Pláticas With Socioeconomically Disadvantaged Latinx Students

• In Event: Pushing the Boundaries of Latinidad: Expanding Research on Latina/o/x Communities

Abstract

This research explores the experiences of socioeconomically disadvantaged Latinx students in establishing relationships, engaging, and sharing college knowledge with college counselors. Framed by Lat Crit and employing plática methodology, this research aimed to understand the experiences of Latinx high school students around the college guidance process. Twenty-one students from three high schools in a large urban district in Southern California were engaged in “pláticas.” The student interviews revealed the following themes: the pandemic delayed the diálogo between students and their college counselors/advisers; differences existed between a true first-generation student and a first-generation student who had family members who had attended college; and nonprofits and teachers played a role in maintaining and entering in diálogo with the college counselor/adviser.

Author

• Maritza Azucena Salazar Cha, University of La Verne