Since 2000, the U.S. has experienced a rapid increase in the Hispanic population that has impacted local, state and federal government units, including community colleges. Today Hispanic immigrants with origins from Mexico account for over 63% of the Hispanic immigrant population that is now living in the United States. Immigrants come with a dream that they will better their quality of life by seeking opportunities in the U.S. that may not be available to them in their native country. While here, they interpret their economic, political and social barriers as temporary problems that they can overcome through time, hard work and/or more education. This interpretive qualitative study explores and interprets how or why Post-Immigration Reform and Control Act (RCA) Mexican immigrants who entered the U.S. pursue adult education programs. The research question guiding this interpretive qualitative research focuses on understanding 'What are the factors that hinder or enhance the participation of recent adult Mexican immigrants who enroll in an adult education program within an urban two-year community college?q This qualitative study reflects the participation and experience of 15 Mexican immigrants who entered the U.S. after the Immigration Reform and Control Act of 1986. Participants in this research study were enrolled in three adult education programs; the General Education Development (GED), English as a Second Language program (ESL) and participants enrolled in a postsecondary course of study. The research study revealed six themes that are captured within three phases; the Origin, the Destination, and the Absence of An Assimilation Process. Within its six themes, social networks played a major role in facilitating the migration trends, as well as to assisting new arrivals to settle in geographic locations, and to obtain employment opportunities. While immigrants have been able to pursue employment and educational opportunities, the lack of a comprehensive immigration reform act leaves immigrants with the realization that they are only living in a dream, that someday they may be able to remain in the U.S., similar to the Pre IRCA immigrants.For Ros at 37, and Gard at 34, age never became a factor that would have hindered their participation in an adult education program. ... As a means to enhance their educational opportunities, Irm states aquot; Ia#39;m studying to get my GED, ay yes Ia#39;m thinking about studying for a ... For Fern, the need to pursue a GED was twofold, he felt the need to guide his children by being better trained, and for the need toanbsp;...
|Title||:||Living in a Dream: The Experiences of Adult Mexican Immigrants in Urban Adult Education Programs|
|Author||:||Arturo S. Martinez|
|Publisher||:||ProQuest - 2008|