Community Cultural Wealth and Latina/o College Choice: The Role of a College Access Program

• In Event: 70.036 - Higher Education Access and Choice for Latino Students: Critical Findings and Theoretical Perspectives

Abstract

The literature on college preparation and college choice is vast. This study concentrated on college preparation as well as the process of choosing a college, using a theory of community cultural wealth (Yosso, 2005). This theoretical perspective is useful in understanding the various forms of capital available in communities of color. Multiple stakeholders in the field of education can draw on and develop this capital to further advance higher education for Latina/o students.
This paper addresses the following research question: what is the role of the “University Scholars Program (USP),” a college preparation and access program geared towards 8th through 12th graders, in shaping Latino college choice? Using Latino critical race theory, community cultural wealth (Yosso, 2006), and qualitative research methodology, 22 student participant interviews were analyzed. To be specific, in-depth interviews took place with thirteen student respondents, nine of whom participated in two rounds of interviews, and four participants who participated in one interview each, for a total of twenty-two interviews. Each student had participated in USP since the eighth grade and was enrolled in the final year of high school at the time of the interviews. Significant findings were used to make recommendations to college access programs, secondary school officials, and higher education institutions to better serve Latino students in the college choice process.
Research findings demonstrated that USP taps into and informs the community cultural wealth that Latina/o students bring with them to the college search and choice process. Latina/o students’ college choice is informed by the USP program as it provides them structured opportunities to participate in college visits, classroom observations, assistance with navigating the college financing process and exposure to a pipeline of college students and program alumni to advise them on the process. Results also indicated that for the students in this study, financial aid is critical in students’ college choice decision (Kim, 2004; Perez, 2010; Ramirez, 2012). Through supportive programs like USP, students and their families became more knowledgeable about financing a college education and developed the skills to secure much needed funding. But findings from this study suggest that students are not limited by their financial aid packages. They have learned to advocate for themselves and request more financial assistance from colleges when necessary. Furthermore, research has not fully explored the importance of a college’s racial and ethnic diversity and how it factors in to college choice for underrepresented students. This study suggests that students consider racial and ethnic diversity to be important when they start visiting campuses. Once they interact with faculty and students, many want more of a sense of connection and a feeling of community in their college experience. Finally, expanding social networks is an important way to support underrepresented students through the college application process. Exposing students to more experienced and knowledgeable individuals with information about the college process is essential for their college ambitions.

Authors

• Brianne Davila, University of California - Santa Barbara

• Roseanne Macias, California State University - Dominguez Hills