First-Generation Latinx Students' Experiences in a Predominantly White Private Institution

• In Event: More Just and Equitable Higher Education: Cultivating First-Generation College Student Success for the 21st Century

Abstract

Objectives: Graduating first-generation Latinx students is a phenomenon. The increased enrollment of first-generation Latinx students and the simultaneous increase in attrition calls for a need to understand the overall experience of successful students. This study explored the overall experiences of first-generation Latinx students’ and identified factors that contributed to their persistence and success at a predominantly White private institution. The findings helped generate an initial exploratory theory in efforts to inform the work of administrators, practitioners, educators, and policymakers in their efforts to support the retention and graduation of first-generation Latinx students.

Theoretical Frameworks: The findings were advised by several theoretical frameworks, such as Bronfenbrenner’s (1977, 1979) Socioecological model, Yosso’s (2005, 2006) community cultural wealth, and Freire’s (2000) pedagogy of the oppressed. Bronfenbrenner’s socioecological model provided a framework for understanding the impact of different social systems on students and their views of themselves and their place within each system. It situates the analysis on the area where the social development and interactions are occurring and how they affect the participant. Yosso’s community cultural wealth provides a framework that speaks to Latinx and Chicanx students' specific experiences. Freire’s pedagogy of the oppressed provides a framework to identify and understand experiences in the students’ academic journey.

Methods: Charmaz’s (2014) grounded theory methodology is a systematic approach to data analysis that guides the researcher towards theory generation. The data collection for this study was two parts. The first part was a survey that collected demographic data, K-12 education questions, college experience, financial independence, family background questions, and interview availability. The survey was followed by a 60-90-minute one-on-one interview that included open-ended questions regarding high school college preparation, campus climate, first-generation experiences, and plans for graduate school.

Data Source: For this study, 10 participants identified as Latinx and had senior class status at a predominantly White private institution.

Results: The experiences of the participants revealed challenges, stress, and transformation. In Figure 2, it is demonstrated that their experiences through personal growth, critical awareness, and resistance informed and influenced their practices. Personal growth takes shape in the form of identity development, the strengthening of their core values, their agency, persistence, and resilience. The identity development process raised an awareness of differences in experiences social capital, social inequities, and educational gaps that motivated them to reach their goal of graduating. Critical awareness helped them understand systems of oppression and the need to create change. These students persisted and succeeded as a form of resistance.

Scholarly Significance: Institutional efforts to increase the retention and graduation of first-generation Latinx students are informed by theories and frameworks that are not inclusive of their experiences. The initial exploratory theory is an effort to inform scholars, educators, administrators, and policy makers on the importance of revising how services of supports are offered and delivered to first-generation Latinx students. Understanding and identifying factors contributing to first-generation Latinx students’ persistence and retention will help educators, administrators and researchers help explore and advance institutional efforts to increase their retention and graduation rates.

Author

• Jacqueline Xiomara Aparicio, California State University - Long Beach