Navigating Early College: Literacy Experiences and Identity Negotiations of Latina/o Students
Year: 2010
Type: article
Abstract: This research provides insight into the adjustments of urban-schooled Latina/o students as they \nenter higher education. This year-and-a-half-long qualitative case study focuses on connections \nbetween identity negotiations and the academic literacies of five Latina/o college students at a \npredominately White university. Specifically, I draw on sociocultural definitions of literacy along with \nliterature that focuses on “identity as position” as a means of discussing the ways in which Latina/os \nare positioned by the discourses embedded in the academic literacies of the university. In seeming \ncontradiction, the students in this study adopted critical perspectives as well as deficit perspectives as \nthey navigated a variety of academic literacies, which, in turn, led to a variety of positionings. These \nperspectives, positionings, and subsequent identity negotiations provide the basis for implications in \nsecondary and postsecondary education, as well as in literacy research, meant to assist Latina/os in \ntheir adjustment to higher education.
Author: Holly Hungerford‐Kresser
Language: English
Subfield: Sociology and Political Science
Field: Social Sciences
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W2756981092