Warning:
JavaScript is turned OFF. None of the links on this page will work until it is reactivated.
If you need help turning JavaScript On, click here.
This Concept Map has information related to: Women FGCSs, being female, low-income and a borrower adds to the probability for persistence (Mihok, 2003) find a relation to studies on FGCS, theory of success (Peregrino, 2003) for Chicana FGCSs (honors program and graduate studies), constructivist paradigm which revealed patterns: academic social heritage support breaking away first-generation status gender identity, the triple burden (D'Adamo-Weinstein, 2001) of the stereotypes of economics (class), an interpretive framework (the 4 R's) (Luján, 2005) consisting of reflection, perceptions of first-generation Latina college students' college experience (Skulley, 2004) and their needs, Narrative inquiry using feminist research strategies conducting a group interview, and a 3 stage individual interview process to share their stories, co-interpret their stories' meanings, and discuss their experiences of being part of the research project Memento (letter, poem, etc.) for other first-generation women (Luján, 2005), policies thus challenging colleges to build responsive and caring campus culture, an interpretive framework (the 4 R's) (Luján, 2005) consisting of resilience, feminist research strategies conducting a group interview, and a 3 stage individual interview process to share their stories, co-interpret their stories' meanings, and discuss their experiences of being part of the research project Memento (letter, poem, etc.) for other first-generation women (Luján, 2005) to share their stories co-interpret their stories' meanings and discuss their experiences of being part of the research project a memento (letter, poem, etc.) with other first-generation women (Luján, 2005)