The Uncertain Path Towards College: How Intersectionality Shaped the Experiences of Latinas Enrolled at a Hispanic-Serving Institution

Principal Investigator(s):  View help for Principal Investigator(s) Ruth M. López, University of Houston

Version:  View help for Version V1

Name File Type Size Last Modified
Initial Interview Protocol Cohort 1 Fall 2017.pdf application/pdf 94.4 KB 04/26/2022 06:46:PM
Initial Interview Protocol Cohort 2 Fall 2018.pdf application/pdf 100.4 KB 04/26/2022 06:38:PM
Initial Interview Protocol Cohort 3 Fall 2019 .pdf application/pdf 100.6 KB 04/26/2022 02:42:PM
Interview Protocol Cohort 1 Fall 2018.pdf application/pdf 99.7 KB 04/26/2022 06:37:PM
Interview Protocol Cohort 1 Spring 2018.pdf application/pdf 131.9 KB 04/26/2022 02:48:PM
Interview Protocol Cohort 1 and 2 Fall 2019.pdf application/pdf 98.9 KB 04/26/2022 07:06:PM
Interview Protocol Cohort 1 and 2 Spring 2019.pdf application/pdf 135 KB 04/26/2022 06:43:PM
Readme.pdf application/pdf 114.7 KB 04/26/2022 06:48:PM

Project Citation: 

López, Ruth M. The Uncertain Path Towards College: How Intersectionality Shaped the Experiences of Latinas Enrolled at a Hispanic-Serving Institution. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2022-04-26. https://doi.org/10.3886/E168721V1

Project Description

Summary:  View help for Summary This is a longitudinal qualitative study of Latina college students who were members of a Latina mentoring program at a four-year Hispanic-Serving Institution (HSI) in Texas where they made up the largest student population since 2013. Guided by Chicana feminist epistemology and intersectionality, we discuss educational experiences students had during high school as they considered their college path, when enrolling in an HSI, and during college. We explored the following research question: How did intersectional experiences shape the educational trajectory of Latina undergraduates enrolled at an HSI? We identified how multiple forms of oppression and social identities shaped the high school experiences of Latinas and learned how they found belonging at an HSI by finding spaces and individuals who validated their intersectionality. Through this study, we demonstrate why Latina student intersectionality—not only while in college but prior to enrolling as well—is important for researchers and higher education practitioners to consider.
Funding Sources:  View help for Funding Sources University of Houston (New Faculty Research Award); University of Houston (Provost's Women of Color Stimulus Research Grant)

Scope of Project

Subject Terms:  View help for Subject Terms Longitudinal; Qualitative; Interviews
Geographic Coverage:  View help for Geographic Coverage Texas
Collection Date(s):  View help for Collection Date(s) 2017 – 2019
Data Type(s):  View help for Data Type(s) text
Collection Notes:  View help for Collection Notes These are semi-structured interviews, and depending on the interviewer some questions were asked in different order due to the topics the interviewee brought up.

Methodology

Sampling:  View help for Sampling We recruited research participants from a university mentoring program and in this article, we focus on interviews from fall 2017 to fall 2019 with three cohorts totaling 25 participants. We drew from a larger five-year longitudinal qualitative study that will conclude in 2023, one year after the last cohort graduates from college. Participants were mostly recruited during academic years 2017–2018, 2018–2019, and 2019–2020 from the incoming students in the mentoring program. 
Collection Mode(s):  View help for Collection Mode(s) computer-assisted personal interview (CAPI); face-to-face interview
Unit(s) of Observation:  View help for Unit(s) of Observation Students

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Published Versions

V1 [2022-04-26]

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