U.S. colleges place a high value on the fulfillment of academic obligations by their students. The academic achievement of each individual student is the institutional priority; this is an individualistic frame of reference. However, many Latino first-generation college students have been raised to prioritize family obligations; their home socialization is collectivistic. Our exploratory study investigated how Latino first-generation college students experience home-school value conflict between family obligation and individual academic achievement during their transition to college. A group interview followed the prompt of a conflict scenario that each group member first responded to in writing. The written responses provide evidence of the prioritization of school or home and the conflict that can arise in making these decisions. The group discussions that followed identified multiple types of home-school conflict and provide insights into how these conflicts are experienced. Conflicts revealed by the data included attending family events or visiting

We explored whether Latino first-generation college students would experience cross-cultural value conflicts as a result of the mismatch between more collectivistic values learned at home and more individualistic practices of their peers in a multiethnic college setting. Culturally structured conflict resolution styles were also explored. Participants completed a survey and thereafter engaged in a structured group discussion. Group discussions indicated that 57% of students experienced cross-cultural peer-peer value conflicts in which they had a more collectivistic approach to peer relations, while their roommates had a more individualistic approach. More positive peer relationships resulted from confrontational styles of conflict resolution (a facet of individualistic culture) than from implicit forms of communication (a facet of collectivistic culture). Peer-peer interactions are important because, upon transitioning to college, Latino students are exposed to