Latinx Immigrant-Origin Community College Students: Examining Persistence and Transfer Through a Funds of Identity Framework

IF 1.7 Q2 EDUCATION & EDUCATIONAL RESEARCH

Community College Review Pub Date : 2024-06-10 DOI:10.1177/00915521241258453

Marco A. Murillo

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引用次数: 0

Abstract

Objective: The study aimed to understand how Latinx immigrant-origin community college students draw upon their funds of identity to persist and transfer. Methods: Utilizing a multimethodological qualitative approach, self-portraits and testimonios were collected from 20 Latinx immigrant-origin California community college students in spring 2022. All participants planned to transfer to a 4-year college in the fall. Data analysis included deductive, inductive, and axial coding. Results: Family ties shaped students’ aspirations and persistence while the development of new funds of identity help define their community college journey. In addition, culturally affirming courses and programs that aligned with students’ funds of identity supported persistence and transfer during challenging moments. Finally, students’ academic interests and career exploration operated as motivating factors to help them reach their future goals. Contributions: The results from this study demonstrate the need for community colleges to recognize and affirm Latinx immigrant-origin students’ diverse identities. Community colleges also need to ensure that programs and services align with students’ lived experiences.

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拉丁裔移民社区学院学生：通过 "身份基金 "框架研究持续学习和转学问题

研究目的本研究旨在了解拉丁裔移民社区大学学生如何利用他们的身份基金来坚持学习和转学。研究方法采用多种方法的定性研究方法，收集了 2022 年春季加利福尼亚社区大学 20 名拉丁裔移民学生的自画像和证词。所有参与者都计划在秋季转入四年制大学。数据分析包括演绎、归纳和轴向编码。分析结果家庭纽带影响了学生的志向和坚持，而新的身份认同基金的发展则有助于定义他们的社区大学之旅。此外，与学生身份认同基金相一致的文化肯定课程和项目也有助于学生在具有挑战性的时刻坚持学习和转学。最后，学生的学术兴趣和职业探索是帮助他们实现未来目标的动力因素。贡献：本研究的结果表明，社区学院有必要承认并肯定拉丁裔移民学生的不同身份。社区学院还需要确保课程和服务符合学生的生活经历。

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来源期刊

Community College Review EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.40

自引率

7.70%

发文量

期刊介绍： The Community College Review (CCR) has led the nation for over 35 years in the publication of scholarly, peer-reviewed research and commentary on community colleges. CCR welcomes manuscripts dealing with all aspects of community college administration, education, and policy, both within the American higher education system as well as within the higher education systems of other countries that have similar tertiary institutions. All submitted manuscripts undergo a blind review. When manuscripts are not accepted for publication, we offer suggestions for how they might be revised. The ultimate intent is to further discourse about community colleges, their students, and the educators and administrators who work within these institutions.