UC Santa Barbara

The following study is a qualitative exploration of the phenomenon of psychological thriving associated with participation in Chicanx Studies academic programs. The study employed transcendental phenomenology (Moustakas, 1994) as a methodology to understand textural (“what”) and structural (“how”) factors relating to psychological and, subsequent, academic gains. Seven participants engaged in a three-phase multi-method study. Data was collected through an initial semi-structured interview, a phase of text message exchanges during the marking period of a CS course, and a final exit interview. Results clustered around four textural themes (challenges, gains, support, and goals) and four structural themes (professors, curriculum, peers, and environment). These themes generated a basic conceptual model suggesting that students engaging with the CS environment experience positive academic adjustment built upon a foundation of psychological thriving. Limitations, future directions, and recommendations are also discussed.