Latino success stories in higher education: A qualitative study of recent graduates from a health science center. Page: 89
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I was going to school, I saw, you know, yeah, I could work and make money and lead a good life
and everything, but I didn't like the fact that I had to depend on somebody else to ask for
vacation, or to ask for a raise, or ask, always have to think, you know, am I gonna have a job
tomorrow? That's what drove me to have higher education." But these were the ideas that had
been instilled in the Family Doctor by his parents from an early age through the continual push
to focus on higher education, in particular, being a doctor or a lawyer. "They try to push me to be
a physician, and so many times, you know, they would push me all the time. They would be after
me to do my homework and push me all the time." So many of the Family Doctor's internalized
motivations seemed to have an external origin, particularly from his parents, which may be why
the doctor credits his parents with his educational success.
The Family Doctor himself recognized this external motivation when he discussed people
who had been instrumental in his success. The first people he named were his parents, but his
parents were still unable to help the Family Doctor negotiate much of the system of education
that wanted to place him in vocational and technology courses. Instead, a teacher in high school
allowed the Family Doctor to work on a science project that was taking place at UTPB. This
teacher also pushed for the Family Doctor's right to take an Advanced Placement course. A
professor in college helped the Family Doctor get more comfortable with the English language in
a Literary Criticism course, and a professor in medical school also helped him with his English
language skills. The medical school allowed the Family Doctor to repeat a year of classes, and
other faculty members, staff, and students worked to help the Family Doctor become more
socialized through study groups and extracurricular organizations. These influences are best
reflected in the concept, educational system, which appeared on the supermap 52 times. But
many of the cells that were coded as educational system were also coded as another concept.
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Colley, Kay Lynne. Latino success stories in higher education: A qualitative study of recent graduates from a health science center., dissertation, May 2007; Denton, Texas. (digital.library.unt.edu/ark:/67531/metadc3687/m1/99/: accessed March 24, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .