UVM Theses and Dissertations
Format:
Print
Author:
Santiago, Vivian Garay
Title:
Dept./Program:
College of Education and Social Services
Year:
2012
Degree:
Ed. D.
Abstract:
Despite the growth and youth of the Latino population in the U.S., Latinos remain the least educated and most under-represented group in higher education (Pew Hispanic Center, 2009a). Hispanic Center, 2009a). Although Latinos are enrolling in hjgher education in greater numbers, Latinos have the lowest four-year graduation rate of all ethnic and racial groups (Fry, 2011). Like other racial and ethnic groups, Latino students grapple with unwelcoming college climates (Chavez & French, 2007). Research however supports the notion that students who identify strongly with their Latino identity are often shielded from the harsh climates of PWls (Phinney, Romero, Nava, & Huang, 2001). Despite the stereotypical assumption that there is one monolithic "Latino experience," Latino college students can have dramatically different, experiences based upon factors including race, native country, U.S. region, generation in the U.S., and whether they are bilingual or not (Torres,2004b). This was reflected in a 2008 pilot study I conducted on Latino identity development at a PWI in the Northeast (Garay, 2008). Students in this study revealed that despite identifying as Latino, they struggled with the belief that they were not "Latino enough."
The purpose of the present study was to examine this surprising result more closely and share the stories of eight Latino college students attending an extreme predominantly White institution (PWI) (McCoy, Under review) who identify as not feeling "Latino enough." This study also sought to understand what contributes to students feeling "not Latino enough" and to examine how an extreme PWI affects the exploration of identity.
Through the use of narrative inquiry, each student participated in a series of in-depth interviews resulting in the sharing of their respective narrative or personal story. Interviews were coded individually and then subsequently all narratives were coded and compared to each other for themes across narratives. Findings revealed that while each participant had unique reasons for not feeling "Latino enough," there were common elements that contributed to this phenomenon. Fluency in Spanish emerged as a very prominent reason why some students struggled with their Latino identities. Also important were the reflected appraisals of others and whether others felt that the participants appeared Latino. Other themes included the sense that Latinos behave in certain ways, ethnic and racial dissonance, the impact of identity and environment on Latino identity development, and the impact of the multicultural student center.
Recommendations are targeted to multicultural student centers, Latino organizations, and academic departments and include challenging dominant paradigms related to race and ethnicity, being aware and inclusive of multiracial Latinos and those Latinos that need to reconnect with their heritage, providing education on intragroup marginalization, educating students on Latino identity and Latinidad, educating White Latinos on White identity development and White privilege, and offering academic immersion experiences to Latinos who struggle with language and lack of ethnic knowledge. Recommendations are also directed at higher level administrators to increase funding to departments that serve multicultural populations and to educate themselves on social justice issues.
The purpose of the present study was to examine this surprising result more closely and share the stories of eight Latino college students attending an extreme predominantly White institution (PWI) (McCoy, Under review) who identify as not feeling "Latino enough." This study also sought to understand what contributes to students feeling "not Latino enough" and to examine how an extreme PWI affects the exploration of identity.
Through the use of narrative inquiry, each student participated in a series of in-depth interviews resulting in the sharing of their respective narrative or personal story. Interviews were coded individually and then subsequently all narratives were coded and compared to each other for themes across narratives. Findings revealed that while each participant had unique reasons for not feeling "Latino enough," there were common elements that contributed to this phenomenon. Fluency in Spanish emerged as a very prominent reason why some students struggled with their Latino identities. Also important were the reflected appraisals of others and whether others felt that the participants appeared Latino. Other themes included the sense that Latinos behave in certain ways, ethnic and racial dissonance, the impact of identity and environment on Latino identity development, and the impact of the multicultural student center.
Recommendations are targeted to multicultural student centers, Latino organizations, and academic departments and include challenging dominant paradigms related to race and ethnicity, being aware and inclusive of multiracial Latinos and those Latinos that need to reconnect with their heritage, providing education on intragroup marginalization, educating students on Latino identity and Latinidad, educating White Latinos on White identity development and White privilege, and offering academic immersion experiences to Latinos who struggle with language and lack of ethnic knowledge. Recommendations are also directed at higher level administrators to increase funding to departments that serve multicultural populations and to educate themselves on social justice issues.