Networks for Success: Preparing Mexican American AVID College Students for Credentials, Completion, and the Workforce

Kirk, Richard; Watt, Karen M.

doi:10.1080/15348431.2017.1337575

Cited by 1 publication

(2 citation statements)

References 22 publications

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“…However, a few scholars have connected RGV cultural assets with college retention (Alvarez et al, 2021). For example, Kirk and Watt (2018) revealed that cultural influence and capital supported RGV students' persistence at a technical college.…”

Section: Rio Grande Valleymentioning

confidence: 99%

“…RGV cultural assets were also addressed when developing the Borderland Cultural Wealth framework to challenge the deficits in the Valley to focus on cultural wealth to improve college readiness efforts (Yamamura et al, 2010). Other scholars addressed college retention, focusing on programs like the College Assistance Migrant Program to acknowledge that RGV Mexican American students have college retention gaps due to systemic educational barriers that predate the COVID-19 pandemic (Kirk & Watt, 2018).…”

Section: Rio Grande Valleymentioning

confidence: 99%

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COVID-19 Impacts on Mexican American College Student Experiences in the Rio Grande Valley of South Texas

Flores

Pedota

2023

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The COVID-19 pandemic devastated many communities and exacerbated existing inequities, particularly for Mexican American communities along the South Texas border. During this tumultuous time, many Mexican American college students balanced coursework, work, and familial responsibilities in the Rio Grande Valley (RGV), a Texas borderland region disproportionately affected by the spread of COVID-19 when compared to Texas overall. This qualitative study uses narrative analysis to examine oral history interviews of 11 college students from the RGV to understand how COVID-19 shaped their experiences throughout the 2020-2021 academic year and how they leveraged region-specific cultural assets to navigate their multiple roles during this historic time. The authors draw from Borderland Cultural Wealth (Yamamura et al., 2010) to posit a college retention framework by examining how 11 college students navigated the COVID-19 pandemic to inform policy and practices. Findings suggest that Mexican American students leveraged their RGV cultural assets to navigate health disparities, secure income for themselves and their families, and prioritize familial responsibilities while completing virtual coursework during the pandemic. This study contributes to the research that challenges RGV student deficits and illuminates the importance of cultural assets of Mexican American communities in the RGV. We provide future research recommendations and considerations for asset-based college retention policies and practices in higher education.

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Section: Rio Grande Valleymentioning

confidence: 99%

Section: Rio Grande Valleymentioning

confidence: 99%