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Publication Date

Spring 2026

Degree Type

Dissertation - Campus Access Only

Degree Name

Doctor of Education (EdD)

Department

Education

Advisor

Maria Ledesma; Rebecca Burciaga; Rudy Medina

Abstract

This qualitative study examined how the COVID-19 pandemic shaped the educational experiences, goals, and aspirations of First-Generation Latinx students from California’s Central Coast attending selected CSU campuses and identified the critical non-academic factors influencing their post-pandemic college navigation. Guided by two research questions, the study explored (1) the role of the pandemic in shaping students’ experiences and aspirations, and (2) the economic, familial, and academic factors affecting their preparation for and persistence in higher education. Findings revealed that students navigated prolonged economic strain, intensified family responsibilities, mental health challenges, and identity negotiation within liminal spaces, while drawing on cultural wealth to persist. However, institutional responses often failed to fully recognize these realities. The study concludes that student success is produced through the interaction of cultural assets, transitional identity labor, and institutional servingness. Recommendations call for equity-minded, trauma-informed, and culturally responsive policies and practices that move beyond enrollment toward truly serving First-Generation Latinx students in post-pandemic higher education.

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