UC Santa Barbara

This dissertation examines the interconnectedness of race and rurality in higher education, focusing on rural Latinx undergraduate students from California's San Joaquin Valley—a region representative of the intersection between rural identity and Latinx migrant farm working Latinx families. While previous research has extensively examined the higher education experiences of Latinx students, particularly through the lenses of race, gender, sex, and socioeconomic status, it has generally overlooked how geographic origins shape these students’ educational trajectories. This study aims to bridge this gap by highlighting rurality, alongside race, as central rather than peripheral to understanding the full spectrum of challenges and motivations that rural Latinx students face in higher education.

The existing body of scholarship on rural students often defaults to a focus on white populations, particularly those in regions like Appalachia, the Midwest, and the southern U.S., inadvertently reinforcing a narrow, racially homogenous view of rural America. This oversight not only marginalizes rural Latinx students but also overlooks the unique ways in which their rural backgrounds intersect with their racial identities to influence their academic and social experiences in higher education. By centering the college experiences of rural Latinx students from the San Joaquin Valley, this dissertation enhances our understanding of how race and rurality interconnect to impact students’ higher education experiences and aspirations. This dual focus challenges the prevailing narratives that have historically marginalized rural Latinx communities and highlights the distinct challenges and motivations derived from their specific socio-geographical contexts.

Drawing on data from 15 second-year rural Latinx students through Chicana/Latina feminist pláticas, the study explores three critical aspects of higher education: college transition, sense of belonging, and persistence. The findings illuminate that these students face significant academic and social challenges due to disparities in educational resources and unfamiliar racial dynamics, which contribute to a prevalent sense of (dis)belonging. Despite these challenges, the motivation to fulfill familial aspirations, overcome rural racialized stereotypes, and create a better future for rural communities drives these students to persist in their education. The dissertation highlights the need for universities to develop more inclusive support systems that recognize and address the unique needs of rural Latinx students, fostering a more welcoming environment that supports their academic success and social integration.