Abstract
ABSTRACT Active Bilingual Learners/Users of English (ABLE) represent a student population underserved by research even when ABLEs currently represent 10% of public-school enrollments, 78% of which speak Spanish as their native language. In Texas, the overall representation of ABLE Latinx students is 17%, and is expected to grow considerably over the next 10 years. Unfortunately, there is limited research that explores the experiences of Latinx ABLE college students (Núñez, et al., 2016) and the role that Spanish language plays in the creation of identity-affirming institutional practices. Thus, the proliferation of Latinx students at Predominantly White Institutions (PWIs) that are now Hispanic-Serving Institutions (HSIs) as well, for example, requires a deeper interrogation of institutional practices and student experiences. As a result, this study explores the experiences of 15 Spanish Native-Speaking ABLEs at an HSI in the south, called Southwestern University. We use the Nuñez’ conceptual framework of intersectionality work, to better understand the contextual influences that impact Spanish Native-Speaking ABLE’s academic experiences. We also apply a case-study methodology approach to examine Latinx student experiences at an HSI.
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