Bridging Dreams and Access: Family, Community, and Mentorship in Indigenous Ethnic Somali Students’ College Access & Persistence

• In Event: Access for Whom? Reframing the Discourse on Equity and Opportunity

Abstract

This study explores motivation and persistence factors among Somali Bantu students in higher education. The Somali Bantu are an indigenous ethnic minority population with a long-standing history of exclusion and marginalization in Somalia. Through qualitative interviews, participants revealed that their pursuit of college is profoundly shaped by intergenerational struggle, community-based support, family, and personal drive. TRIO programs and culturally responsive organizations were key bridges to postsecondary access. Despite parents' lack of formal schooling, families played a critical role in sustaining aspirations. Findings highlight the need for equity-driven policies and practices that honor the cultural wealth of first-generation students. By centering Somali Bantu students’ voices, this study aims to contribute to inclusive educational futures grounded in resilience, relational support, and collective transformation.

Author

• Lul M. Baba, University of Illinois at Chicago