Exploring resiliency in Latina migrant students in Southern California: A phenomenological study of the experiences and perspectives of twelve academically successful college students

This qualitative study sought to explore resiliency in Latina migrant students in Southern California attending a 4-year college or university. Using an interpretive phenomenological approach, the experiences and perceptions of 12 academically successful students were examined to gain a deeper understanding of the factors of resilience contributing to students' academic success. Furthermore, this study informed ways in which Latina migrant students could best be supported in their quest for a high school diploma and successful transition to a 4-year college or university. The participant selection process consisted of purposive sampling to select 12 academically successful Latina migrant students at a 4-year college or university in Southern California. The instruments used in the study were a 25-question interview protocol, a questionnaire with 56 questions, as well as ranking activity. Students were interviewed on 2 separate occasions; each interview was between 1-2 hours in length. Interviews were audio-recorded and professionally transcribed. Data analysis was comprised of qualitative methodologies which included coding student responses and searching for patterns to identify emergent themes. Findings indicated that both internal and ecological assets contributed toward building resiliency in Latina migrant college students. Moreover, internal assets surfaced as the most important factor contributing to students' resiliency. Being responsible, motivated, goal-oriented, persistent, and hardworking, as well as having high expectations were the key personal attributes associated with the resilient Latina migrant students. Ecological assets contributed to students' resiliency. Family support, in particular, maternal influence, emerged as a protective factor shielding students from at-risk conditions. Support from other family members was also noteworthy. Another ecological asset contributing to students' resiliency was school support. Having a connection to school staff, being enrolled in college access programs, and participation in extracurricular activities was crucial to building resiliency in Latina migrant students. Community support did not emerge as a protective factor toward building resiliency in Latina migrant students in this study. This study also informed ways in which Latina migrant students could best be supported in their quest for a high school diploma and successful transition to a 4-year college or university.