| The primary purpose of this study is to generate theory on the experiences of Latino students who have graduated from high school. Too often, research studies have dealt with the negative view of the Latino dropout. Using grounded theory, the success stories of Latino students who were able to successfully navigate through the public school system were examined. Data were gathered through intensive, one-on-one, open-ended interviews with nine participants. The data were then analyzed using the grounded theory constant comparative method.;From the data, a grounded theory emerged that describes a process by which Latino students enhance their cultural identity. These students were very aware of who they were culturally, ethnically, and personally. Additionally, these students were able to collect the experiences they encountered in mainstream society and use that knowledge to foster their success. The epistemological view of this theory purports that Latino students are capable of functioning in the mainstream society without losing their identities.;Ten concepts emerged during the data analysis process. The 10 concepts were then grouped into four major categories: (a) "encouragement" category that consisted of concepts relating to self-worth and personal identity; (b) "familia" with the concepts of support and sacrifices; (c) "meaningful relationships" with the concepts of connecting and respect; (d) "goal oriented" with the concepts of bettering self and opening up options. The analysis also showed this process is enhanced within the dimension of "culture." The concepts attached to the dimension include stereotyping, racism, and the notion of living between two worlds (entre dos mundos). |
