Nuestros Hijos van a la Universidad [Our Sons and Daughters Are Going to College]: Latina Parents’ Perceptions and Experiences Related to Building College Readiness, College Knowledge, and College Access for Their Children—A Qualitative Analysis

Abstract

Data from a focus group of nine Latina parents, specifically mothers from a South Texas border region known as the Rio Grande Valley, were analyzed using a qualitative methodology. Grounded in the theory of social capital, the purpose of the study was to understand the perceptions and experiences of Latina parents related to accessing information and resources to aid their students in enrolling in postsecondary institutions. The study was an exploratory, descriptive, and qualitative one that used a naturalistic paradigm. Findings showed that Latina parents perceived gaining information and resources related to increasing their understanding of college readiness, college knowledge, and college access as challenging. In addition, findings indicate that despite challenges, the mothers did receive support along the way. As parents, they want to get their students not only to the college door but through the college door, declaring that their children will go to college. They recognize there are keys to helping guarantee access to college, and it is these keys that these mothers seek. Such findings are important because the national portrait of college enrollment and attainment of college degrees shows continuing inequalities based on class, race/ethnicity, and income, especially for Latina/o first-generation students. Yet, few studies have considered the perceptions and experiences of Latina/o parents related to accessing information and resources to support their students when preparing for, applying to, and enrolling in postsecondary institutions.

Aspiraciones profesionales y universitarias de estudiantes de grado once de bachillerato de una institución educativa pública de Cali/Professional and college aspirations among 11 th grade high school students in Cali

“…Programas de orientación profesional con perspectiva de género dirigidos a los estudiantes y sus padres, pueden convertir los estereotipos negativos asociados al género en oportunidades. Por ejemplo, Chlup, et al (2016) encontró que las limitaciones económicas de las familias se convirtieron en un reto para financiar la educación superior de sus hijos(as) y ofrecerles un mejor futuro.…”

“I think there’s a lot of intersectionality”: The college experiences of immigrant-origin Latinx young adults with a foster care background.

“…The lower economic status of Latinx families means immigrant-origin children contend with significant social and financial responsibilities within the family as they attempt to enroll and complete college (Kouyoumdjian et al, 2017; Sibley & Brabeck, 2017; Sy & Romero, 2008). In addition to financial barriers, immigrant-origin students and their families often lack knowledge on how to navigate the U.S. higher education system (Chlup et al, 2018) and may struggle to locate resources on campus (Mahaffy & Pantoja, 2012). English language proficiency also presents a challenge for some immigrant-origin youth (Arbelo-Marrero & Milacci, 2016; Eberly, 2018; Mahaffy & Pantoja, 2012; Suárez-Orozco et al, 2010).…”

“…Familismo —defined as close family attachments guided by a sense of responsibility, obligation, loyalty, and interconnectedness—is often viewed as a cultural strength in Latinx communities and has been described as an “essential core value” through which “other values” stem (Delgado, 2017, p. 168). Familismo helps young people navigate often hostile environments toward immigrant communities as family members provide each other with emotional and material supports, instill aspirations, and provide students with the motivation to overcome challenges (Chlup et al, 2018; González, 2002; Kouyoumdjian et al, 2017; Sibley & Brabeck, 2017). Familismo has been linked to academic motivation among immigrant-origin Mexican students (Piña-Watson et al, 2015), and Latinx immigrant-origin college students report family as a strong source of support (Kouyoumdjian et al, 2017; Villalpando, 2003).…”

Immigrant Identity and Experiences in U.S. Higher Education Research: A Systematic Review

“…Conversely, scholars also discussed a number of positive depictions of immigrants in U.S. higher education. For example, for many immigrant populations, there is a focus on family and community, which gives students a strong network of emotional support and motivation (Chlup et al, 2018;Morales et al, 2011;Pena et al, 2007;Perez et al, 2010). Scholars who discussed this benefit referred to concepts like familismo, familism, and filial responsibility (Del Pilar, 2009;Espinoza, 2010;Rudolph et al, 2011).…”