ABSTRACT
This research presents the stories of three Latinx families who participated in an intergenerational family program. I endeavored to understand their experiences navigating the American system of education and their immigrant stories. Their narratives revealed significant details that can serve as integral elements in the development of an intergenerational learning curriculum based on culture, language, and traditions, and that steps away from the assumptions that perpetrate the deficit-based narratives about Latino families and higher education. Their hopes provide points for further research and advocacy. In this qualitative study, I collected data using semi-structured interviews, including documents and artifacts. The most relevant literature includes intergenerational learning, lifelong learning, culturally relevant pedagogy, and funds of knowledge. Moreover, I suggested national and international intergenerational family education programs. In closing, I present the reader with my various identities and my reflections as part of the validity of the study as I am a researcher of color investigating an issue that affects People of Color.
","abstract_html":"<p><strong>ABSTRACT</strong></p> <p>This research presents the stories of three Latinx families who participated in an intergenerational family program. I endeavored to understand their experiences navigating the American system of education and their immigrant stories. Their narratives revealed significant details that can serve as integral elements in the development of an intergenerational learning curriculum based on culture, language, and traditions, and that steps away from the assumptions that perpetrate the deficit-based narratives about Latino families and higher education. Their hopes provide points for further research and advocacy. In this qualitative study, I collected data using semi-structured interviews, including documents and artifacts. The most relevant literature includes intergenerational learning, lifelong learning, culturally relevant pedagogy, and funds of knowledge. Moreover, I suggested national and international intergenerational family education programs. In closing, I present the reader with my various identities and my reflections as part of the validity of the study as I am a researcher of color investigating an issue that affects People of Color.</p>","abstract_has_math":false,"creators":["Ramos, Monica"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Curriculum, Advocacy, and Policy","degree_department":null,"school":null,"contributors":["Dr. Sara Efron","Dr. Terry Smith","Dr. Carlos Azcoitia"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2020,"date_issued":"2020-06-01T07:00:00Z","date_published":"2020-06-01T07:00:00Z","updated_at":"2026-07-24T03:20:57Z","subjects":["Intergenerational Learning","Lifelong Learning","Latinx Families","First-Generation College Students","Cultural Relevant Pedagogy","Higher Education","Adult and Continuing Education","Bilingual, Multilingual, and Multicultural Education","Chicana/o Studies","Curriculum and Social Inquiry","Education","Language and Literacy Education","Latina/o Studies","Race, Ethnicity and Post-Colonial Studies"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/512","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Sara Efron","Dr. Terry Smith","Dr. Carlos Azcoitia"]},{"key":"dc:creator","label":"Author","values":["Ramos, Monica"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2020-09-07T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Curriculum, Advocacy, and Policy"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Intergenerational Learning","Lifelong Learning","Latinx Families","First-Generation College Students","Cultural Relevant Pedagogy","Higher Education","Adult and Continuing Education","Bilingual, Multilingual, and Multicultural Education","Chicana/o Studies","Curriculum and Social Inquiry","Education","Language and Literacy Education","Latina/o Studies","Race, Ethnicity and Post-Colonial Studies"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/512"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["ABSTRACT
This research presents the stories of three Latinx families who participated in an intergenerational family program. I endeavored to understand their experiences navigating the American system of education and their immigrant stories. Their narratives revealed significant details that can serve as integral elements in the development of an intergenerational learning curriculum based on culture, language, and traditions, and that steps away from the assumptions that perpetrate the deficit-based narratives about Latino families and higher education. Their hopes provide points for further research and advocacy. In this qualitative study, I collected data using semi-structured interviews, including documents and artifacts. The most relevant literature includes intergenerational learning, lifelong learning, culturally relevant pedagogy, and funds of knowledge. Moreover, I suggested national and international intergenerational family education programs. In closing, I present the reader with my various identities and my reflections as part of the validity of the study as I am a researcher of color investigating an issue that affects People of Color.
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This research presents the stories of three Latinx families who participated in an intergenerational family program. I endeavored to understand their experiences navigating the American system of education and their immigrant stories. Their narratives revealed significant details that can serve as integral elements in the development of an intergenerational learning curriculum based on culture, language, and traditions, and that steps away from the assumptions that perpetrate the deficit-based narratives about Latino families and higher education. Their hopes provide points for further research and advocacy. In this qualitative study, I collected data using semi-structured interviews, including documents and artifacts. The most relevant literature includes intergenerational learning, lifelong learning, culturally relevant pedagogy, and funds of knowledge. Moreover, I suggested national and international intergenerational family education programs. In closing, I present the reader with my various identities and my reflections as part of the validity of the study as I am a researcher of color investigating an issue that affects People of Color.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/512"],"dc:subject":["Intergenerational Learning","Lifelong Learning","Latinx Families","First-Generation College Students","Cultural Relevant Pedagogy","Higher Education","Adult and Continuing Education","Bilingual, Multilingual, and Multicultural Education","Chicana/o Studies","Curriculum and Social Inquiry","Education","Language and Literacy Education","Latina/o Studies","Race, Ethnicity and Post-Colonial Studies"],"dc:title":["Intergenerational Family Learning Programs: Stories of Latinx, Immigrant Families and Their Journeys to and through Higher Education"],"thesis:degree_discipline":["Curriculum, Advocacy, and Policy"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:20:57Z"}