The Latinx population is the largest non-White group in the United States (U.S.) (U.S. Census Bureau, n.d.; Excelencia in Education, n.d.). Nonetheless, members of this community still experience adversity in a myriad of areas, including college degree attainment (Blankenberger et al., 2017; Dueñas & Gloria, 2020; Flores, 2021; Garcia, 2020; Gloria & Castellanos, 2012; Gonzales et al., 2015; Lamont Strayhorn, 2008; Mejia‐Smith & Gushue, 2017; Mora, 2022; Moreno, 2021; Seider et al., 2019; Suwinyattichaiporn & Johnson, 2020; Vásquez, 2013). Stifling college degree attainment is problematic as Americans consider it a tool for upward economic mobility (Cohen & Kisker, 2009; Dwyer et al., 2012; Patton et al., 2016; Patton, 2016). This phenomenological study explores whether socioeconomic status (SES) and class influence Latinx students' career aspirations at Hispanic Serving Institutions (HSIs) in Illinois. The intent behind focusing solely on the Latinx population is not to disregard or minimize the experiences of other racialized groups. On the contrary, this study acknowledges that, although similar, racialized groups experience unique forms of oppression (Young, 2014). Therefore, acknowledging their unique forms of oppression and using their skills to transcend oppression ensures that all their stories are elevating.
","abstract_html":"<p>The Latinx population is the largest non-White group in the United States (U.S.) (U.S. Census Bureau, n.d.; Excelencia in Education, n.d.). Nonetheless, members of this community still experience adversity in a myriad of areas, including college degree attainment (Blankenberger et al., 2017; Dueñas & Gloria, 2020; Flores, 2021; Garcia, 2020; Gloria & Castellanos, 2012; Gonzales et al., 2015; Lamont Strayhorn, 2008; Mejia‐Smith & Gushue, 2017; Mora, 2022; Moreno, 2021; Seider et al., 2019; Suwinyattichaiporn & Johnson, 2020; Vásquez, 2013). Stifling college degree attainment is problematic as Americans consider it a tool for upward economic mobility (Cohen & Kisker, 2009; Dwyer et al., 2012; Patton et al., 2016; Patton, 2016). This phenomenological study explores whether socioeconomic status (SES) and class influence Latinx students' career aspirations at Hispanic Serving Institutions (HSIs) in Illinois. The intent behind focusing solely on the Latinx population is not to disregard or minimize the experiences of other racialized groups. On the contrary, this study acknowledges that, although similar, racialized groups experience unique forms of oppression (Young, 2014). Therefore, acknowledging their unique forms of oppression and using their skills to transcend oppression ensures that all their stories are elevating.</p>","abstract_has_math":false,"creators":["Carabez, Flor"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Higher Education Leadership","degree_department":null,"school":null,"contributors":["Dr. Jamal Scott","Dr. Estee Hernández","Dr. Lizette Rivera"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2023,"date_issued":"2023-06-01T07:00:00Z","date_published":"2023-06-01T07:00:00Z","updated_at":"2026-07-24T03:21:20Z","subjects":["phenomenology; hispanic serving institutions","Latinx","qualitative research","socioeconomic status","careers","Higher Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/831","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Jamal Scott","Dr. Estee Hernández","Dr. Lizette Rivera"]},{"key":"dc:creator","label":"Author","values":["Carabez, Flor"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2024-06-10T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Higher Education Leadership"]},{"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":["phenomenology; hispanic serving institutions","Latinx","qualitative research","socioeconomic status","careers","Higher Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/831"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The Latinx population is the largest non-White group in the United States (U.S.) (U.S. Census Bureau, n.d.; Excelencia in Education, n.d.). Nonetheless, members of this community still experience adversity in a myriad of areas, including college degree attainment (Blankenberger et al., 2017; Dueñas & Gloria, 2020; Flores, 2021; Garcia, 2020; Gloria & Castellanos, 2012; Gonzales et al., 2015; Lamont Strayhorn, 2008; Mejia‐Smith & Gushue, 2017; Mora, 2022; Moreno, 2021; Seider et al., 2019; Suwinyattichaiporn & Johnson, 2020; Vásquez, 2013). Stifling college degree attainment is problematic as Americans consider it a tool for upward economic mobility (Cohen & Kisker, 2009; Dwyer et al., 2012; Patton et al., 2016; Patton, 2016). This phenomenological study explores whether socioeconomic status (SES) and class influence Latinx students' career aspirations at Hispanic Serving Institutions (HSIs) in Illinois. The intent behind focusing solely on the Latinx population is not to disregard or minimize the experiences of other racialized groups. On the contrary, this study acknowledges that, although similar, racialized groups experience unique forms of oppression (Young, 2014). Therefore, acknowledging their unique forms of oppression and using their skills to transcend oppression ensures that all their stories are elevating.
"]},{"key":"dc:title","label":"Title","values":["A Pesar de Todo: A Phenomenological Study on Latinx Undergraduate Students Choosing Their Academic Majors"]}]}],"canonical_facts":{"dc:contributor":["Dr. Jamal Scott","Dr. Estee Hernández","Dr. Lizette Rivera"],"dc:creator":["Carabez, Flor"],"dc:date.available":["2024-06-10T07:00:00Z"],"dc:description.abstract":["The Latinx population is the largest non-White group in the United States (U.S.) (U.S. Census Bureau, n.d.; Excelencia in Education, n.d.). Nonetheless, members of this community still experience adversity in a myriad of areas, including college degree attainment (Blankenberger et al., 2017; Dueñas & Gloria, 2020; Flores, 2021; Garcia, 2020; Gloria & Castellanos, 2012; Gonzales et al., 2015; Lamont Strayhorn, 2008; Mejia‐Smith & Gushue, 2017; Mora, 2022; Moreno, 2021; Seider et al., 2019; Suwinyattichaiporn & Johnson, 2020; Vásquez, 2013). Stifling college degree attainment is problematic as Americans consider it a tool for upward economic mobility (Cohen & Kisker, 2009; Dwyer et al., 2012; Patton et al., 2016; Patton, 2016). This phenomenological study explores whether socioeconomic status (SES) and class influence Latinx students' career aspirations at Hispanic Serving Institutions (HSIs) in Illinois. The intent behind focusing solely on the Latinx population is not to disregard or minimize the experiences of other racialized groups. On the contrary, this study acknowledges that, although similar, racialized groups experience unique forms of oppression (Young, 2014). Therefore, acknowledging their unique forms of oppression and using their skills to transcend oppression ensures that all their stories are elevating.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/831"],"dc:subject":["phenomenology; hispanic serving institutions","Latinx","qualitative research","socioeconomic status","careers","Higher Education"],"dc:title":["A Pesar de Todo: A Phenomenological Study on Latinx Undergraduate Students Choosing Their Academic Majors"],"thesis:degree_discipline":["Higher Education Leadership"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:21:20Z"}