Utilizing Latinx Cultural Capital for the Retention and Graduation of Latinx Students in Higher Education

Social support and positive future expectations, hope, and achievement among Latinx students: Implications by gender and special education

“…This could be due to young age, where youth are primarily focused on the self rather than community and likely lack knowledge about what future communities they will live in. Alternatively, experiences of personal discrimination and/or systemic racism may have suggested that engagement in U.S. communities (including college campuses; see (Matos, 2021) will not always be positive, which is why the youth in our sample prioritized the other PFE. Interestingly, youth did look to family and teachers to help form their PFE, which aligns with previous literature showing that assets of Latinx families including emotional closeness (i.e., familismo) and value of education are likely creating a space where parents, extended family, and teachers’ relational support bolsters youths’ positive outlook for future college, jobs, and self-satisfaction.…”

“…In existing literature, researchers often use a deficit perspective when examining adolescent development among Latinx youth in various ethnic groups across the U.S.; additionally, existing work often is comparative in nature, with White adolescents being the reference group (Coll et al, 1996). Economically, Latinx youth/families hold less wealth, have poorer physical health, and are less likely than Whites to graduate from college (Matos, 2021; Perry, 2019; Vega et al, 2009). Past researchers and policy makers have blamed these discrepancies on Latinx youth/families themselves instead of the larger social systems that marginalize and discredit Latinx people including school segregation, loan denial, and social discrimination (Delgado & Stefancic, 2017).…”

Leadership So White: Working Toward Equitable Representation of Latinx Leadership at Hispanic-Serving Institutions

“…It’s these very communities that are going to help them succeed!” Accordingly, Ximena had worked arduously to develop programming for families. Ximena who attended AU for both her bachelor’s, master’s, and now doctoral degree, knew the critical role family played in the success of Latinx students (Acevedo-Gil, 2017; Matos, 2021; Rodriguez et al, 2019; Saenz & Ponjuan, 2009; Suárez-Orozco & Suárez-Orozco, 1995; Yosso, 2005). Praising families during graduation was not enough recognition for their role in supporting their child/grandchild/sibling/niece/nephew into and through higher education.…”

Plantando Raices en el Nuevo Sur: Mexican-Origin First-Generation College Students’ Transformational Impetus in New Destination States

“…A synthesis of extant scholarship on the experiences of Mexican-origin college students revealed a focus on factors that shape students’ access to and persistence in college; an emphasis is evident on demographic characteristics and socio-cultural values of Mexican-origin students and their families (Aguayo et al, 2011; Espino, 2016; Kiyama, 2010; Matos, 2021; Nelson & Infante, 2014; Nunez & Crisp, 2012). An exploration of the role of familial-community assets in the development of college ideologies and college going paths of Mexican American families concluded that Mexican-origin families shaped college going ideologies and paths with information and symbols found within social networks (Kiyama, 2010).…”

“…Furthermore, in line with college access research, scholars studied college choice among Mexican American students and found that cultural and academic capital contributed to students’ decision to pursue enrollment at a 2-year or 4-year college (Nunez & Crisp, 2012). Authors highlight the importance of familial contexts and characteristics in students’ determinations for college enrollment (Nunez & Crisp, 2012) and retention (Matos, 2021). Similarly, scholars examined demographic characteristics and cultural values of Mexican American students in relation to their self-efficacy (students’ perceptions of their ability to succeed in college) and grade point average (GPA).…”