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An Examination of Latinx Re-Entry Students at a Texas Community College: Challenges, Opportunities, and Intersecting Identities
Abstract
Utilizing testimonio methodology grounded in LatCrit and trenzas, this qualitative study centered the voices of 8 Latinx re-entry students attending a community college in Texas. Latinx students in Texas face a dismal educational pipeline. Although Latinx enrollment in higher education is increasing, Latinx students are not completing their degrees at the same rates. Noncompleters, or individuals with some college but no degree, represent a significant number of adults in Texas. When adults do return to higher education, they may face additional stop-outs or challenges toward completion. The purpose of this qualitative study was to examine the re-entry experiences of Latinx students enrolled at a Texas community college and describe how their multiple identities influence their educational journey. This research revealed the intersecting identities of Latinx, first-generation college student, and low-income significantly impacted students’ K-12 and college pathways. The confluence of additional identities as adult learners helped participants facilitate a stronger return to college. With a better understanding of Latinx reentry students’ experiences and their intersecting identities, higher education institutions, especially community colleges, can better support their efforts and goals. As such, this study shares implications for research, policy, and practice.
Citation
Pena, Elizabeth (2023). An Examination of Latinx Re-Entry Students at a Texas Community College: Challenges, Opportunities, and Intersecting Identities. Doctoral dissertation, Texas A&M University. Available electronically from https : / /hdl .handle .net /1969 .1 /199844.