Understanding Generation Z: Exploring Experiences of Adversity from a Latinx Children of Immigrants' Perspectives

This research study focused on gathering the experiences of adversity of Generation Z, Latinx, children of immigrants in addition to exploring how they navigate their adversity. The purpose of this study was to recognize the multiple and intersecting identities and experiences to advance the knowledge about Generation Z and to better understand how to support these students in a way that is relevant and recognizes students' cultural wealth. A platicas methodology (Fierros & Delgado Bernal, 2016) and a community cultural wealth model (Yosso, 2005) theoretical framework were utilized to create spaces where high school students could engage in two-way conversations that validated their personal ways of knowing and the knowledges that are derived from familial tradition, shared memories, and cultural histories. Moreover, qualitative data collection methods included audio/visual recordings of individual and group platicas, transcriptions, and researcher generated platica summaries. Utilizing a thematic analysis (Braun & Clarke, 2006), the data were analyzed and coded. Five main themes were identified that recounted participants' reflections and experiences with adversity, the coping mechanisms that participants engaged in, the people and tools that they rely on for support and the perceived gaps of support that exist in various areas of their lives. Each of these themes was further disaggregated into sub-themes that allowed for further exploration that interlaced the community cultural wealth model (Yosso, 2005) to provide a deeper look into the forms of cultural wealth that Latinx children of immigrants within Generation Z utilize to navigate adversity. Finally, the researcher made recommendations based on the findings that include: a) academic institutions and educational leaders need to create educational opportunities that support students' emotional well-being, b) educators need to foster a safe environment for students that include their emotional/mental safety, and c) educational leaders need to invest in their students by hiring more support personnel with social emotional expertise so that students have access to equitable services on site. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]