The aim of this qualitative deep interview study was to gain deeper understanding of single immigrant mothers´life situation. Grounded Theory was the method of analysis. Repeated interviews with five immigrant women from different parts of the world showed that women were in need of wider and deeper social networks in order to reconstruct their identities. Social support and social networks benefit, not only reconstruction of identity, but also personal well-being. Yet it is difficult for them to create social networks in the new country, because of single motherhood. Using the idea of "fictive kinship", two alternatives of socioemotional support system were suggested in this study.

Although the Mexican population continues to be the largest Hispanic group in the United States, educational attainment is not increasing at a proportionate rate. First generation, Mexican-American students continue to have low enrollment in higher education institutions and high levels of attrition. Socioeconomic variables and ethnicity have correlated highly with these outcomes for thirty years, and programs have proliferated to address them, without much impact. Perhaps we need new approaches. This study investigates the lived experience of students attempting a university education. The goal of this research was to take the topic of educational achievement one step further by exploring identity development factors for first generation, Mexican-American college students via personal narratives. Researchers have long observed that people come to make sense of life via stories (Bruner, 1990; McAdams, 1985; Sarbin, 1986). Personal stories help to make sense of the past as well as foresee the future while helping to define current identity via recalling and/or retelling stories, particularly for emerging adults. Identity creation and negation was explored via McAdams’ life story model of identity: identity is an ever changing life story that strives for psychosocial unity and seeks purpose in relation to the world. The data collected from sixteen first generation, Mexican-American students at one university revealed that factors such as familial connections, cultural capital, generational immigration status, and self-discovery opportunities contribute to the ongoing creation and negotiation of identity. The outcome was the development of an identity soundboard which provides a visual representation of identity factors, each with its own control button, which is constantly adjusted according to individual experiences and narratives. The significance of these results is two-fold. One, it provides students and educators with a new perspective on identity development which can translate into new ways to address academic retention, attrition, and success. And two, it provides identity researchers with a new, customizable model with which to explore a variety of identity development processes, adaptable to specific research interests. The Hispanic community is a key player to the nation’s economic future, making efforts to foster a well-educated workforce a priority. Colleges and universities stand to benefit from a tailored approach to outreach and retention of students. It is by obtaining a glimpse of students’ reality that we can, as faculty, staff, and administrators, make changes that can positively affect their educational experience and outcome. / text

<p> </p> <p>Traditional kinship systems involve the organization of individuals who are biologically connected. However, such systems have evolved beyond bloodlines to incorporate individuals that are biologically unassociated but operate in familial-like roles due to shared spaces and/or experiences. Historically, kinship systems or cultural networks have functioned as the cornerstone of survival for those of the Black lived experience. From the days of legalized human chattel slavery to present-day movements seeking justice for the minoritized, the foundation of kinship was typically built through the local church, the assumed maternal positions by Black women, Black secret societies and more. They each served, and continue to serve, as a means for survival and success against a systemically oppressive society. This study explores the notion and existence of kinship systems at historically Black colleges and universities (HBCUs). It specifically examines how fictive kinships through the lens of faculty-student dynamics, religion, and social activities, potentially influences the academic experience of Black students at HBCUs that currently have an above average retention rate. As America’s educational institution has lacked diversity, inclusion, justice, and equity for Black people for countless years, the primary mission of this study was to amplify Black student voices which have traditionally been suppressed. A supplemental goal of this study was to offer Black students tools for introspection that will aid them in navigating possible barriers to (post) educational success. In turn, this study gives insight to predominantly white institutions of higher learning on how to positively enhance the experience and retention of Black students, and the overall structure of diversity and inclusion on campus.</p>