Challenges of (Dis)Connection and Cultural Understanding for Latine Undergraduates in Academic Recovery

• In Event: AERA Roundtable Session Saturday 1:30 pm Four Seasons Ballroom 4
  In Roundtable Session: Navigating Identities: Diverse Pathways to College Success (Table 6)

Abstract

Academic recovery in higher education refers to the processes and support systems to help students struggling academically regain their academic standing and success in their studies (Dial, 2022). Using the Guiffrida model that culturally advances Tinto’s theory (2006), our study narrates the voices and experiences of 20 self-identified Latine college students on academic warning and probation. The three themes highlight how these undergraduate students understood, negotiated, and navigated their cultural and ethnic identities while on academic warning and probation. Findings draw attention to college/university personnel, academic advisors, and researchers to consider how to support students on academic recovery while also extending the current literature on persistence and retention.

Authors

• Mary Dueñas, University of Tenneesee

• Lazaro Camacho, University of Rhode Island

• Pietro Antonio Sasso, Delaware State University