High School and Community College Collaborations: Exploring the Realities of Dual-Credit First-Generation Hispanic Students

• In Event: Marriott Roundtable Session 13
  In Roundtable Session: Policy: Helpful or Harmful for Latinxs?

Abstract

This phenomenological study was focused on exploring the lived experiences of first generation Hispanic students who earned 30+ college credits at a Texas high school. Utilizing Yosso’s (2005) Community Cultural Wealth, this study explored how students navigated the dual credit process and the impact it had on themselves, their families, and their community.

Author

• Rosalinda Ortiz, Tarleton State University