'I Learned That I Don't Have to Change': Migrant/Seasonal Farmworker Undergraduates' Experiences at Academic Conferences
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| Title: | 'I Learned That I Don't Have to Change': Migrant/Seasonal Farmworker Undergraduates' Experiences at Academic Conferences |
|---|---|
| Language: | English |
| Authors: | Brendan H. O'Connor (ORCID |
| Source: | International Journal of Qualitative Studies in Education (QSE). 2024 37(2):564-580. |
| Availability: | Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Migrant Workers, Seasonal Laborers, Agricultural Occupations, Mexican Americans, Undergraduate Students, Minority Group Students, First Generation College Students, Conferences (Gatherings), Student Participation, Migrant Programs, Self Efficacy, Self Concept, Cultural Background, Professional Identity, Academic Education, Student Experience, Sense of Community, Culturally Relevant Education, Student Research, Experiential Learning |
| DOI: | 10.1080/09518398.2022.2097746 |
| ISSN: | 0951-8398 1366-5898 |
| Abstract: | Undergraduate research experiences can have a powerful impact on career aspirations and research skills, particularly among students from historically underrepresented groups. This study explores the conference-going experiences of first-generation, Mexican American undergraduates from migrant/seasonal farmworker backgrounds in the College Assistance Migrant Program (CAMP) at Arizona State University. Our research affirms that undergraduate conference participation strengthens students' sense of self-efficacy, or their ability to incorporate existing skills and competencies into their academic identities. However, conference experiences were most impactful when students experienced their cultural and academic identities as integrated. CAMP students also saw their development of self-efficacy through conference experiences as relational and connected to their ability to "give back" to their communities. Undergraduate research experiences can be integrated with a "border pedagogy" approach that brings students' cultural knowledge into dialogue with academic knowledge production. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1411089 |
| Database: | ERIC |
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