Dissertations and Theses @ UNI
Availability
Open Access Thesis
Keywords
Academic achievement; Hispanic American college students; Hispanic American young men; Academic theses;
Abstract
Review of the prior literature on the topic of academic achievement among U.S. Latino students reveals both problematic performance and systematic disadvantaged obstacles that impede their ability to achieve expected academic accomplishments. Despite such conditions, however, there are Latino students from disadvantaged backgrounds who graduated from high school and enrolled in a four year university. Interpretations of action theory were used as a theoretical framework to interview 15 collegiate Latino males, who grew up in disadvantaged socioeconomic communities (barrios) and enrolled in a four year university. Three findings emerged from their interviews that explained the academic achievements from both these traditional and non-traditional participants: a supportive academic culture, access to post secondary education preparation resources, and a significant life changing experience. The implications for the findings are to guide academic professionals, social workers, and public policy decision makers who pursue a continued mission to encourage U.S. Latino students to graduate high school, attend college, and assist them in their endeavors.
Year of Submission
2010
Degree Name
Master of Arts
Department
Department of Sociology, Anthropology, and Criminology
First Advisor
Kristin Y. Mack
Second Advisor
Phyllis L. Baker
Third Advisor
Phillip Mauceri
Date Original
2010
Object Description
1 PDF file (108 leaves)
Copyright
©2010 Erineo Eddy Espinoza
Language
en
File Format
application/pdf
Recommended Citation
Espinoza, Erineo Eddy, "From the Barrio to a Four-Year University: The Academic Success Stories of Fifteen Socioeconomic Disadvantaged Latino Male College Students" (2010). Dissertations and Theses @ UNI. 2606.
https://scholarworks.uni.edu/etd/2606
Comments
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