Although Hispanics are graduating from high school at greater rates, it is not leading to college success as college graduation rates remain low. In Texas, the Hispanic population has grown to the point that one out of three of all Texans are Hispanic. A phenomenological approach to research was used to investigate the perceptions of Hispanic college students on how well their public high school prepared them for college. Through face-to-face interviews and focus group discussions, eight Hispanic college students provided insight concerning their high school experience and how it translated into college readiness. Four questions guided the study: 1) in what ways do Hispanic college students believe their public high school prepared or failed to prepare them academically for post-secondary education; 2) in what ways do Hispanic college students believe their public high school prepared or failed to prepare them culturally for post-secondary education; 3) in what ways do Hispanic college students believe their public high school prepared or failed to prepare them socio-emotionally for post-secondary education; and 4) how do Hispanic students perceive their cultural identity in regards to their high school experience. Findings revealed four themes relating to how Hispanic students perceive their high school experience prepared them for college which include, academic readiness, cultural readiness, socio-emotional readiness, and cultural identity. The research demonstrated the complex process of transitioning from high school to college for Hispanics.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc1505174 |
| Date | 05 1900 |
| Creators | Soto, Lionel |
| Contributors | Brackett, David A. (Educator), González-Carriedo, Ricardo, Rogers, Kevin, King, Kelley |
| Publisher | University of North Texas |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | vi, 106 pages, Text |
| Rights | Public, Soto, Lionel, Copyright, Copyright is held by the author, unless otherwise noted. All rights Reserved. |
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