Latino success stories in higher education: A qualitative study of recent graduates from a health science center. Metadata

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  • Main Title Latino success stories in higher education: A qualitative study of recent graduates from a health science center.


  • Author: Colley, Kay Lynne
    Creator Type: Personal


  • Chair: Newsom, Ronald W.
    Contributor Type: Personal
    Contributor Info: Major Professor
  • Committee Member: Wells, Richard
    Contributor Type: Personal
  • Committee Member: Bush, V. Barbara
    Contributor Type: Personal


  • Name: University of North Texas
    Place of Publication: Denton, Texas


  • Creation: 2007-05
  • Digitized: 2007-06-04


  • English


  • Content Description: This study used qualitative research, particularly life history analysis, to determine the personal pathways of success for Latino students who chose to enter a health science center for graduate study and who graduated. By giving voice to individual success stories of Latino students, some of the influences on the life pathways of these graduates were determined. For the purposes of this study, success was defined as graduation from a health science center with either a doctor of philosophy, doctor of public health or doctor of osteopathic medicine degree. Four research subjects agreed to participate in this study from a possible 11 students from the graduating class of 2004-2005 at this health science center. Data were gathered through multiple in-depth interviews of the students themselves over a period of no more than one month for each participant. Data were analyzed using the mind mapping technique and Padilla's unfolding matrix. Findings indicate that each participant traveled a different pathway to achieve educational success although similarities did exist across participants. The influences of family background, cultural background, educational background and personal perceptions and goals did affect the pathways of these four Latino graduates. While three of four participants indicated that family was the most important influence on their academic success, all participants related the importance of family to their success, although their definitions of family seemed to vary and included the concepts of education, culture, and personal perceptions and goals. The concepts of family support of education and a culture of education within the family unit emerged as similar themes among study participants. Other similarities among participants were a high academic self-concept, a strong internal locus of control, the ability to create academic community, and a positive view of potentially negative situations. Individual themes emerged from the narratives within each category for each participant. The impact of previous studies on student success, using undergraduate models, was reviewed, and one influence was found among the study participants that had not been used in previous models - health. Implications of findings from this study for educational policy, programs, and practice are discussed.


  • Keyword: Minority student success
  • Keyword: graduate school education
  • Keyword: medical school education
  • Library of Congress Subject Headings: Hispanic Americans -- Education (Higher)
  • Library of Congress Subject Headings: College graduates -- United States.
  • Library of Congress Subject Headings: Medical students -- United States.
  • Library of Congress Subject Headings: Medical personnel -- United States.


  • Name: UNT Theses and Dissertations
    Code: UNTETD


  • Name: UNT Libraries
    Code: UNT


  • Rights Access: public
  • Rights License: copyright
  • Rights Holder: Colley, Kay Lynne
  • Rights Statement: Copyright is held by the author, unless otherwise noted. All rights reserved.

Resource Type

  • Thesis or Dissertation


  • Text


  • OCLC: 179871782
  • Archival Resource Key: ark:/67531/metadc3687


  • Degree Name: Doctor of Philosophy
  • Degree Level: Doctoral
  • Degree Discipline: Higher Education
  • Academic Department: Department of Counseling, Development and Higher Education
  • Degree Grantor: University of North Texas