Theses and Dissertations
Date of Award
2026
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Abraham S. Fischler College of Education and School of Criminal Justice
Advisor
David Weintraub
Committee Member
Gloria Kieley
Committee Member
Kimberly Durham
Keywords
achievement goal theory, bilingual education, bilingual services, college preparation, college readiness, culturally responsive pedagogy, culturally responsive practices, educational decision-making, educational pathways, family engagement, family responsibilities, family values, financial constraints, higher education access, language barriers, Latino migrant parents, Latino migrant students, mentorship, parental encouragement, qualitative case study, rural education, rural schools, school administrators, school-family communication, semi-structured interviews, student motivation, teacher perceptions, transportation barriers, transition to higher education, aspirational beliefs, cultural expectations, educational trajectories, institutional barriers, structural barriers, college readiness programs, educational aspirations, district-level strategies, Mississippi Delta, access to higher education, migrant education, rural Mississippi, higher education transition, college access, parental involvement, educational equity, support services, survival-oriented decision-making, teachers, school leadership, cultural influences, student support systems, family obligations, educational opportunities, rural communities, Latino education, migrant students, educational barriers, higher education participation, community engagement, bilingual support, educational attainment, college-going culture, educational research, school support programs
Abstract
This qualitative case study examined the perceptions of Latino migrant parents, teachers, and school administrators regarding barriers affecting Latino migrant students’ transition to higher education in rural Mississippi Delta schools. Guided by achievement goal theory and culturally responsive pedagogy, the study explored how structural, cultural, and institutional factors shape students’ educational pathways. Data were collected through semi-structured interviews with 15 participants, including parents, teachers, and administrators.
Findings revealed that Latino migrant students face interconnected barriers to higher education, including financial constraints, language barriers, family responsibilities, and limited access to college preparation resources and transportation. Participants emphasized the influence of family values and cultural expectations, which both support and complicate educational decision-making. While family obligations often led students to prioritize immediate employment, participants highlighted strong parental encouragement and aspirational beliefs regarding education.
The study further found that these barriers may shift students’ motivation toward short-term, survival-oriented decisions. However, culturally responsive supports—including bilingual services, family engagement, mentorship, and college readiness programs—can positively influence educational trajectories. Implications emphasize the need for school- and district-level strategies to strengthen bilingual support, expand college readiness access, enhance school–family communication, and implement culturally responsive practices. The study contributes to research on Latino migrant students in rural contexts.
NSUWorks Citation
Sylma Samuel Ferreira. 2026. The Perceptions of Parents, Teachers, and Administrators on the Transition of Latino Migrant Students Into Colleges. Doctoral dissertation. Nova Southeastern University. Retrieved from NSUWorks, Abraham S. Fischler College of Education and School of Criminal Justice. (1157)
https://nsuworks.nova.edu/fse_etd/1157.