Mentoring Through a Critical Approach: First-Generation Latina/o Freshmen Navigating the College Experience in the Classroom

• In Event: “Together We Can Do So Much”: Creating Community and Building Collaborations in Community-Based Participatory Action Research

Abstract

The presenter will share his experience working with first-generation college freshmen as a graduate student mentor through an Ethnic Studies Department at a San Francisco Bay Area University. The graduate mentoring program focuses on meeting the needs of first-generation college students by drawing from current research that helps facilitate culturally relevant workshops, and critical thinking skills in the college classroom. One focus the mentoring program addresses are first-year experiences, which includes hostile learning environments that can influence academic performance (Lopez 2005; Yosso, Smith, Ceja, Solorzano 2009). Recent research emphasizes Latina/o students need greater attention for academic success through creating a sense of belonging; including on-campus mentoring (Hurtado, Carter 1997; Carter, Locks, Winkle-Wagner 2013). Since Latina/o students are at-risk in not completing college (Solorzano, Villalando, Oseguera 2005), it is important to explore the on-campus mentoring experiences of Latina/o students to understand outcomes. Latina/o students who participated in the mentoring program were asked to share their experiences. Preliminary findings suggest the Ethnic Studies Mentoring Program has cultivated academic support and confidence for Latina/o students.

Author

• Alonzo Campos, Claremont Graduate University