Theses and Dissertations

Date of Award

7-1-2026

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Curriculum & Instruction

First Advisor

Ana Carolina Diaz-Beltran

Second Advisor

Laura M Jewett

Third Advisor

Uma Ganesan

Abstract

This study examined the influence of intergenerational educational experiences on college aspirations among Tejano families in rural South Texas. Guided by Tara J. Yosso Community Cultural Wealth framework and informed by testimonio methodology, the research explored how family history, sacrifice, cultural identity, and systemic barriers shaped participants’ educational experiences across generations. The study sought to better understand how the educational experiences of previous generations impacted the aspirations, persistence, and educational attainment of subsequent generations within Tejano families.

A qualitative research design utilizing testimonios and semi-structured narrative interviews was employed to capture participants’ lived experiences. Participants represented multiple educational pathways, including high school graduates, technical school attendees, community college students, bachelor’s degree recipients, and master’s degree recipients. Data were analyzed using thematic analysis, reflective journaling, and iterative coding processes to identify patterns and shared experiences across narratives.

The findings demonstrated that education was consistently viewed as a pathway toward opportunity, stability, and generational advancement. Participants described how family sacrifice, labor, migration experiences, financial hardship, and linguistic identity influenced their educational journeys and aspirations. Four themes emerged from the data: educational sacrifice across generations, structural and financial barriers to educational attainment, language and identity development, and aspirational capital as a driving force for educational persistence. Although participants discussed ongoing inequities within educational systems, their narratives emphasized resilience, familial support, and the strength found within community cultural wealth.

This study contributes to existing literature on Latino educational experiences and culturally sustaining education by centering the voices of Tejano families in South Texas. The findings highlight the importance of recognizing students’ cultural assets, familial knowledge, and intergenerational experiences when developing educational practices and policies aimed at supporting historically marginalized communities.

Comments

Copyright 2026 Bianca Lyssette Duran. All Rights Reserved. https://proquest.com/docview/3408996746

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