Content area
Abstract
This dissertation uses Critical Race Theory (CRT), Latina/o critical Theory (LatCrit) and Standpoint approaches to provide an in depth description of the experiences of Latino/a students as they maneuver through the admissions and retention systems into a four-year institution in Nebraska. This dissertation examines how students balance forms of capital to challenge racialized structures and oppressive systems. From their multiple standpoints, these students successfully navigated their marginalized status as Latino/a, immigrant, and even as undocumented. I argue that assuming that our college students and their families are monolingual and monocultural is as detrimental to them as it is to higher education. Institutions of higher education can validate existing and diverse forms of capital by intentionally including Spanish speaking families, and engaging them early in conversations about how to fund college. Support systems in schools that challenge the stigma associated with undocumented status ought to be identified and propagated.
