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008			201214b ||||| |||| 00| 0 eng d
100			_a Portnoi, Laura M. _934237
245			_aEmploying Resistance and Resilience in Pursuing K-12 Schooling and Higher Education: Lived Experiences of Successful Female First-Generation Students of Color
260			_bSage, _c2019.
300			_aVol 54, Issue 3, 2019 (430-458 p.)
520			_aDrawing upon standpoint theory and phenomenology, this study chronicles the lived experiences of 16 successful female first-generation students of color as they pursued K-12 schooling and accessed higher education. Findings indicate that a complex set of school, family, peer, and personal factors affected students’ lived experiences in their urban environments; three holistic student profiles illustrate the interconnectedness of these factors. Stories of successful female first-generation students of color demonstrate how they, despite facing numerous challenges, used resistance and resilience during their K-12 urban schooling and when accessing higher education.
650			_afirst generation students, _934238
650			_a resistance, resilience, public higher education, programs, postsecondary education, _934239
650			_adiversity, _934240
650			_a social, _934241
650			_a culture, _932149
650			_asubjects, _934177
650			_acollege access, _934050
650			_aurban education, _934242
650			_aminority academic success, _934151
650			_astudents of color _934243
700			_a Kwong, Tiffany M. _934244
773	0		_010959 _915474 _dSage, 2019. _tUrban education
856			_u https://doi.org/10.1177/0042085915623333
942			_2ddc _cART