The Open Door: Factors Influencing the Success of First Generation, Non-Traditional Age, Hispanic Early Childhood Educators as University Students

ABSTRACT

This qualitative study examined factors which led to the success of 14 non-traditional age female, Hispanic early childhood educators enrolled in an Early Childhood Bachelor of Applied Science program as first- generation college students at an HSI in the southeast. Data analysis utilized constant comparative analysis and analytic induction. Results demonstrated that self-efficacy, resilience and perseverance, family, faculty and peer support, relevance of coursework to their work, view of themselves as role models for their families contributed to their successful completion of their programs and gave them pride, confidence, credibility and professionalism. Challenges included family obligations and language issues.

KEYWORDS:

• Non-traditional age students
• first generation college students
• Hispanic
• early childhood educators
• success
• post-secondary education
• Latino children and families
• qualitative research

Disclosure statement

No potential conflict of interest was reported by the author.