Abstract
ABSTRACT The authors of this qualitative modified, success case study explore a Latina college senior’s sense of context, conditions, self-awareness, and personal management of familial and educational problems during the final two semesters prior to graduation. The research questions address: (a) What does a successful Latina student identify as challenge?; and (b) How does she process those challenges to assist with success? Using a success case study, the student’s assessment of the nature and quality of those challenges in terms of University completion and graduation are explored. Findings support the importance of the institutional provision of creative bridging experiences that address new students, social-cognitive, cultural, and academic needs.
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