'CAMP Is a Home': The Experiences of Migrant Students in a College Assistance Migrant Program
Saved in:
| Title: | 'CAMP Is a Home': The Experiences of Migrant Students in a College Assistance Migrant Program |
|---|---|
| Language: | English |
| Authors: | Lourdes Bastas, Jamie L. Workman, Meagan C. Arrastia-Chisholm |
| Source: | Georgia Journal of College Student Affairs. 2024 40(1):105-130. |
| Availability: | Digital Commons@Georgia Southern. Digital Commons Office, Zach S. Henderson Library, Georgia Southern University, Statesboro, GA 30458. e-mail: digitalcommons@georgiasouthern.edu; Web site: https://digitalcommons.georgiasouthern.edu/gcpa/ |
| Peer Reviewed: | Y |
| Page Count: | 27 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Migrant Education, Migrant Programs, Migrants, Youth, College Applicants, Educational Equity (Finance), Student Financial Aid, Predominantly White Institutions, Self Concept, Program Effectiveness, Academic Achievement, Barriers, Cultural Differences, Transitional Programs |
| Geographic Terms: | Georgia (Atlanta) |
| ISSN: | 2330-7277 2330-7269 |
| Abstract: | The researchers explored how the migrant students characterized their experiences in the College Assistance Migrant Program (CAMP) program at a predominately White institution in Georgia and how they developed identity in this qualitative study. Interviews with seven migrant students were transcribed and coded for themes using Baxter Magolda's theory of self-authorship as the theoretical framework. Participants developed their identities and established self-authorship as migrant students due to the influences and impacts of CAMP and perceived CAMP support as the nexus to their academic success and overcoming barriers. Other themes emerged from the narratives, including disruption of frequent moves, cultural differences, inadequate preparation, and the management of college and family obligations. Discussed are the implications for higher education practice and future research. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1448932 |
| Database: | ERIC |
| Abstract: | The researchers explored how the migrant students characterized their experiences in the College Assistance Migrant Program (CAMP) program at a predominately White institution in Georgia and how they developed identity in this qualitative study. Interviews with seven migrant students were transcribed and coded for themes using Baxter Magolda's theory of self-authorship as the theoretical framework. Participants developed their identities and established self-authorship as migrant students due to the influences and impacts of CAMP and perceived CAMP support as the nexus to their academic success and overcoming barriers. Other themes emerged from the narratives, including disruption of frequent moves, cultural differences, inadequate preparation, and the management of college and family obligations. Discussed are the implications for higher education practice and future research. |
|---|---|
| ISSN: | 2330-7277 2330-7269 |
