Latino Generation 1.5 student success in a community college literature -based writing course, a meta-analysis

The purpose of this meta-analysis is to explore the problems Latino Generation 1.5 students encounter in literature-based writing courses at Lehigh Carbon Community College, PA, by illuminating the issues facing students who share their characteristics, and to provide viable approaches for addressing their educational needs. The meta-analysis focuses on how research that has already been conducted regarding other populations, combined with the instructor's classroom observations, can be applied to Generation 1.5 students. This study qualitatively explores these issues and addresses the following broad research questions: (1) Are findings relevant to Latino college students helpful to Latino Generation 1.5 students? (2) Can research on first generation college students be applied to Generation 1.5 students? (3) How does ESL research address Generation 1.5 students? (4) Do theories regarding inclusive learning, inclusive literature, and learning communities address the problems exhibited by Generation 1.5 students? (5) How did the instructor's experiences working with Generation 1.5 students in a literature-based writing class confirm or deny findings in these areas? This research shows that an inclusive environment and the use of inclusive literature can help Latino Generation 1.5 students succeed in literature-based writing courses.