From the Job Site to the College Classroom: Exploring the Life Histories of Low-Income Latinx Students

dc.contributor.advisorBrewer, Curtis
dc.contributor.authorCarnegie-Diaz, Margaret Simone
dc.contributor.committeeMemberGiles, Mark
dc.contributor.committeeMemberLac, Van
dc.contributor.committeeMemberMorales, Socorro
dc.date.accessioned2024-02-09T19:29:14Z
dc.date.available2024-02-09T19:29:14Z
dc.date.issued2023
dc.descriptionThis item is available only to currently enrolled UTSA students, faculty or staff. To download, navigate to Log In in the top right-hand corner of this screen, then select Log in with my UTSA ID.
dc.description.abstractThe impact of employment on academic achievement and college-going is readily evaluated within the literature, primarily through a quantitative lens. In such studies, youth employment is commonly found to negatively affect high school grades, persistence, and the likelihood of attending college. This qualitative study responds to the dominant understanding of youth employment by illustrating the narratives of five low-income Latinx students who worked at high intensities (15+ hours weekly) during high school. Data were collected through three indepth, semi-structured life history interviews with each participant. Guided by a critical epistemology, this study explores participants' individual and environmental resiliencies in navigating employment and academic pursuits. It further explores the meaning participants find in work. Findings showed that, for participants, like many low-income students, employment came at an early age, driven by their families' socio-economic hardships and a personal desire to assist their parents. The analysis further revealed the varied practices participants use to navigate a wounded school system to manage work obligations. This navigation included the skillful use of time management in worksite study practices, course scheduling, and the use of class time. Additionally, it called upon students' insights in recognizing varying instructional requirements and negotiating study and course assignment priorities. Participants also heavily relied on the relationships within their lives, including parents, peers, educators, and employers, for motivation, support, and direction in their work and academic journeys. Youth employment, for participants, is meaningful as an educational resource and a vehicle for stress reduction.
dc.description.departmentEducational Leadership and Policy Studies
dc.format.extent202 pages
dc.format.mimetypeapplication/pdf
dc.identifier.isbn9798379575892
dc.identifier.urihttps://hdl.handle.net/20.500.12588/2931
dc.languageen
dc.subjectCollege access
dc.subjectCommunity cultural wealth
dc.subjectCritical youth studies
dc.subjectFirst generation students
dc.subjectHigh school employment
dc.subjectLatinx
dc.subject.classificationEducation policy
dc.subject.classificationLatin American studies
dc.subject.classificationHigher education
dc.subject.classificationEducational leadership
dc.titleFrom the Job Site to the College Classroom: Exploring the Life Histories of Low-Income Latinx Students
dc.typeThesis
dc.type.dcmiText
dcterms.accessRightspq_closed
thesis.degree.departmentEducational Leadership and Policy Studies
thesis.degree.grantorUniversity of Texas at San Antonio
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy

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