Abstract
ABSTRACTPurpose. This qualitative study explored the lived experiences of first-generation Latina adult transfer students as they navigated their educational journey from a California Community College to a 4-year private, not-for-profit Hispanic-serving institution (HSI) in Southern California. The study examined the factors that facilitated and impeded their ability to successfully complete a bachelor’s degree.
Theoretical Framework. Laura Rendón’s validation theory served as the theoretical framework that guided this study. Validation theory emphasizes the critical role that validating agents and validating experiences play in fostering student success, particularly for first-generation, low-income, and minority students in higher education.
Methodology. This qualitative study employed testimonio methodology. By sharing their stories in their own voices, participants provided rich, personal narratives that revealed their collective experiences as first-generation Latina adult transfer students. Through this process, key themes emerged that illuminated the factors contributing to their persistence and success in completing a bachelor’s degree.
Findings and Conclusion. Overall, six themes and subthemes were identified: institutional validating agents, familia and cultura, ganas and perseverance, financial resources, sense of belonging and isolation, and college knowledge and preparedness. The findings highlight the critical role of validating experiences in helping first-generation Latina adult transfer students on their educational journey to postsecondary degree completion.
Recommendations. Recommendations for future research include studying a more diverse sample of Latina students across Latino subgroups, expanding geographic scope, and examining varied institutional types (e.g., public/private, rural/urban, HSI/non-HSI) to deepen understanding of their experiences. Mixed-methods and longitudinal designs can also assess the long-term impact of institutional support and culturally sustaining practices on persistence and degree completion.