Factors Influencing College Readiness: Supports and Barriers Experienced by Academically Resilient First-Generation Hispanic Males

<p>This qualitative multiple-case study explored the supports and barriers experienced by nine first-generation Hispanic male high school students who met the college entrance requirements for the University of California and California State University systems. Research indicates that Hispanic males lag behind other underrepresented populations when it comes to college readiness, application, and enrollment rates. Given that parent education level is a strong predictor of degree attainment and that Hispanics have some of the lowest parent education levels, it is essential to examine how first-generation college-bound Hispanic males experience supports that help mitigate the barriers they face when pursuing college enrollment. Particularly in California, where the Hispanic population continues to rise exponentially, it is important for educational practitioners to develop a better understanding of how to support first-generation Hispanic students. This study aims to contribute to the research on improving college access for underrepresented populations using resiliency theory as the lens through which to examine this issue. Rather than look through a deficit-oriented lens, resiliency theory focuses on the protective factors or supports that help mitigate risk factors or barriers. Using data collected through interviews and document analysis, the findings here showed the significant role of supports such as academic capital and college knowledge, a systematic focus on college readiness, college readiness and bridge programs, and a strong counseling program for these students. In addition, it was evident that the students’ familial connections to college had a significant impact on the level of academic capital of each of them, reinforcing the need to look beyond the label of “first-generation”.</p>

Name thesis:degree_name

Doctor of Education (Ed.D.)

Level thesis:degree_level

Dissertation - Pacific Access Restricted

Discipline thesis:degree_discipline

Educational Administration and Leadership

Year dc:date.available

2016

Author dc:creator

• Peterman, Amy C.

Contributors dc:contributor

• Ronald Hallett

• Educational leadership
• School administration
• Secondary education
• Education
• College access
• College entrance requirements
• College readiness
• First generation college students
• Hispanic males
• Resiliency theory
• Educational Administration and Supervision

Licence

• http://rightsstatements.org/vocab/InC/1.0/

Identifier

9781339558189

OAI identifier oai:identifier

oai:scholarlycommons.pacific.edu:uop_etds-1041