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Mediating Academic Success: Race, Cl...

Esparza, Schaylee Marie.

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Mediating Academic Success: Race, Class, Gender and Community College Persistence.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Mediating Academic Success: Race, Class, Gender and Community College Persistence./
作者:	Esparza, Schaylee Marie.
面頁冊數:	204 p.
附註:	Source: Masters Abstracts International, Volume: 53-03.
Contained By:	Masters Abstracts International53-03(E).
標題:	Educational sociology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1561154
ISBN:	9781321058741

Mediating Academic Success: Race, Class, Gender and Community College Persistence.
Esparza, Schaylee Marie.

Mediating Academic Success: Race, Class, Gender and Community College Persistence. - 204 p.

Source: Masters Abstracts International, Volume: 53-03.

Thesis (M.A.)--Portland State University, 2014.

This item must not be sold to any third party vendors.

Over the last forty years, the U.S. community college system has expanded, allowing disadvantaged groups greater access to higher education. With that expansion, a body of research has emerged examining community college students' educational outcomes. However, the research is limited in understanding the academic persistence of low-income students and community college student in particular. The purpose of this comparative, qualitative study is to explore some of the unanswered questions about how low income white and Latino students' experience academic persistence similarly and differently and understand how gender influences the challenges students may face during college.

ISBN: 9781321058741Subjects--Topical Terms:

519608
Educational sociology.

Mediating Academic Success: Race, Class, Gender and Community College Persistence.
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500 $a Source: Masters Abstracts International, Volume: 53-03.
500 $a Adviser: Jose Padin.
502 $a Thesis (M.A.)--Portland State University, 2014.
506 $a This item must not be sold to any third party vendors.
520 $a Over the last forty years, the U.S. community college system has expanded, allowing disadvantaged groups greater access to higher education. With that expansion, a body of research has emerged examining community college students' educational outcomes. However, the research is limited in understanding the academic persistence of low-income students and community college student in particular. The purpose of this comparative, qualitative study is to explore some of the unanswered questions about how low income white and Latino students' experience academic persistence similarly and differently and understand how gender influences the challenges students may face during college.
520 $a This study draws from interviews of 22 (11 White/11 Latino/a) low-income community college students at a rural, Hispanic-Serving Institution (HSI) in the West. All students share similar challenges because of their class constraints, but Latino/a students in particular face challenges of racism and discrimination that carried over into their college careers. Faculty and family are the key sources of support for all students, which mediate some of the challenges. Variation is seen between the experiences of males and females, as traditional gender roles are reinforced and maintained in the family. This study offers insights into how structural inequality creates barriers for students from their perspective and gives recommendations for practitioners on how to mediate some of these challenges and increase student persistence.
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