Theses and Dissertations

Date of Award

8-2020

Document Type

Thesis

Degree Name

Master of Education (MEd)

Department

Bilingual Education

First Advisor

Dr. Zulmaris Diaz

Second Advisor

Dr. Joy Esquierdo

Third Advisor

Dr. Karen Lozano

Abstract

The purpose of this autoethnography is to analyze the benefits I obtained as a bilingual, first-generation, Hispanic student by attending a STEM high school. PSJA Thomas Jefferson T-STEM Early College High School provides an Early College experience as well as a Bilingual STEM environment in a district located at La Frontera. This autoethnography uses two techniques to collect data: artifacts and reflective journals. As the researcher, I self-reflected and analyzed my own success story which will be viewed through a Narrative Inquiry lens to answer two questions 1) to what extent has the STEM model/ curriculum influenced my academic achievement toward post-secondary education? and 2) What factors influenced me as a bilingual Hispanic first-generation college student to major in a STEM focus career path? Three major common themes emerged as result of the research; STEM model and early college environment, support systems, and language value all play a role in helping a Hispanic, bilingual, first generation college student to be college ready and pursue higher education.

Comments

Copyright 2020 Adriana Garza. All Rights Reserved.

https://go.openathens.net/redirector/utrgv.edu?url=https://www.proquest.com/dissertations-theses/autoethnography-self-reflection-benefits/docview/2493124544/se-2?accountid=7119

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