Abstract:
This interpretive research sought to understand how eight Hispanic students who
mastered English as a Second Language (ESL) matriculated at a rural community college,
and what motivating factors encouraged or encumbered their academic persistence and
success. Particularly the study focused on student backgrounds, motivations, and
persistence factors influencing their success. Participants were chosen as follows:
+ Spanish is their first language.
+ English is their second language.
+ They are over the age of 21.
+ They are or were enrolled in a certificate or degree program.
+ They had earned at least 21 credits at a community college.
+ They had a grade point average of at least 2.0.
In-depth student interviews, conversations with staff, and examination of student
records supplied data for the progression of case records. Data analysis resulted in the
generation of eight hypotheses for academic success: (a) participatory learning;
(b) appropriate support system, such as developmental classes, tutoring services, and
mentoring instructors; (c) trust in the educational system; (d) social integration,
(e) English and Spanish language fluency; (0 use of personal and community resources
to combat racism; (g) family support; and (h) financial backing.
Redacted for Privacy
Theoretical frameworks used for data collection and analysis primarily were those
of Paulo Freire and Margaret Wheatley. Both espoused participatory learning and
leadership. I also found the literature that focused on multiculturalism valuable.
The study revealed that Hispanic ESL students persisted despite major obstacles
which might have been devastating. They had ethnic bias to overcome and the need to
master the English language. Some were working single parents, some in full-time jobs.
The initiative to become economically self-sufficient and to maintain a strong trust
in education empowered students to persist and succeed. Participants supplied proof that
Hispanic ESL students can succeed in community college when there is an appropriate
support system. The study suggests that although the elements for moving toward
multiculturalism are being put in place, they are not, as yet, attaining the necessary
synthesis. The criteria for efficient use of participatory learning, improved curricula and
environment, and administration committed to developing self-efficacy of ESL students
are necessary conditions for success.
