This qualitative collective case study explored the lives of five male academically resilient Latinos from the Central Valley of California, who despite the myriad of adversities, threats, and stressors present in their lives, persevered and became established professionals. Researchers have noted that Latino males continue to hold one of the lowest academic achievement rates compared to other ethnic populations. Thus, understanding how disadvantaged students succeed including the factors inherent which associate to their academic success is fundamental in order to help inform educational policies and practices. Utilizing a compilation of interviews and personal documents, findings demonstrated that internal dispositions (i.e., positive self-disposition, emotional intelligence, and self-efficacy), commitment to others, familismo (valuing family), as well as the influence and role of their father, helped promote invulnerability to threat. Concomitantly, learning through others' struggles and experiences provided them with context about what risk factors to avoid in order to remain grounded to their goals and aspirations. This study adds to existing scholarship by highlighting the importance and role that internal disposition (i.e., positive self-disposition, emotional intelligence, and self-efficacy), commitment to others, familismo, and learning through the context of others' struggles or experiences has upon promotion of academic resiliency. This research inquiry engages and affirms the theoretical frameworks utilized (i.e., resiliency theory and the resilience cycle) and adds positive self-disposition and self-efficacy as pivotal elements to the nucleus of the resilience cycle. This collective case study informs the importance of internal dispositions and the influence cultural underpinnings (i.e., familismo ) hold upon development of academic resilience. The dissertation closes with a summary of the major contributions to scholarship, implications, areas for future study, suggestions for practice, researcher reflections, and final thoughts.
","abstract_html":"<p>This qualitative collective case study explored the lives of five male academically resilient Latinos from the Central Valley of California, who despite the myriad of adversities, threats, and stressors present in their lives, persevered and became established professionals. Researchers have noted that Latino males continue to hold one of the lowest academic achievement rates compared to other ethnic populations. Thus, understanding how disadvantaged students succeed including the factors inherent which associate to their academic success is fundamental in order to help inform educational policies and practices. Utilizing a compilation of interviews and personal documents, findings demonstrated that internal dispositions (i.e., positive self-disposition, emotional intelligence, and self-efficacy), commitment to others, familismo (valuing family), as well as the influence and role of their father, helped promote invulnerability to threat. Concomitantly, learning through others' struggles and experiences provided them with context about what risk factors to avoid in order to remain grounded to their goals and aspirations. This study adds to existing scholarship by highlighting the importance and role that internal disposition (i.e., positive self-disposition, emotional intelligence, and self-efficacy), commitment to others, familismo, and learning through the context of others' struggles or experiences has upon promotion of academic resiliency. This research inquiry engages and affirms the theoretical frameworks utilized (i.e., resiliency theory and the resilience cycle) and adds positive self-disposition and self-efficacy as pivotal elements to the nucleus of the resilience cycle. This collective case study informs the importance of internal dispositions and the influence cultural underpinnings (i.e., familismo ) hold upon development of academic resilience. The dissertation closes with a summary of the major contributions to scholarship, implications, areas for future study, suggestions for practice, researcher reflections, and final thoughts.</p>","abstract_has_math":false,"creators":["Coronado, Jesse Angel"],"institution":null,"degree_name":"Doctor of Education (Ed.D.)","degree_level":"Dissertation - Pacific Access Restricted","degree_discipline":"Educational Administration and Leadership","degree_department":null,"school":null,"contributors":["Linda Skrla"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014-01-01T08:00:00Z","date_published":"2014-01-01T08:00:00Z","updated_at":"2026-07-24T05:35:52Z","subjects":["Educational sociology","Educational leadership","Education","Internal dispositions","Invulnerability","Latino males","Protective factors","Resiliency","Risk factors","Educational Administration and Supervision"],"languages":[],"rights":[],"rights_urls":["http://rightsstatements.org/vocab/InC/1.0/"],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["9781303996559"],"render_values":[{"text":"9781303996559","href":null,"code":true}]}]},"links":{"outbound_url":"https://scholarlycommons.pacific.edu/uop_etds/60","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Linda Skrla"]},{"key":"dc:creator","label":"Author","values":["Coronado, Jesse Angel"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2018-06-29T08:55:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Administration and Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Pacific Access Restricted"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (Ed.D.)