| dc.description.abstract | This dissertation investigates the transitional and educational activities of undergraduate Latina/o/x university students attending historically or traditionally white university and college campuses. Based on student narratives, it examines the effects of racial discrimination and racial inequality on Latinx academic achievement. The first set of data utilizes in-depth semi-structured interviews to provide insight into the racialized experiences of Latinx students. The sample group consists of approximately 60 undergraduate Latinx students at a single predominantly white institution (PWI). Nine themes emerged from the collected data: (1) complexities and ambiguities with social support, (2) the integration of university knowledge, (3) racism on-campus, (4) negotiating identities with friends, (5) skills obtained as counter-frame, (6) Spanish language as counter-frame, (7) placating whites as counter-framing, (8) encountering everyday white racism, and (9) overtly challenging white supremacy. The data is further contextualized within the current student protest movement.
The second set of data includes a content analyzes of 78 student of color demands from colleges and universities across North America. Those findings cover: (1) new hires and retention: faculty and staff of color, (2) racial awareness curriculum, (3) campus life: space and place, and (4) solutions and training: programs and cultural awareness. These findings combined with the qualitative experiences of Latinx are situated in a larger discussion about racism on and off campus. This area of research demands further analysis to address the various means by which Latinxs experience college and use counter-framing to achieve a variety of goals. As Latinx college enrollment increases, investigating Latinx student transitional experiences, leisure activities, and responses to discrimination will lead to a better understanding of the overall Latinx college experience particularly in the confines of PWIs. | en |
