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Counterspaces and Connections in College Transitions: First-Generation Latino Students' Perspectives on Chicano Studies

Journal of college student development, 2011-11, Vol.52 (6), p.639-655 [Peer Reviewed Journal]

Copyright © The American College Personnel Association. ;Copyright Johns Hopkins University Press Nov/Dec 2011 ;ISSN: 0897-5264 ;ISSN: 1543-3382 ;EISSN: 1543-3382 ;DOI: 10.1353/csd.2011.0077

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Title:
Counterspaces and Connections in College Transitions: First-Generation Latino Students' Perspectives on Chicano Studies
Author: Nunez, Anne-Marie
Subjects: Academic Achievement ; Affirmative action ; African American Students ; Attitudes ; College campuses ; College Students ; Cultural background ; Cultural centers ; Education ; Education (Higher) ; Ethnic Groups ; Ethnic studies ; Faculty College Relationship ; First Generation College Students ; Higher Education ; Hispanic American college students ; Hispanic American Students ; Hispanic Americans ; Hispanic students ; humanities ; Learning ; Mexican American Education ; Mexican American studies ; Mexican Americans ; Multiculturalism & pluralism ; Nuñez, Anne-Marie ; public universities ; Racism ; Research Universities ; School environment ; Secondary school students ; Semi Structured Interviews ; Socioeconomic factors ; student attitudes ; student characteristics (humanities) ; Studies ; Study and teaching (Higher) ; teaching and learning contexts (humanities) ; transition ; United States
Is Part Of: Journal of college student development, 2011-11, Vol.52 (6), p.639-655
Description: This study explored how first-generation Latino sophomores in a public research university describe the influence of Chicano Studies classes on their college transition experiences. Students reported that taking Chicano Studies offered them opportunities to handle feelings of isolation, build awareness of community heritage, develop more meaningful student-faculty relationships, and understand perspectives of people from different backgrounds. These processes enhanced their capacity to manage key developmental issues during their college transitions, including handling racism and forming a sense of community on campus. This study offers insights about how practitioners, researchers, and policymakers can address these students' experiences with campus diversity.
Publisher: Baltimore: Johns Hopkins University Press
Language: English
Identifier: ISSN: 0897-5264
ISSN: 1543-3382
EISSN: 1543-3382
DOI: 10.1353/csd.2011.0077
Source: ProQuest One Psychology
Education Resources Information Center (ERIC)
ProQuest Central

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Counterspaces and Connections in College Transitions: First-Generation Latino Students' Perspectives on Chicano Studies

Copyright © The American College Personnel Association. ;Copyright Johns Hopkins University Press Nov/Dec 2011 ;ISSN: 0897-5264 ;ISSN: 1543-3382 ;EISSN: 1543-3382 ;DOI: 10.1353/csd.2011.0077

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