Barriers to Postsecondary Education of Latinx Students Using Future Time Perspective Theory

Author

Clayton PorterFollow

Date of Award

12-2024

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Educational Leadership P-12

Committee Chair/Advisor

Kris Frady

Committee Member

Tony Cawthon

Committee Member

Hans Klar

Committee Member

Matthew Boyer

Abstract

The purpose of this qualitative study is to investigate how future time perspective influences high school Latinx’ seniors’ beliefs and access to postsecondary education through a case study approach. Future time perspective, the extent to which individuals anticipate and plan for the future, is examined in relation to the students’ educational aspirations and barriers. This study used a combination of surveys and semi-structured interviews to collect data from Latinx high school seniors. Interviews were conducted with eight high school seniors who identified as Latinx, and also were actively working towards graduation and application to a postsecondary institution. The data from these interviews were analyzed using multiple levels of coding to identify commonalities in their beliefs about access to higher education. The study reveals that Latinx seniors with a positive and expansive high school experience are more likely to engage in proactive behaviors toward higher education. However, financial limitations, inadequate academic advising, and systematic obstacles often impede their aspirations. The primary themes from data analysis were (a) participant background, (b) self-preparation, (c) investment in education, (d) imagining future self, and (e) personal acculturation. The results can be used to improve the academic advising process of Latinx students, enhance student capacity in academic planning goals, and increase the Latinx student population in postsecondary education.

Recommended Citation

Porter, Clayton, "Barriers to Postsecondary Education of Latinx Students Using Future Time Perspective Theory" (2024). All Dissertations. 3826.
https://open.clemson.edu/all_dissertations/3826