Theses and Dissertations Collection

Using a qualitative approach, this study sought to describe the educational experiences of Latinx/e youth in a rural setting. Research questions focused on two areas: 1. How will reflection by rural Latinx/e students on their lived experiences as marginalized youth unearth information about struggle, survival, resistance, and hope in hegemonic K-12 educational systems? 2. How can the lived educational experiences of rural Latinx/e youth inform educational practice? Data was sourced from thirty-four student written personal statements and analyzed using thematic analysis. Findings indicate that rural Latinx/e students are their own diaspora who face unique challenges, but also have motivations and ambitions that differ from traditional narratives about people from rural places. Participants proudly shared across the data set that although they came from tough circumstances, they were highly motivated to achieve stability and status in the form of a college education and professional careers. Their motivation to succeed primarily stemmed from a deep love of their parents, most of whom immigrated to the United States to work in the agricultural industry as field laborers. They were also strongly influenced by a desire to avoid agricultural work as a career. For the most part, participants identified college going paths that would lead to stable, financially lucrative careers of service in sectors like health care. However, some chose careers of resistance in athletics, politics, and the arts. Finally, even though students named a strong motivation and desire to serve their families and communities by attending college, substantial financial barriers existed for rural Latinx/e students in this study as they approached the realities of paying for higher education. Implications for policy and practice at the teacher, school, and national level are provided.