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Peers as institutional agents: acquiring social capital through peer interactions

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Peers as institutional agents: acquiring social capital through peer interactions

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PEERS AS INSTITUTIONAL AGENTS:
ACQUIRING SOCIAL CAPITAL THROUGH PEER INTERACTIONS

by
Rosa E. Prado

________________________________________________________________________

A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION

May 2012

Copyright 2012 Rosa E. Prado

ii

DEDICATION

This dissertation is dedicated to my family and friends. I am thankful to you for
all your love, support, and encouragement. I especially dedicate this dissertation to my
parents for being excellent role models and for always inspiring me to dream big and to
go after my goals.
This dissertation is also dedicated to all the students I have worked with over the
years. I appreciate your laughter, resilience, and perseverance.

iii

ACKNOWLEDGEMENTS
I am thankful to my friends, colleagues and thematic group members who
supported me in writing this dissertation. A special acknowledgement to my dissertation
committee Dr. Kristan Venegas, Dr. Robert Rueda and Dr. Raul Cardoza for their
guidance and support throughout this process. In addition, this dissertation would not be
possible without the ten students who shared their stories with me. I am humbled by
them and am grateful to have the opportunity to share their stories with others.
To my friends and colleagues Maria Vega, Caroline Garcia, Stephanie Jones,
Chan Francis and Aba Cassell: thank you for being a constant source of support and
motivation throughout this journey.
To my husband Manny: thank you for all you patience, encouragement, and
support during this process. I could not have done this without you by my side. My hope
is that our children follow in these footsteps.

iv

TABLE OF CONTENTS
DEDICATION……………………………………………………………………............ii
ACKNOWLEDGEMENTS…………………………………………………..................iii
LIST OF TABLES……………………………………………………………………......vi
ABSTRACT……………………………………………………………………………..vii
CHAPTER ONE: OVERVIEW OF THE STUDY .............................................................1
Statement of the Problem .................................................................................................8
Purpose of the Study ......................................................................................................10
Research Question ..........................................................................................................11
Significance of the Study ...............................................................................................11
Theoretical Foundations .................................................................................................12
Summary of Methodology .............................................................................................13
Definition of Terms ........................................................................................................13
Organization of the Dissertation.....................................................................................14

CHAPTER TWO: LITERATURE REVIEW ...................................................................16
Synthesis of Literature ....................................................................................................16
Presentation of Theory ....................................................................................................27
Summary .........................................................................................................................39

CHAPTER THREE: METHODOLOGY .........................................................................41
Sample and Population ...................................................................................................44
Instrumentation ...............................................................................................................46
Data Collection ...............................................................................................................47
Data Analysis .................................................................................................................49
Conclusion ......................................................................................................................53

CHAPTER FOUR: FINDINGS, ANALYSIS AND DISCUSSION ................................54
Presentation of Findings .................................................................................................54
Review of Participants ...................................................................................................55
Summary of Findings .....................................................................................................92
Additional Findings ........................................................................................................98
Conclusion ....................................................................................................................101

CHAPTER FIVE: DISCUSSION AND IMPLICATIONS ............................................102
Summary of Findings ...................................................................................................103
Limitations ...................................................................................................................112
Implications for Practice ..............................................................................................113
Conclusion ....................................................................................................................116
v

REFERENCES ................................................................................................................118

APPENDICES .................................................................................................................129
Appendix A: Interview Protocol—Part 1 ....................................................................129
Appendix B: Interview Protocol—Part 2 ....................................................................130

vi

LIST OF TABLES

Table 1: Percent of the Latina/o Population in the U.S. 1970-2050 ...............................4
Table 2: Institutional Rates of Graduation for Full-time Students ..................................6
Table 3: Institutional Rates of First-Year to Second-Year Retention .............................7
Table 4: Education Attainment by Sex: Population 25 year of age or older ...................7
Table 5: Stanton-Salazar’s Seven Forms of Funds of Knowledge ................................37
Table 6: Student Demographic Profile ..........................................................................44
Table 7: Student Profiles ...............................................................................................55
Table 8: Where Students Spend Their Time When They Are Not in Class ..................96
Table 9: Persons Students Turn to When They Need Guidance ...................................99
Table 10: Summary of Findings ..................................................................................103

