Dissertation

Experiences of First-Generation Latinas in Education Doctoral Programs in South Texas

Paxton, Angelita Marie

2020

Overview

First-generation Latinas attain the lowest percentage of doctoral degrees in the United States compared to all other cultural and gender groups, despite being part of the fasted growing minority group. Latinx in the U.S. must increase degree attainment 6.2 million by 2030 to close the national gap that exists compared to all other ethnic groups (Excelencia in Education, 2020). First-generation Latina doctoral students may experience some of the same struggles of other minority females; yet their distinctive cultural and family expectations create intrinsic and extrinsic barriers which may be contributing factors to their underrepresentation in doctoral programs.The purpose of this basic qualitative study was to explore the experiences of first-generation Latinas in education doctoral programs in South Texas. Previous research studies have addressed persistence among doctoral students, yet few examine it from the perspective of first-generation Latinas. How a person perceives and internalizes personal experiences and social interactions creates their social worldview (habitus). The conceptual framework for this study is Bourdieu’s habitus through the lens of sociocultural development and doctoral persistence. Sociocultural is a concept centered around the acquisition of social capital through the development of habitus. Doctoral persistence is focused on the personal determination to complete a doctoral degree based on one’s developed habitus. Interviews were held with 8 first-generation Latina students in education doctoral programs in South Texas, to understand their personal experiences. The interviews were transcribed and then analyzed in two rounds. Round 1 consisted of structural coding identifying major theme development. Round 2 consisted of focused coding identifying specific participant quotes that supported major themes. Results of the data demonstrated a direct link between developed habitus and degree persistence. Major themes included parental support, relationships, feelings of guilt, stress, imposter syndrome, and persistence. Participants who were raised in a migrant family shared experiences of the difficult field work that prompted their desire for a better life. Recommendations were made that include outreach programs for parents, cohort programs, and supportive relationship establishment with professors and cohort members. Educational support programs that provide college students with strategies for coping with stress and feelings of belonging could add to doctoral program completion.

• Publisher: ProQuest Dissertations & Theses
• Subject: Educational leadership / Gender studies / Higher education
• ISBN: 9798672150383