Date of Award
2018
Document Type
Undergraduate Capstone Project
Degree Name
Ed.D.
Organizational Unit
Morgridge College of Education, Educational Leadership and Policy Studies
First Advisor
Lolita A. Tabron, Ph.D.
Second Advisor
Kristina Hesbol, Ph.D.
Keywords
Affirmative action, LatinX, Funds of knowledge
Abstract
In this study, I explored how LatinX students understood affirmative action strategies used by higher education institutions through their Funds of Knowledge and how this knowledge shaped their post-secondary decisions. Using a qualitative case study design, I conducted semi-structured interviews, non-participant observations, and document analysis to center the voices of those underrepresented in the academy to support high school to university transition. The LatinX students’ awareness of affirmative action was present and, in many cases, was a factor in their decision to attend an institution of higher education. This awareness was often the result of guidance from an influential figure in their lives. Of the seven students interviewed, five explained that affirmative action did in fact play a direct role in their decision to enroll in a university in Colorado through financial aid or recruitment strategies. In this study, I offer a new and expanded understanding of affirmative action in Colorado through seven different student perspectives.
Copyright Statement / License for Reuse
This work is licensed under a Creative Commons Attribution-No Derivative Works 4.0 International License.
Publication Statement
Copyright is held by the author. User is responsible for all copyright compliance.
Recommended Citation
Idrees, Ashley J., "Mi Voz: LatinX Student Perceptions of Affirmative Action on Their College Application and Enrollment Told Through Their Funds of Knowledge" (2018). Educational Leadership and Policy Studies: Doctoral Research Projects. 9.
https://digitalcommons.du.edu/elps_doctoral/9
Included in
Educational Leadership Commons, Higher Education Commons, Higher Education Administration Commons