FINDING MEANING IN THE MODELS AND FRAMEWORKS FOR LATINX COLLEGE STUDENTS: At the Intersection of Student Agency and Context

Zarrina Talan Azizova, Jesse P. Mendez

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

Abstract

This chapter reviews the traditional families of college development theories to reveal current limitations when attempting to showcase the intersection of student agency and student context(s). It discusses two classical psychosocial student development theories that are aimed at racial and ethnic college students to reinforce our argument that context matters without necessarily being deterministic. Traditional college development theories range from cognitive-structural to psychosocial to sociological in their treatment of micro and macro units of analysis. The chapter provides an overview of the context in which Latinx students experience their educational journeys. Historical context is a powerful meaning-making platform for students when storytelling puts stories of struggles and successes side-by-side. Contemporary research does provide plenty of evidence of familial influences on the identity development of Latinx first-year students. Student affairs professionals are at the forefront of assisting students’ growth throughout their collegiate experiences as agents of their college success.

Original languageEnglish
Title of host publicationSquare Pegs and Round Holes
Subtitle of host publicationAlternative Approaches to Diverse College Student Development Theory
PublisherTaylor and Francis
Pages129-144
Number of pages16
ISBN (Electronic)9781000972450
ISBN (Print)9781620367711
DOIs
StatePublished - Jan 1 2023

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