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dc.contributor.advisor Arriaza, Gilberto
dc.contributor.author Quezada, Claudia
dc.date.accessioned 2020-09-03T19:03:43Z
dc.date.available 2020-09-03T19:03:43Z
dc.date.issued 2019-05-17
dc.identifier.uri http://hdl.handle.net/10211.3/217437
dc.description.abstract By 2030, 43% of California’s population will be Latinx. Latinx children in California already make up 52% of children age 17 and younger (Public Policy Institute, 2019). However, Latinx students complete postsecondary degrees at lower rates when compared to their peers (Fry, 2002; Kurlaender, 2006). The problem of degree completion disparities for Latinx students seem exacerbated by students who are overrepresented in developmental, non-degree-bearing math courses. The low mathematics passing rates and decreased retention and graduation rates among Latinx students at wide-access public colleges and universities in the state of California prompted this study. Latinx students are overrepresented in long sequences of developmental mathematics, which delay time to graduation, result in lower graduation rates, increase student debt, and result in fewer major and career paths. The impact of long sequences of postsecondary mathematics developmental coursework on student success is well documented; however, comprehensive reforms and effective practices are not always implemented. This study sought to capture both the instruction and support of Latinx students enrolled in a corequisite-supported College Algebra course, as well as the lived experiences of Latinx students as they navigate the degree attainment process. This qualitative study included semi-structured interviews with four mathematics faculty, one mathematics administrator, semi-structured interviews with eight Latinx students enrolled in a corequisite-supported College Algebra course, data review of institutional data, and observations. The study sought to answer the following questions: 1) What instruction and support do Latinx students enrolled in a corequisite Mathematics program receive? 2) What forms of community cultural wealth are used by Latinx students enrolled in a corequisite-supported mathematics program?
dc.description.sponsorship Department of Educational Leadership for Social Justice
dc.format.extent xi ; 133 p.
dc.subject Educational leadership
dc.subject.lcsh Hispanic American college students -- California
dc.title Theory, testimonios, y conciencia: experiences of Latinx students enrolled in corequisite mathematics at a wide access four-year university
dc.type Dissertation
dc.date.updated 2020-09-03T19:03:44Z
dc.language.rfc3066 en
thesis.degree.name Doctor of Education
thesis.degree.name Doctorate in Educational Leadership for Social Justice
dc.contributor.committeemember Ramírez, Lettie
dc.contributor.committeemember Brooke-Garza, Elizabeth


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