Contextual Educational Achievement: Mexican Students Transition to College in Pennsylvania

• In Event: Saturday Roundtable 7:45 am
  In Roundtable Session: Exploring International Student Outcomes and Global Contexts in Higher Education (Table 26)

Abstract

This study introduces and employs contextual educational achievement theory to analyze how a predominantly white and middleclass suburban community context influences the constraints and resources available to the children of Mexican immigrants during the transition to college in suburban Pennsylvania. The main constraint was initial racial exclusion by white guidance counselors from crucial guidance and information for reaching college. Alternative sources of guidance and information in the form of role models, mentors, and college readiness programs helped participants overcome racial exclusion. The history of Mexican migration and settlement in the area influenced the availability of alternative resources in the form connections between participants, supportive college-educated adults, college readiness programs, and what I call Victory University.

Author

• Jorge Ballinas, Pennsylvania State University