Family Science as a Pathway to Higher Education Attainment for Rural, Latina/o Students: Lessons from a Pilot Distance Degree Program

Abstract

ABSTRACT. Latina/o students in rural communities face unique challenges in their efforts to access higher education opportunities that lead to a four-year college degree. We describe a pilot distance degree program in which a four-year research university in southern Arizona partnered with a rural community college to offer a Bachelor of Science degree in family studies and human development (FSHD) to place-bound students. This program enables students located near the community college to attend courses both on that campus and virtually at the partnering university. We address specific experiences and lessons learned in terms of the partnership required to maintain high academic standards, while being culturally responsive, and meeting the unique needs of these distance degree students. Family Science as a Pathway to Higher Education Attainment for Rural, Latina/o Students: Lessons from a Pilot Distance Degree ProgramLatina/o students in rural communities face a number of challenges accessing higher education opportunities that can lead to successful completion of a four-year college degree. These students may have opportunities to attain an associate's degree, but avenues for obtaining a bachelor's degree from a distance are typically limited. In this paper, we identify some of the unique issues and challenges facing place-bound, rural Latina/o students in their path toward higher education, including the role of family. We then describe a small pilot distance B.S. degree program in family studies and human development (FSHD) designed to meet the needs of this population. The pilot program is based on a partnership between the School of Family and Consumer Sciences at a four-year research university in southern Arizona and a rural community college located in an agricultural community near the border of Mexico. Latina/o Higher Education Attainment: Issues & ChallengesAccording to recent statistics, the state of Arizona has the sixth largest Latina/o population in the United States (Excelencia in Education, 2012). Our use of the term Latina/o for purposes of this paper is based on the U.S. Census Bureau (2014a) definition which specifies that "Hispanics or Latina/os are those people who classified themselves in one of the specific Spanish, Hispanic, or Latina/o categories listed on the Census 2010 questionnaire -'Mexican,' 'Puerto Rican,' or 'Cuban.' In Arizona, Latina/os comprise approximately 30% of the total population and 43% of the K-12 population; individuals of Mexican origin account for almost 26% of the state population (U.S. Census Bureau, 2010). An important challenge for higher education in the state of Arizona (and nationally) is to improve college completion for Latina/o college students. The Higher Education Attainment GapAlthough Latina/o educational attainment has increased over the last ten years, the rate of college enrollment and completion among Latina/os continues to lag behind that of other groups. According to 2013 statistics, only 22% of Latina/o adults earned an associate's degree or h...

Motivating Factors for Latinas Earning a Family Studies Baccalaureate Degree at a University Extended Campus

“…Sociocultural reproduction theory was evident when one participant shared interest in following her mother’s career footsteps. Data regarding family aligned with the literature wherein family ties, obligations, and familismo are important (Brock & LeBlanc, 2005; Desmond & Lopez Turley, 2009; Phinney et al, 2005; Risco & Duffy, 2011; Taylor et al, 2015).…”

“…One participant wished to follow in her mother’s footsteps, identifying her as a role model in the area of FS. Family affected motivation to study at the EC, study FS, and complete studies, indicating that family ties, obligations, and familismo were important as noted in the literature (Brock & LeBlanc, 2005; Desmond & Lopez Turley, 2009; Phinney et al, 2005; Risco & Duffy, 2011; Taylor et al, 2015). Moreover, focus group data yielded 63 instances of familial-themed codes and resulted in the theme most commonly stated of all three themes.…”

“…Data from the one-on-one interviews and focus group yielded the highest frequencies of family-themed codes, related to sociocultural reproduction and family ties, obligations, and familismo . Many of the following excerpts from participants demonstrate valuing family or familismo (Desmond & Lopez Turley, 2009; Taylor et al, 2015) and a need to satisfy their place in the family as they work toward educational attainment (Irvin et al, 2011).…”

“…Like many other groups, Latinos value family. Familismo is the “ Latino value of family interdependence, loyalty, and obligation ” (Taylor, Payne, & Arizaga-Marron, 2015, p. 3; also see Desmond & Lopez Turley, 2009). Irvin, Meece, Byun, Farmer, and Hutchins (2011) indicated that rural youth’s motivations may be different to satisfy their place and standing in the family and community; that is, educational attainment may not be the highest priority.…”