U.S. Census Bureau Report (2020c) showed Hispanic students constituted 18.5% of the U.S. population, 36% attended higher education and only 14% completed postsecondary education. Research has shown Hispanic, specifically Latinx, students faced barriers in accessing higher education’s hidden curriculum, compounded by deficit beliefs about their language, culture, and lack of family involvement (Kiyama, 2018; C. Martinez & Mendoza, 2020). Additionally, first-generation college students require college readiness skills, including specialized knowledge about college and measurable and immeasurable skills shown to support student success in college (Chlup et al., 2018; Duncheon, 2021; Morley et al., 2021). Despite secondary school supports like college and career centers and summer transition programs, gate-keeping barriers have continued to inhibit Latinx students from obtaining capital needed to navigate higher education (Cunha et al., 2018; Howard & Sharpe, 2019; C. Martinez & Mendoza, 2020; Yasuike, 2019). This qualitative case study, conducted in a secondary school on the central coast of California, examined support systems for aspiring first-generation Latinx college students (Bhattacharya, 2017; Fusch et al., 2017). Guided by Latine critical theory (Delgado Bernal, 2002; Delgado & Stefancic, 2017) and community cultural wealth (Yosso, 2005), this study analyzed students, staff, and faculty experiences as they reflected on support systems aimed at facilitating transition of Latinx students to higher education. Data analysis revealed valuable insights into support systems for aspiring first-generation Latinx college students and highlights the need for further research and implementation of targeted interventions to ensure students have equitable access to higher education.
","abstract_html":"<p>U.S. Census Bureau Report (2020c) showed Hispanic students constituted 18.5% of the U.S. population, 36% attended higher education and only 14% completed postsecondary education. Research has shown Hispanic, specifically Latinx, students faced barriers in accessing higher education’s hidden curriculum, compounded by deficit beliefs about their language, culture, and lack of family involvement (Kiyama, 2018; C. Martinez & Mendoza, 2020). Additionally, first-generation college students require college readiness skills, including specialized knowledge about college and measurable and immeasurable skills shown to support student success in college (Chlup et al., 2018; Duncheon, 2021; Morley et al., 2021). Despite secondary school supports like college and career centers and summer transition programs, gate-keeping barriers have continued to inhibit Latinx students from obtaining capital needed to navigate higher education (Cunha et al., 2018; Howard & Sharpe, 2019; C. Martinez & Mendoza, 2020; Yasuike, 2019). This qualitative case study, conducted in a secondary school on the central coast of California, examined support systems for aspiring first-generation Latinx college students (Bhattacharya, 2017; Fusch et al., 2017). Guided by Latine critical theory (Delgado Bernal, 2002; Delgado & Stefancic, 2017) and community cultural wealth (Yosso, 2005), this study analyzed students, staff, and faculty experiences as they reflected on support systems aimed at facilitating transition of Latinx students to higher education. Data analysis revealed valuable insights into support systems for aspiring first-generation Latinx college students and highlights the need for further research and implementation of targeted interventions to ensure students have equitable access to higher education.</p>","abstract_has_math":false,"creators":["Cunningham, Tiffany"],"institution":null,"degree_name":"PhD Education for Social Justice","degree_level":"Dissertation: Open Access","degree_discipline":"Learning and Teaching","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2023,"date_issued":"2023-05-21T07:00:00Z","date_published":"2023-05-21T07:00:00Z","updated_at":"2026-07-24T05:40:56Z","subjects":["first-generation college students","Latinx","community cultural wealth","Latine Critical Theory","mentorship","language other than English","English Language Learners","Academic Advising","Bilingual, Multilingual, and Multicultural Education","Secondary Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digital.sandiego.edu/dissertations/984","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Cunningham, Tiffany"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2023-05-05T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Learning and Teaching"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation: Open Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["PhD Education for Social Justice"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["first-generation college students","Latinx","community cultural wealth","Latine Critical