APLICACIONES DE LAS ZEOLITAS Y ZEOTIPOS

The second theme identified was the participants definition of success. Success of FGCCS is defined in several aspects, as indicated by the phenomenological study conducted. The success of FGCCS is embedded in the students’ family and mentors, and in the reality of enrolling in college and obtaining the students’ perception of the American dream. The family members of FGCCS have little knowledge of what occurs on campus and this lack of awareness

make FGCCS strive even harder to succeed even more to make their family and friends proud. The FGCCS who participated in the study belong to immigrant and low-income families that have struggled to ensure that the participant enrolled in college. These family struggles lead FGCCS to become resilient and strive to succeed in their education. All 15 participants shared multiples experiences that cultivated the creation of this theme. Participants describe their understanding of success across all three data collection methods that equaled to approximately 366 of the same experiences. All 15 participants described the feeling of college being a

privilege and an honor that came with being a FGCS despite having many struggles to remain in school and earn a college credential. Students whose parents did not attend college often endure severe challenges with enrolling and graduating from college.

Subtheme I: Defining success. Most of the participants’ families provided little

resources and assistance while the FGCS tried to enroll in college. All 15 participants indicated during one or more of the data collection methods that the major motivation for pursuing a college degree was that their parents did not attend college. Alessia stated during her one-on-one interview that being a FGCS “acts as a motivator to her.” Alessia went on to say that she works hard to overcome challenges and ensure that she can achieve success in her courses for her family.” During his one-on-one interview, Jimmy stated that “I try my best to do well in school for my family.” During her one-on-one interview, Nalani stated that “When I graduate college, it will transform my life, the lives of my family and it will last generations to come.” The entry into college is the beginning of defining success for FGCS and it is perceived as a breakthrough to the devastated families that have struggled to succeed in life.

Learning without proper guidance and mentorship is challenging and can set students up for failure (Ortega, 2018). Some of the participants expressed that the lack of family modeling

hindered their ability to be successful because they had to learn everything about college on their own. Sara stated in her writing prompt that FGCCS should “ask for help as soon as possible; the trial and error method in college will become a challenge to you succeeding because of the numerous barriers you will encounter in the process.” In his writing prompt, Jimmy stated that FGCCS “should not get use to trying things on their own, because of fear of being embarrass. The whole point of college is building your independence, and college officials understand some of us are farther along than others and if you continue to fail on your own without help, you will only limit your ability to achieve success at school.”

Murphy stated during his one-on-one interview that for “FGCCS to succeed, it is important for them to find experienced and reliable role models who can guide them into building a sense of belonging and confidence.” Role models—whether they are faculty, staff or peer mentors—give students hope and motivate them to achieve their educational and life goals. Cynthia stated within her writing prompt that “FGCCS should identify a peer as a mentor. This peer will know the program, teachers to take, how to get inexpensive books, and be there for you, help you to remain on your game so that you can obtain your goals.” Jimmy stated during our focus group that “My mentor helped me to apply for college, get scholarships, and also acquire other financial assistance for books.” Connecting incoming college students with professional or peer mentors creates a positive environment for FGCS to achieve educational success. Mentoring relationships enable students to co-create an environment that allows them to acclimate while at college. Mentoring relationships also allow FGCCS to develop an idea of what success in college means to them.

The students who participated in the study expressed the importance of seeing other individuals who resemble them in the college community, whether by race, culture, gender, or

sexual orientation. The study demonstrated that most FGCCS felt happy and motivated to see a person who looked like them who they perceived to be successful. During her one-on-one interview, Reign stated that “I was extremely excited to see faculty, staff, and students that looked like me on campus.” Nalani stated during her one-on-one interview that “I enjoyed being able to join clubs that were specific to my religious belief, and to have advisors and other

students believing in the same thing as me really made me feel successful.” During his one-on- one interview, Marc stated that “I get motivated when I come across successful people at the college that looks like me, and it makes me want to do better because I represent them, like they are representing me.”

Subtheme II: Measurement of success. Within the major umbrella of defining success, another subtheme that materialized focused on how FGCCS measure success within themselves. The study suggests that the measurement of success among FGCCS is based on self-efficacy, building a legacy, and mentoring other colleagues who need assistance. FGCCS develop

immense learning aspirations that lead to educational success. During her one-on-one interview, Sara stated that “I am now in love with school and appreciate every opportunity to learn; it’s exciting.” The measurement of self-efficacy among FGCCS determines the areas that need to be reinforced for students to succeed. Billy stated during his one-on-one interview that “I wish I got involved earlier in school; I wasted so much time staying in my room and now that I have been getting involved in my classes and in student activities, I feel empowered to do better, to become as successful as the other people I have been meeting.” Self-efficacy greatly contributed to the success of the participants, and each student determines the preparation and zeal required to succeed in his or her education. The study results suggest that students with self-efficacy challenge themselves, resulting in the student performing well in is or her course work and co-

curricular activities. In his writing prompt, Joe stated that “FGCCS have to believe in his or her ability to do well; that’s the first mindset you must subscribe to. If you don’t believe you can do well, your fears will then become your biggest barrier you will have to overcome.”

Within this subtheme, breaking legacy of not obtaining a college degree was identified as one of the aspects that motivate FGCCS to succeed in their college education. The ability to graduate symbolizes a success milestone in life and it was reflected from all 15 participants as one of the most significant milestones to perceiving themselves as successful. Within the focused group, Nalani and Daria stated that “I will feel successful once I graduate, get a job, and become stable.” Reign stated that “Graduating college will be an incredible accomplishment, not only for myself, but my entire family and friends.” Succeeding in college is not only an accomplishment; it is also the means to breaking legacy in the family education lineage. Many FGCCS use the aspect of breaking legacy to measure their education success. Rose placed this idea into context during her one-on-one interview. She stated that once she graduates “I will be able to provide not only for my parents, but for my children, and my children’s children as a grandmother.”

FGCCS view becoming a mentor to their peers as a rite of passage. FGCCS understand the importance of mentorship and expressed that they want to help others in their pursuit of happiness and success after achieving success themselves. In his one-on-one interview, Jimmy stated that “It is important for me to help others get into college because I don’t know what I would have done myself if my mentors were not around to help me during the time I was

applying to college.” During her one-on-one interview, Rose indicated that she enjoys mentoring other immigrant and low-income students because “I see myself when I see an international student struggling to pay for stuff or struggling to find out how college works. Nobody else understands their struggle, so it makes me feel extremely good to help them.” Becky stated in her

writing prompt that “Extending a helping hand to others is another great way to meet new people and gain a better understanding about new procedures or information about the college that you would have no idea about.” The FGCCS represented in this study agreed that being a mentor is beneficial and motivational for them; it provides them the determination to perform and sets standards that enable them to obtain their perceived success.

The barriers that hold FGCCS back are similar and remain a challenge across higher education. The anxiety and doubts of what will happen at college concerns some of the students and can dim their academic aspirations. FGCCS can take calculated risks to increase succeed in college. FGCCS value graduating from college and getting a job, but this does not occur without barriers. Students with passion and determination attain academic success despite the challenges; FGCCS’ resilience determines their college success. Although social, psychological, and

financial factors are critical barriers for the FGCCS, the resilience among some students has led to college enrollment and graduation.