UNDERSTANDING THE EXPERIENCE: LATINX TRANSFER STUDENTS FROM THE APPALACHIAN REGION

Latinx students already constitute the largest minority group of students graduating from the United States secondary school systems and projections show the Latinx population continuing to increase between now and 2036 (WICHE, 2020). Both in the United States overall, and within the Appalachian Region, the increase in the Latinx population and continued projected increase in population, warranted a closer examination as to how these individuals engaged with higher education and ultimately the impact their participation in higher education can have on the economy. Research exists on the deficits of Latinx students and reasons which impact their lack of persistence at the four-year college level, but little literature exists focusing on the assets of these individuals, and little if any literature exists on Latinx students from the Appalachian Region. This phenomenological study explored the lived experiences of 6 Latinx students from the Appalachian Region who utilized a two-year institution in the Appalachian Region and then transferred to an urban four-year institution. The participants had to have persisted at the institution for at least two semesters and be in good academic standing. The research study examined the lived experiences of the participants through the theoretical framework of Yosso’s (2005) community cultural wealth model, examining the various assets these students utilized to help them transition from the two-year institution and persist at the four-year institution. The purpose of this study was to provide a foundation for understanding factors that are important to Latinx students from the Appalachia Region in successfully persisting at a four-year institution after transferring from a two-year institution. The research was guided by a primary research question (RQ) and three sub questions (SQ); RQ: What are the lived experiences of first-generation Appalachian Region Latinx students who successfully transfer from a two-year institution to a four-year institution? SQ 1: How does a student’s community cultural wealth impact their transition experience? SQ 2: What are the roles of significant individuals, such as mentors, advisors, teachers, and counselors, in students' lives on their educational journeys? SQ 3: What other factors do these students identify as critical in their successful transition experience? Primary data collection was captured through two semi-structured interviews with each participant. These interviews were analyzed, revealing eight themes and sixteen sub-themes, all which demonstrate the participant’s ability to successfully navigate and persist in higher education. The findings of this study provide possible suggestions and examples of how institutions can better support Latinx students from the Appalachian Region.