The role of motivation and the university environment curriculum in Latino firsts completing bachelor's degrees in education

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dc.contributor.advisorPate, P. Elizabeth
dc.contributor.authorNelson, Roxanna M.
dc.contributor.committeeMemberDavis, Dennis
dc.contributor.committeeMemberCrisp, Gloria
dc.contributor.committeeMemberSailors, Misty
dc.contributor.committeeMemberSchutz, Paul
dc.date.accessioned2024-02-12T18:28:20Z
dc.date.available2024-02-12T18:28:20Z
dc.date.issued2014
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 purpose of this study was to discover opportunities in the University Environment Curriculum that support the motivation of Latino Firsts to complete a Bachelor's degree in Education. To do so, I proposed three research questions, which address motivational factors of Latino Firsts in completing a Bachelor's degrees in Education, supportive opportunities in the University Environment Curriculum, and additional opportunities that might be institutionalized to assist in degree completion for Latino Firsts. In understanding the complexities associated with these research questions, I chose to use a qualitative singular case study methodology with four embedded cases to best answer the research questions. After selecting participants, I collected data in three phases, which included interviews and participant-created artifacts along with information about the current opportunities in the University Environment Curriculum. The findings, relayed in chapter four, first address each case individually and conclude with findings that emerged from analysis of the singular Case of Latino Firsts pursuing Bachelor's degrees in Education. These findings illuminated four themes, which were the importance of relationships, identity, university context and financial stability. The discussion chapter relates the findings back to the interdisciplinary theoretical frame, and current literature of Latino Firsts and the University Environment Curriculum. Then, implications for researchers, practitioners and policy-makers based on these findings are explained. Limitations and future research agenda possibilities end the document.
dc.description.departmentInterdisciplinary Learning and Teaching
dc.format.extent255 pages
dc.format.mimetypeapplication/pdf
dc.identifier.isbn9781303920356
dc.identifier.urihttps://hdl.handle.net/20.500.12588/4694
dc.languageen
dc.subjectEducation
dc.subjectFirst-generation college students
dc.subjectHispanic serving institution
dc.subjectLatino students
dc.subjectPreservice teachers
dc.subjectSelf-determination theory
dc.subjectUniversity environment curriculum
dc.subject.classificationHigher education
dc.subject.classificationHispanic American studies
dc.subject.classificationTeacher education
dc.subject.lcshEducation -- Study and teaching (Higher)
dc.subject.lcshHispanic American college students -- Attitudes
dc.subject.lcshFirst-generation college students -- Attitudes
dc.subject.lcshMotivation in education
dc.titleThe role of motivation and the university environment curriculum in Latino firsts completing bachelor's degrees in education
dc.typeThesis
dc.type.dcmiText
dcterms.accessRightspq_closed
thesis.degree.departmentInterdisciplinary Learning and Teaching
thesis.degree.grantorUniversity of Texas at San Antonio
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy

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