View in EDS

Facilitators and Barriers in the College Pathways of Working-Class Immigrant-Origin Youth of Color in New York City

Saved in:
Bibliographic Details
Title: Facilitators and Barriers in the College Pathways of Working-Class Immigrant-Origin Youth of Color in New York City
Language: English
Authors: Aakriti Prasai (ORCID 0000-0002-5311-3266), Mao Mogami, Christina Seowoo Lee, Sharon Jung, Sumie Okazaki, Hua-Yu Sebastian Cherng, Stella M. Flores, Amy Hsin, Okhee Lee
Source: Journal of Diversity in Higher Education. 2025 18(1):S573-S585.
Availability: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Peer Reviewed: Y
Page Count: 13
Publication Date: 2025
Sponsoring Agency: National Science Foundation (NSF), Directorate for STEM Education (EDU)
Contract Number: 2017856
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: College Students, Minority Group Students, Immigrants, Working Class, Student Experience, Parent Aspiration, Occupational Aspiration, Barriers, Educational Attainment, Social Mobility, Social Capital, Parent Participation, Student Motivation, Teacher Student Relationship, Peer Relationship, Community Programs
Geographic Terms: New York (New York)
DOI: 10.1037/dhe0000596
ISSN: 1938-8926
1938-8934
Abstract: This qualitative study examined the college pathways of mostly working-class immigrant-origin youth of color (Black, East Asian, Latino/a) in New York City. Using a thematic analysis approach with bridging multiple worlds theory and social capital theory as guiding conceptual frameworks, we examined facilitators and barriers that 30 working-class immigrant-origin youth of color encountered in different worlds (family, school, peers, and community programs) in their college pathways. Our analysis found that most students received emotional but not instrumental support from their parents, notably that their parents mainly wanted them to be happy and to pursue a college degree that would lead to non-blue-collar work. Students received emotional and instrumental guidance from school staff, and many students received help from, and in return helped, their peers. Students who had access to community programs and external resources found them to be helpful in receiving feedback on college application materials and perspectives about different career paths. Students also noted barriers, including family circumstances and immigration status, that hindered their college pathways. We discuss similarities and differences in facilitators and barriers that different racial groups experienced, as well as contributions to literature and implications for removing barriers for immigrant-origin youth of color.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1506330
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1506330
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Facilitators and Barriers in the College Pathways of Working-Class Immigrant-Origin Youth of Color in New York City
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Aakriti+Prasai%22">Aakriti Prasai</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5311-3266">0000-0002-5311-3266</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mao+Mogami%22">Mao Mogami</searchLink><br /><searchLink fieldCode="AR" term="%22Christina+Seowoo+Lee%22">Christina Seowoo Lee</searchLink><br /><searchLink fieldCode="AR" term="%22Sharon+Jung%22">Sharon Jung</searchLink><br /><searchLink fieldCode="AR" term="%22Sumie+Okazaki%22">Sumie Okazaki</searchLink><br /><searchLink fieldCode="AR" term="%22Hua-Yu+Sebastian+Cherng%22">Hua-Yu Sebastian Cherng</searchLink><br /><searchLink fieldCode="AR" term="%22Stella+M%2E+Flores%22">Stella M. Flores</searchLink><br /><searchLink fieldCode="AR" term="%22Amy+Hsin%22">Amy Hsin</searchLink><br /><searchLink fieldCode="AR" term="%22Okhee+Lee%22">Okhee Lee</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+of+Diversity+in+Higher+Education%22"><i>Journal of Diversity in Higher Education</i></searchLink>. 2025 18(1):S573-S585.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 13
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: SourceSuprt
  Label: Sponsoring Agency
  Group: SrcSuprt
  Data: National Science Foundation (NSF), Directorate for STEM Education (EDU)
– Name: NumberContract
  Label: Contract Number
  Group: NumCntrct
  Data: 2017856
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Group+Students%22">Minority Group Students</searchLink><br /><searchLink fieldCode="DE" term="%22Immigrants%22">Immigrants</searchLink><br /><searchLink fieldCode="DE" term="%22Working+Class%22">Working Class</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Experience%22">Student Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Aspiration%22">Parent Aspiration</searchLink><br /><searchLink fieldCode="DE" term="%22Occupational+Aspiration%22">Occupational Aspiration</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Attainment%22">Educational Attainment</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Mobility%22">Social Mobility</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Capital%22">Social Capital</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Participation%22">Parent Participation</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Motivation%22">Student Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Relationship%22">Peer Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Community+Programs%22">Community Programs</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22New+York+%28New+York%29%22">New York (New York)</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1037/dhe0000596
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1938-8926<br />1938-8934
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This qualitative study examined the college pathways of mostly working-class immigrant-origin youth of color (Black, East Asian, Latino/a) in New York City. Using a thematic analysis approach with bridging multiple worlds theory and social capital theory as guiding conceptual frameworks, we examined facilitators and barriers that 30 working-class immigrant-origin youth of color encountered in different worlds (family, school, peers, and community programs) in their college pathways. Our analysis found that most students received emotional but not instrumental support from their parents, notably that their parents mainly wanted them to be happy and to pursue a college degree that would lead to non-blue-collar work. Students received emotional and instrumental guidance from school staff, and many students received help from, and in return helped, their peers. Students who had access to community programs and external resources found them to be helpful in receiving feedback on college application materials and perspectives about different career paths. Students also noted barriers, including family circumstances and immigration status, that hindered their college pathways. We discuss similarities and differences in facilitators and barriers that different racial groups experienced, as well as contributions to literature and implications for removing barriers for immigrant-origin youth of color.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1506330
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1506330
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1037/dhe0000596
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
        StartPage: S573
    Subjects:
      – SubjectFull: College Students
        Type: general
      – SubjectFull: Minority Group Students
        Type: general
      – SubjectFull: Immigrants
        Type: general
      – SubjectFull: Working Class
        Type: general
      – SubjectFull: Student Experience
        Type: general
      – SubjectFull: Parent Aspiration
        Type: general
      – SubjectFull: Occupational Aspiration
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Educational Attainment
        Type: general
      – SubjectFull: Social Mobility
        Type: general
      – SubjectFull: Social Capital
        Type: general
      – SubjectFull: Parent Participation
        Type: general
      – SubjectFull: Student Motivation
        Type: general
      – SubjectFull: Teacher Student Relationship
        Type: general
      – SubjectFull: Peer Relationship
        Type: general
      – SubjectFull: Community Programs
        Type: general
      – SubjectFull: New York (New York)
        Type: general
    Titles:
      – TitleFull: Facilitators and Barriers in the College Pathways of Working-Class Immigrant-Origin Youth of Color in New York City
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Aakriti Prasai
      – PersonEntity:
          Name:
            NameFull: Mao Mogami
      – PersonEntity:
          Name:
            NameFull: Christina Seowoo Lee
      – PersonEntity:
          Name:
            NameFull: Sharon Jung
      – PersonEntity:
          Name:
            NameFull: Sumie Okazaki
      – PersonEntity:
          Name:
            NameFull: Hua-Yu Sebastian Cherng
      – PersonEntity:
          Name:
            NameFull: Stella M. Flores
      – PersonEntity:
          Name:
            NameFull: Amy Hsin
      – PersonEntity:
          Name:
            NameFull: Okhee Lee
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 09
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 1938-8926
            – Type: issn-electronic
              Value: 1938-8934
          Numbering:
            – Type: volume
              Value: 18
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Journal of Diversity in Higher Education
              Type: main
ResultId 1