Theory","mentorship","language other than English","English Language Learners","Academic Advising","Bilingual, Multilingual, and Multicultural Education","Secondary Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digital.sandiego.edu/dissertations/984"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["U.S. Census Bureau Report (2020c) showed Hispanic students constituted 18.5% of the U.S. population, 36% attended higher education and only 14% completed postsecondary education. Research has shown Hispanic, specifically Latinx, students faced barriers in accessing higher education’s hidden curriculum, compounded by deficit beliefs about their language, culture, and lack of family involvement (Kiyama, 2018; C. Martinez & Mendoza, 2020). Additionally, first-generation college students require college readiness skills, including specialized knowledge about college and measurable and immeasurable skills shown to support student success in college (Chlup et al., 2018; Duncheon, 2021; Morley et al., 2021). Despite secondary school supports like college and career centers and summer transition programs, gate-keeping barriers have continued to inhibit Latinx students from obtaining capital needed to navigate higher education (Cunha et al., 2018; Howard & Sharpe, 2019; C. Martinez & Mendoza, 2020; Yasuike, 2019). This qualitative case study, conducted in a secondary school on the central coast of California, examined support systems for aspiring first-generation Latinx college students (Bhattacharya, 2017; Fusch et al., 2017). Guided by Latine critical theory (Delgado Bernal, 2002; Delgado & Stefancic, 2017) and community cultural wealth (Yosso, 2005), this study analyzed students, staff, and faculty experiences as they reflected on support systems aimed at facilitating transition of Latinx students to higher education. Data analysis revealed valuable insights into support systems for aspiring first-generation Latinx college students and highlights the need for further research and implementation of targeted interventions to ensure students have equitable access to higher education.
"]},{"key":"dc:title","label":"Title","values":["Analysis of One Secondary School's Support Systems for Aspiring First-Generation Latinx College Students: A Case Study"]}]}],"canonical_facts":{"dc:creator":["Cunningham, Tiffany"],"dc:date.available":["2023-05-05T07:00:00Z"],"dc:description.abstract":["U.S. Census Bureau Report (2020c) showed Hispanic students constituted 18.5% of the U.S. population, 36% attended higher education and only 14% completed postsecondary education. Research has shown Hispanic, specifically Latinx, students faced barriers in accessing higher education’s hidden curriculum, compounded by deficit beliefs about their language, culture, and lack of family involvement (Kiyama, 2018; C. Martinez & Mendoza, 2020). Additionally, first-generation college students require college readiness skills, including specialized knowledge about college and measurable and immeasurable skills shown to support student success in college (Chlup et al., 2018; Duncheon, 2021; Morley et al., 2021). Despite secondary school supports like college and career centers and summer transition programs, gate-keeping barriers have continued to inhibit Latinx students from obtaining capital needed to navigate higher education (Cunha et al., 2018; Howard & Sharpe, 2019; C. Martinez & Mendoza, 2020; Yasuike, 2019). This qualitative case study, conducted in a secondary school on the central coast of California, examined support systems for aspiring first-generation Latinx college students (Bhattacharya, 2017; Fusch et al., 2017). Guided by Latine critical theory (Delgado Bernal, 2002; Delgado & Stefancic, 2017) and community cultural wealth (Yosso, 2005), this study analyzed students, staff, and faculty experiences as they reflected on support systems aimed at facilitating transition of Latinx students to higher education. Data analysis revealed valuable insights into support systems for aspiring first-generation Latinx college students and highlights the need for further research and implementation of targeted interventions to ensure students have equitable access to higher education.
"],"dc:identifier":["https://digital.sandiego.edu/dissertations/984"],"dc:subject":["first-generation college students","Latinx","community cultural wealth","Latine Critical Theory","mentorship","language other than English","English Language Learners","Academic Advising","Bilingual, Multilingual, and Multicultural Education","Secondary Education"],"dc:title":["Analysis of One Secondary School's Support Systems for Aspiring First-Generation Latinx College Students: A Case Study"],"thesis:degree_discipline":["Learning and Teaching"],"thesis:degree_level":["Dissertation: Open Access"],"thesis:degree_name":["PhD Education for Social Justice"]},"updated_at":"2026-07-24T05:40:56Z"}