Date of Award

2024

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D.)

Department

Transformative Action in Education

First Advisor

Nancy Huante Tzintzun

Second Advisor

Laura Hallberg

First Committee Member

Nancy Huante Tzintzun

Second Committee Member

Laura Hallberg

Third Committee Member

Richard Tapia

Abstract

The primary focus of this study was on how the Puente Project helps Latina/o/x community college students feel supported and validated. Additionally, it focused on how community and familial efforts can influence students’ experiences, and how the Puente Project leverages those forms of capital. Examining the lived experiences of Latina/o/x Puente community college alumni contributed to the study of retention and graduation initiatives for Latina/o/x students in the California Community College system. For this study, the participants chosen already completed the Puente program at a California Central Valley community college, transferred to a four-year institution, and either graduated with—or are close to graduating with—a bachelor’s degree. Using a general qualitative approach for this study, along with a conceptual framework composed of Tara Yosso’s (2005) Community Cultural Wealth Model and Laura Rendón’s (1994) Validation Theory, helped highlight the stories and experiences of student participants while also answering this study’s research questions. Since this study used a general qualitative approach, the data collection tools included an initial participant interest form, semi-structured one-on-one interviews that were recorded and transcribed, researcher notes, document analysis of Puente’s Community College Guidelines, and a researcher positionality journal. Four major themes were identified through the data analysis process. Theme 1: Family Influence on Educational Journey is comprised of two subthemes: (a) Source of Motivation and (b) School Selection. Theme 2: Creating a Community of Care and Belonging has three subthemes: (a) Puente Trips and Events, (b) Culturally Responsive Curriculum, and (c) Affirmations and Encouragement. Theme 3: Guidance Navigating Higher Education Structures contains three subthemes: (a) Course Planning and Transfer Guidance, (b) Exposure to College Programs and Resources, and (c) Continued Puente Support Post-Transfer. Lastly, Theme 4: Leadership Development encompasses three subthemes: (a) Role Modeling, (b) Mentoring and Networking, and (c) Applying Leadership Skills. The findings of this study can help community college administrators, policy makers, faculty, and staff support California community college Latina/o/x students to increase retention and graduation rates.

Pages

136

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