Degrees of Separation: Latino Students’ Transitions to a Texas HBCU

Abstract

A successful transition to college is the foundation for future academic success, and this process is particularly important for a quickly growing Latino population. This qualitative study explored the transitional experiences of eight Latino students who enrolled in a historically Black university in Texas. Focusing specifically on their separation process, the findings reveal varying degrees of academic, social, cultural, and relational separation. Recommendations for practice and areas of future research are offered.

Additional information

Notes on contributors

Taryn Ozuna Allen

Taryn Ozuna Allen, Assistant Professor, Department of Educational Leadership and Policy Studies, The University of Texas at Arlington. Ashley N. Stone, doctoral student, Program in Higher Education Leadership, The University of Texas at Austin.

Ashley N. Stone

Taryn Ozuna Allen, Assistant Professor, Department of Educational Leadership and Policy Studies, The University of Texas at Arlington. Ashley N. Stone, doctoral student, Program in Higher Education Leadership, The University of Texas at Austin.