This study addressed the retention of Chicana/Latina undergraduates. The problem explored was one; how these women perceive campus climate as members of a marginalized student population and two; which strategies are used to “survive the system.” As a qualitative study, this work was guided by a confluence of methods including grounded theory, phenomenology and Chicana epistemology using educational narratives as data. The analysis indicated that Chicanas/Latinas do maintain a sense of being “Other” throughout their college experiences and this self-identity is perceived as a “survival strategy” while attending a mainstream campus. Further analysis also showed that Chicanas/Latinas begin their college careers with social/cultural capital and is used as a fluid source of support during their stay at the university.
Research Article| January 01 2010
Chicana/Latina Undergraduate Cultural Capital: Surviving and Thriving in Higher Education
Ethnic Studies Review (2010) 33 (2): 1–23.
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Maricela DeMirjyn; Chicana/Latina Undergraduate Cultural Capital: Surviving and Thriving in Higher Education. Ethnic Studies Review 1 January 2010; 33 (2): 1–23. doi: https://doi.org/10.1525/esr.2010.33.2.1
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