site met the intersectional needs (e.g. cultural, linguistic, geographic, socioeconomic, and gender) of the graduates who participated, how the school helped or hindered the students from attaining their respective high school and postsecondary goals, and whether or not there is a relationship between community cultural wealth (Yosso, 2005) and the attainment of educational goals. Each participant completed a survey and a follow-up interview in a single session. Data was analyzed using descriptive and inferential statistics, as well as through reflective thematic analysis (Braun & Clarke, 2022). Experiential knowledge (Delgado & Stefancic, 2017) in the form of testimonios (Pérez Huber, 2009; Yrigollen-Robbins, 2023) regarding transborder identities unique to the Cali-Baja border materialized in this process. The study illuminates that the American Dream (Adams, 1931) does not exist and becomes realized only within the confines of United States borders. This research also confirms that the forms of capital enumerated within the Community Cultural Wealth model (Yosso, 2005) are key indicators for the attainment of personal goals and academic success. The findings reveal implications for extending the dimensionality of and opportunities within independent study to support the aspirations of students with borderist identities (Iglesias-Prieto, 2018) as they navigate systemic barriers to their education in the United States, while also simultaneously employing personal agency to challenge those barriers in such a setting.</p>","abstract_has_math":false,"creators":["Escobedo, Monique R."],"institution":null,"degree_name":"Education PhD, Joint with San Diego State University","degree_level":"Open Access Dissertation","degree_discipline":"School of Educational Studies","degree_department":null,"school":null,"contributors":["Aaron Iffland","Bianca N. Haro"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-01-01T08:00:00Z","date_published":"2025-01-01T08:00:00Z","updated_at":"2026-07-24T01:41:09Z","subjects":["American Dream","Educational Equity","Independent Study","Intersectionality","Latino Education Crisis","Transborder Identity","Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarship.claremont.edu/cgu_etd/985","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Aaron Iffland","Bianca N. 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This multimethod study (Cram & Mertens, 2016) explores the experiences of 15 Latine graduates of an independent study high school that serves four counties in southern California. The study takes a critical approach both theoretically and methodologically to understand how the independent study model as carried out at the school site met the intersectional needs (e.g. cultural, linguistic, geographic, socioeconomic, and gender) of the graduates who participated, how the school helped or hindered the students from attaining their respective high school and postsecondary goals, and whether or not there is a relationship between community cultural wealth (Yosso, 2005) and the attainment of educational goals. Each participant completed a survey and a follow-up interview in a single session. Data was analyzed using descriptive and inferential statistics, as well as through reflective thematic analysis (Braun & Clarke, 2022). Experiential knowledge (Delgado & Stefancic, 2017) in the form of testimonios (Pérez Huber, 2009; Yrigollen-Robbins, 2023) regarding transborder identities unique to the Cali-Baja border materialized in this process. The study illuminates that the American Dream (Adams, 1931) does not exist and becomes realized only within the confines of United States borders. This research also confirms that the forms of capital enumerated within the Community Cultural Wealth model (Yosso, 2005) are key indicators for the attainment of personal goals and academic success. The findings reveal implications for extending the dimensionality of and opportunities within independent study to support the aspirations of students with borderist identities (Iglesias-Prieto, 2018) as they navigate systemic barriers to their education in the United States, while also simultaneously employing personal agency to challenge those barriers in such a setting.
"]},{"key":"dc:title","label":"Title","values":["What Did Independent Study Do for Me? Perspectives of Latine Graduates of a California Independent Study High School Program"]}]}],"canonical_facts":{"dc:contributor":["Aaron Iffland","Bianca N. Haro"],"dc:creator":["Escobedo, Monique R."],"dc:date.available":["2025-07-19T07:00:00Z"],"dc:description.abstract":["The independent study model in K-12 education has rarely been studied as an opportunity to meet the needs of diverse learners who require access to education outside of the traditional school day and brick and mortar settings (Anderson & Amesse, 2022). This multimethod study (Cram & Mertens, 2016) explores the experiences of 15 Latine graduates of an independent study high school that serves four counties in southern California. The study takes a critical approach both theoretically and methodologically to understand how the independent study model as carried out at the school site met the intersectional needs (e.g. cultural, linguistic, geographic, socioeconomic, and gender) of the graduates who participated, how the school helped or hindered the students from attaining their respective high school and postsecondary goals, and whether or not there is a relationship between community cultural wealth (Yosso, 2005) and the attainment of educational goals. Each participant completed a survey and a follow-up interview in a single session. Data was analyzed using descriptive and inferential statistics, as well as through reflective thematic analysis (Braun & Clarke, 2022). Experiential knowledge (Delgado & Stefancic, 2017) in the form of testimonios (Pérez Huber, 2009; Yrigollen-Robbins, 2023) regarding transborder identities unique to the Cali-Baja border materialized in this process. The study illuminates that the American Dream (Adams, 1931) does not exist and becomes realized only within the confines of United States borders. This research also confirms that the forms of capital enumerated within the Community Cultural Wealth model (Yosso, 2005) are key indicators for the attainment of personal goals and academic success. The findings reveal implications for extending the dimensionality of and opportunities within independent study to support the aspirations of students with borderist identities (Iglesias-Prieto, 2018) as they navigate systemic barriers to their education in the United States, while also simultaneously employing personal agency to challenge those barriers in such a setting.
"],"dc:identifier":["https://scholarship.claremont.edu/cgu_etd/985"],"dc:subject":["American Dream","Educational Equity","Independent Study","Intersectionality","Latino Education Crisis","Transborder Identity","Education"],"dc:title":["What Did Independent Study Do for Me? Perspectives of Latine Graduates of a California Independent Study High School Program"],"thesis:degree_discipline":["School of Educational Studies"],"thesis:degree_level":["Open Access Dissertation"],"thesis:degree_name":["Education PhD, Joint with San Diego State University"]},"updated_at":"2026-07-24T01:41:09Z"}