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Rosaura Tafoya-Estrada
UC Irvine/sociology

Dissertation Fellow, 2007

Dissertation: Multi-Generational Educational Trajectories of the Mexican-Origin Population

Abstract: This study examines the different pathways of educational mobility undertaken by descendants of immigrants in pursuit of upward mobility. Specifically, how 1.5, second and third generation Mexican descendants make decisions about family, housing/neighborhood and work responsibilities that affect educational mobility? By comparing the experiences of men and women across the generations, documentation of individuals’ lived experiences will help discern specific trade-offs and constraints affecting each generation. The study will draw from the Intergenerational Immigrant Mobility in Metropolitan Los Angeles (IIMMLA) project that covers more than four generations of persons of Mexican-origin. Based on a total of 100 in-depth interviews and utilizing immigrant incorporation theory, the project examines at what point and under what conditions, Mexican-Americans alter, delay or enhance their educational trajectories. This research will contribute to the growing body of knowledge on multi-generational educational attainment focusing on the intersection of race/ethnicity, class and gender.

Walter Allen and Robert Teranishi
UCLA/sociology and education

Fellows, 2001

Title: The Educational Experiences and Postsecondary Opportunities of Southeast Asian Students

This study examines the educational experiences and postsecondary opportunities of Southeast Asian (i.e. Laotians, Hmong, Cambodians, and Vietnamese) students in California. Using interviews and surveys along with state and national data bases, the study explores students’ educational preparation and aspirations for education beyond high school.

Veronica Terriquez
UCLA/sociology

Dissertation Fellow, 2008

Dissertation: Latino Parental School Involvement in Los Angeles County: Opportunities and Challenges

Abstract: Latino parental school engagement has important implications for addressing disparities in student outcomes and increasing the accountability of schools to the Latino communities that they serve. Yet research on parental school involvement has not adequately accounted for variations in Latino parental school involvement, especially among immigrant working mothers and fathers. Using an immigrant incorporation theoretical framework to guide my analysis, I examine how race/ethnicity, socio-economic status, immigrant background characteristics, parental employment, and school conditions are related to Latino parental school participation. I also investigate how parents‚ gender, work schedules, labor union participation, and access to labor union resources influence their engagement in children‚ schools. My study uses data from the Los Angeles Family and Neighborhood Survey, as well as survey and qualitative data gathered from the Los Angeles County membership of the Service Employees International Union Local 1877.

Barbara Tobolowsky
UCLA

Fellow, 2001

Title: The Influence of Television on the College Aspirations

This study employs in-depth interviews to explore the potential effect of prime-time television on the college aspirations and expectations of 60 African American, Asian American, and white tenth-grade girls. Findings from this study may be able to inform interventions that seek to improve students' college-going expectations and prospects.

Margarita Azmitia, Ph.D., Holli A. Tonyan, Ph.D., and Olaf Reis, Ph.D.
UC Santa Cruz/psychology

Faculty Augmentation Grantees, 2002

Title: The Role of Social Support in Under-represented Minority Students’ Adjustment, Identity, Grades, and Retention in Their First Year of College

Compounding the disproportionately low rates of Under-represented minorities’ (URMs’) admissions into the UC system is their lower rate of college retention and completion. This study will follow URMs during their first year of UCSC enrollment, "mapping the ebbs and flows" in their social support networks, and how these impact students’ identity and self-esteem, adjustment, mental health and grades. These data will reveal much about URM’s response adjustment to college life and may suggest policies or interventions that can enhance their experiences and retention.

Lisa Tripp
UC San Diego/communications

Fellow, 2001

Title: K-16 Partnerships and the Possibilities for Educational Change

This qualitative case study examines the implementation of UCSD/Create, an "outreach" project designed to increase the college-going rates of under-represented k-12 students, enhance the college experience of community college students, and strengthen institutional ties between K-14 and the University of California. In addition to documenting the core pedagogical challenges the project faces, the study details the project’s struggle with considerable logistical and ideological obstacles. The goal is to provide a comprehensive description that contains useful lessons for other cross-institutional initiatives with similar goals.