Based on a qualitative study in Indiana, this article examines the college preparation process of Latino high school students. It uses social capital theory to identify the ways families, peers, and school staff members contribute to students' access to college across the stages of college preparation. Findings suggest that students receive strong support in their development of aspirations from families, but they face multiple challenges in accessing the information and support they need to realize their college goals. It offers implications for families, schools, and higher education institutions on how to more effectively support college access for Latino students.The improvement of college access for Latino students remains a critical concern as Latino youth continue to have lower rates of college attendance, despite having high educational and career aspirations (McDonough 2004). Research has demonstrated that most Latino students believe in the importance of a college education and aspire to attend college, yet their expectations for enrollment and actual enrollments are lower than other groups (Lopez 2009). When they do enroll in college, Latino students continue to be overrepresented in two-year institutions 335 and to have lower rates of retention and degree completion in four-year institutions (Fry 2005). Despite some recent improvements in Latino college enrollment, the majority of this increase has been in community colleges, with only 54% of Latino college students enrolled in four-year institutions, as compared to 73% of White college students, 78% of Asian college students, and 63% of AfricanAmerican college students (Fry 2011). These enrollment patterns highlight the challenges many potential Latino first-generation 1 college students face as they attempt to navigate a path that is largely unfamiliar to them and to their families.College access requires students to successfully navigate through three stages, including developing predispositions toward college, searching for potential colleges, and applying to and enrolling in college (Hossler and Gallagher 1987). Barriers to college access and completion occur along the K-16 pipeline when students are not supported in their development of college aspirations; their enrollment in college-bound classes; their access to sufficient information about college; and their completion of the necessary applications to enroll in college and receive financial aid (Cabrera and La Nasa 2000). Equitable college access should not simply be limited to the question of whether a student attends any institution of higher education, but should rightly involve whether they attend the right college, meaning that they have access to an institution that matches with their academic, social, and personal interests and potential (Roderick et al. 2008). Students' experiences preparing for college in high school not only influence their college enrollment, but can also influence their college retention and graduation (Perez and McDonough 2008).This article examines the narrativ...

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is the Associate Dean of Engineering for Experiential Learning and Community Engagement. He received his Ph.D. in Computer Engineering from Carnegie Mellon University and previously worked for Intel Corporation. He is also a founder of Emu Solutions, Inc., a startup company that is commercializing research in the area of high-performance computing.

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