Abstract
We used the psychosociocultural framework to conceptualize, analyze, and narrate the perceptions of 10 Latina women about their mothers’ influence and role on their educational persistence in higher education. The Latina undergraduates were upper-division students who were of Mexican descent and sought educational success. To make meaning of the Latina women’s narratives, we implemented a multi-step content analysis of the qualitative data yielding five meta-themes: (1) Home Assumptions, (2) Para Honrar los Sacrificios de Ella, (3) Mujer Poderosa, (4) Tener Exito, and (5) New Story of What it Means to be Latina Women in Higher Education. The findings emphasized Latina mothers’ powerful role and salient influence on their daughter’s notion of themselves as Latina women in education. The Latina women shared how their mothers held expectations, provided support, made sacrifices for the family, desired excellence, and engaged at all costs with their daughters’ success in mind.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: International Journal of Qualitative Studies in Education
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
