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The Experiences Latinas Encounter While Attending a Remote Rural Two-Year Community College: The Confluence of Identity (ies)

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  • Background: Latina students are underrepresented and undereducated in rural community colleges. There are gaps in rural community college research specifically focusing on Latina retention. This research identified the factors detracting from and/or enhancing the college experience for Latinas in rural community colleges. Purpose: The purpose of the study was to find the factors that support and those that hinder Latinas in achieving their educational goals as they pursue a rural college-going experience. Tinto’s (1975; 1993) model of student departure and retention provided a theoretical explanatory lens. Setting: One rural community college in the Pacific Northwest was selected. Interviews were conducted via the location choice of each participant. Subjects: Participants included 14 purposively selected Latinas over the age of 18 who took at least one term of credit bearing classes at a rural community college in the Pacific Northwest. Research Design: The study used a qualitative, narrative design, with social constructivist approach. A qualitative interview guide was utilized to interview participants. Data Collection and Analysis: Data were analyzed from interviews and responses were transcribed based on a narrative analysis transcription protocol. Word and phrase analysis and thematic content of the responses were analyzed using MAXQDA software. A codebook was created to keep track of participants and their responses. A spreadsheet for each theme was created separating the categories and codes. Findings: Seven themes emerged from the narrative analysis that depicted elements of positive or negative college-going experiences: These themes included: career goal, parental-family expectations/support, financial support, learning and instruction, student services support, peer and teacher support, and cultural barriers. Some of the findings in this research contradicted Tinto (1975), who held the belief that in order for students to be retained, they must first separate from their pre-college social groups and form new social groups. In this research many of the participants maintained their pre-college social groups and yet were retained in the community college. Another finding contradicted Tinto’s (1975, 1993) theory in which student retention is predicated on the positive association between academic integration and high school grade performance; however this research revealed a different finding: nine participants received a GED rather than a high school diploma, suggesting limited academic high-school rigor and integration. More than half of GED participants went on to complete their college studies. An analysis of the data also revealed that high school students who drop out before they graduate experience less rigor, less academic integration than those students who graduate. Tinto (1993) also suggested, as part of social integration, that faculty and peer interaction is invaluable to student retention. Although many participants in this research felt academically supported, some noted that they lacked academic support; yet most completed, transferred, or were retained. Most of the participants who had no financial support from the college completed, transferred, or remained enrolled. Despite lack of financial support being a negative experience, retention rates appeared similar between those with or without financial burden, which conveyed a difference with previous literature. Conclusions: Given the limited research on this group of students, the findings provide insights for future researchers and for theory development. Though future research on Latina retention is needed in rural colleges, the practical implications from this research will help community college personnel embrace a change in the academy such as serving students’ needs expressed in intentional opportunities for academic and social engagement and better access to financial, student services, and other resources.
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  • Neimann, T. (2020). The Experiences Latinas Encounter While Attending a Remote Rural Two-Year Community College: The Confluence of Identity (ies). (Doctoral Dissertation, Oregon State University)
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  • Pending Publication
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  • 2020-03-16 to 2022-04-17

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