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Educational sociology","Educational leadership","Education","Internal dispositions","Invulnerability","Latino males","Protective factors","Resiliency","Risk factors","Educational Administration and Supervision"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["http://rightsstatements.org/vocab/InC/1.0/"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["9781303996559","https://scholarlycommons.pacific.edu/uop_etds/60"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This qualitative collective case study explored the lives of five male academically resilient Latinos from the Central Valley of California, who despite the myriad of adversities, threats, and stressors present in their lives, persevered and became established professionals. Researchers have noted that Latino males continue to hold one of the lowest academic achievement rates compared to other ethnic populations. Thus, understanding how disadvantaged students succeed including the factors inherent which associate to their academic success is fundamental in order to help inform educational policies and practices. Utilizing a compilation of interviews and personal documents, findings demonstrated that internal dispositions (i.e., positive self-disposition, emotional intelligence, and self-efficacy), commitment to others, familismo (valuing family), as well as the influence and role of their father, helped promote invulnerability to threat. Concomitantly, learning through others' struggles and experiences provided them with context about what risk factors to avoid in order to remain grounded to their goals and aspirations. This study adds to existing scholarship by highlighting the importance and role that internal disposition (i.e., positive self-disposition, emotional intelligence, and self-efficacy), commitment to others, familismo, and learning through the context of others' struggles or experiences has upon promotion of academic resiliency. This research inquiry engages and affirms the theoretical frameworks utilized (i.e., resiliency theory and the resilience cycle) and adds positive self-disposition and self-efficacy as pivotal elements to the nucleus of the resilience cycle. This collective case study informs the importance of internal dispositions and the influence cultural underpinnings (i.e., familismo ) hold upon development of academic resilience. The dissertation closes with a summary of the major contributions to scholarship, implications, areas for future study, suggestions for practice, researcher reflections, and final thoughts.
"]},{"key":"dc:source","label":"Dc Source","values":["271"]},{"key":"dc:title","label":"Title","values":["Exploration of the interaction between risk and protective factors within the cultural construct of five male academically resilient Latino college graduates"]}]}],"canonical_facts":{"dc:contributor":["Linda Skrla"],"dc:creator":["Coronado, Jesse Angel"],"dc:date.available":["2018-06-29T08:55:00Z"],"dc:description.abstract":["This qualitative collective case study explored the lives of five male academically resilient Latinos from the Central Valley of California, who despite the myriad of adversities, threats, and stressors present in their lives, persevered and became established professionals. Researchers have noted that Latino males continue to hold one of the lowest academic achievement rates compared to other ethnic populations. Thus, understanding how disadvantaged students succeed including the factors inherent which associate to their academic success is fundamental in order to help inform educational policies and practices. Utilizing a compilation of interviews and personal documents, findings demonstrated that internal dispositions (i.e., positive self-disposition, emotional intelligence, and self-efficacy), commitment to others, familismo (valuing family), as well as the influence and role of their father, helped promote invulnerability to threat. Concomitantly, learning through others' struggles and experiences provided them with context about what risk factors to avoid in order to remain grounded to their goals and aspirations. This study adds to existing scholarship by highlighting the importance and role that internal disposition (i.e., positive self-disposition, emotional intelligence, and self-efficacy), commitment to others, familismo, and learning through the context of others' struggles or experiences has upon promotion of academic resiliency. This research inquiry engages and affirms the theoretical frameworks utilized (i.e., resiliency theory and the resilience cycle) and adds positive self-disposition and self-efficacy as pivotal elements to the nucleus of the resilience cycle. This collective case study informs the importance of internal dispositions and the influence cultural underpinnings (i.e., familismo ) hold upon development of academic resilience. The dissertation closes with a summary of the major contributions to scholarship, implications, areas for future study, suggestions for practice, researcher reflections, and final thoughts.
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