Abstract
This article integrates research with lived experiences to explore the educational and career transitions of Latina rural college students and the unique challenges they encounter in navigating higher education and the workforce. Drawing on the phenomenological study “Voces Rurales: Examining Latina Rural College Student Experiences in Navigating Transitions from College to Career or Post-Baccalaureate Studies,” which coupled semi-structured interviews and photo elicitation methodology, this article highlights the critical intersection of rurality, gender, and ethnicity in higher education. The study focused on Latina undergraduate students in a rural border county with two institutions of higher education: a community college and a 4-year extension campus of a larger nonrural California State University (CSU). It provides valuable insights into how institutional policies and practices can better serve historically underserved populations. Notably, 75% of the participants were community college transfer students who successfully navigated the transition to a 4-year degree program, emphasizing the pivotal role of community colleges in expanding educational pathways for Latina students in rural regions. Through qualitative phenomenological research grounded in Yosso’s community cultural wealth framework, the study examined the lived experiences of 16 Latina undergraduate students, uncovering four key themes: navigating dual identities and cultural challenges, access to opportunities, community networks, and stressors. The findings reveal challenges and disparities these students face while also emphasizing the cultural wealth, resilience, and social capital they bring to their educational journeys.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Mazón, A.
(2026).
Voces Rurales: Understanding the Latina Rural College Student Experience.
The Rural Educator, 47(3), 1-4.
https://doi.org/10.55533/2643-9662.1569
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