Degree Date

6-2023

Document Type

Dissertation - Public Access

Degree Name

Ed.D. Doctor of Education

Academic Discipline

Higher Education Leadership

First Advisor

Dr. Jamal Scott

Second Advisor

Dr. Estee Hernández

Third Advisor

Dr. Lizette Rivera

Abstract

The Latinx population is the largest non-White group in the United States (U.S.) (U.S. Census Bureau, n.d.; Excelencia in Education, n.d.). Nonetheless, members of this community still experience adversity in a myriad of areas, including college degree attainment (Blankenberger et al., 2017; Dueñas & Gloria, 2020; Flores, 2021; Garcia, 2020; Gloria & Castellanos, 2012; Gonzales et al., 2015; Lamont Strayhorn, 2008; Mejia‐Smith & Gushue, 2017; Mora, 2022; Moreno, 2021; Seider et al., 2019; Suwinyattichaiporn & Johnson, 2020; Vásquez, 2013). Stifling college degree attainment is problematic as Americans consider it a tool for upward economic mobility (Cohen & Kisker, 2009; Dwyer et al., 2012; Patton et al., 2016; Patton, 2016). This phenomenological study explores whether socioeconomic status (SES) and class influence Latinx students' career aspirations at Hispanic Serving Institutions (HSIs) in Illinois. The intent behind focusing solely on the Latinx population is not to disregard or minimize the experiences of other racialized groups. On the contrary, this study acknowledges that, although similar, racialized groups experience unique forms of oppression (Young, 2014). Therefore, acknowledging their unique forms of oppression and using their skills to transcend oppression ensures that all their stories are elevating.

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