vii

ABSTRACT

This study investigated how first-generation Latina/o students utilize social
networks to succeed in a two-year community college. Guided by a social capital
framework, this qualitative study examined the role informal experiences play in the
persistence of first-generation Latina/o students attending a community college. Results
in this study confirmed prior research conducted on first-generation Latina/o students and
presented new perspectives regarding social capital. In addition, this study demonstrated
that first-generation Latina/o students have a strong preference to turn to their peers for
guidance and support over other institutional agents on a college campus. Further, the
role that social networks play in helping students achieve their educational goals,
provides a new perspective on changes that could take place on college campuses to help
students achieve academically. Students in the study reported that peers were the most
influential to their persistence. The findings of this study suggest that peers can be
institutional agents that can positively impact students in achieving academic success.
These findings raise questions about what community colleges can do differently to help
first-generation Latina/o students succeed in college.
1

CHAPTER ONE
OVERVIEW OF THE STUDY
With Latina/os becoming the fastest growing population in the United States, it
has become a national priority to increase the college completion rates of Latina/o
students entering higher education. While minority students have enjoyed increased
access to higher education, this has not lead to increased college completion rates.
Educational attainment rates for Latina/o students continue to lag significantly when
compared to their white peers. Several studies have shown that Latina/o students who
attend college are less likely to complete a college degree than students from other ethnic
groups (Chapa and Dela Rosa 2004; Fry 2002; Hernandez and Lopez 2004; Nora and
Cabrera 1996; Santiago 2006). Only 51 percent of Latina/o students who start college
complete a bachelor’s degree in six years, compared to 59 percent of white students (Pew
Research Center, 2006).
Over the years, a vast majority of research has shown that academic ability,
family background and student characteristics are important predictors of student success
(Light and Strayer, 2000). Little research has addressed the influence of peer networks
and social factors on student retention and academic success. Yet, there is ample
evidence indicating that peers influence academic performance in elementary school
(Ammermueller and Pischke, 2006); middle school year (Lavy and Scholsser, 2007); and
high school (Lehrer, 2007). Therefore, it is likely that social factors such as peer
networks also influence the academic achievement of college students.

2

Social Capital
According to Stanton-Salazar (2001), social capital is a critical resource that can
be understood as the value of a relationship with another person that provides support and
assistance in a given social situation. Peers, parents, teachers, counselors and community
members may all comprise the network of supports or social capital that a student arrives
to college with. Students’ connections with various members of their social network may
provide access to information and resources that will affect their performance in school.
Several researchers have found that the influence of peer groups, parents and their
perceived sense of belonging will affect a student’s level of educational attainment
(Gibson, Gándara & Koyama, 2004; Stanton-Salazar, 2001). In academic settings, social
capital within students’ networks contribute to the success of many college students
(Jarrett, Sullivan, & Watkins, 2005). These findings suggest that Latina/o students may
be at a disadvantage because they do not possess the social capital needed to overcome
barriers to academic achievement and success.
Social capital refers to the norms and social networks that assist in the transfer of
education from one generation to another (Perna and Titus 2005). Latina/o college
students disproportionately come from low socio-economic status families. Most
Latina/o students arrive to college with substandard academic preparation, less social
capital and with financial challenges. Research findings indicate that Latina/os take
longer in obtaining college degrees and usually attend community college before
transferring to a four-year institution. Encountering these challenges, makes Latina/o
students more likely to drop out and less likely to obtain a college degree as compared to
white students.
3

According to Pascarella (2004), the college experience supplies a means for
acquiring social capital. The accumulation of social capital is particularly important to
first-generation students’ success in institutions of higher learning. Many Latina/o
students arrive on college campuses with limited knowledge of how to navigate the
college system. The supports students receive in the form of social capital can aid
students in coping with unfamiliar college environments while pursuing their educational
goals (Pascarella, 2004). Peer networks can assist students in helping them to become
resourceful and enable them to negotiate the social, physical, and academic environments
(Attinasi, 1989). The relationships students form with institutional agents can provide
encouragement and information to help students make important decisions about their
coursework.
Institutional agents are defined as individuals who have the ability to
communicate or negotiate the transmission of opportunities and resources available at the
institution such as advising, counseling, information on programs available on campus
(Stanton-Salazar, 1995). Ultimately acquiring social capital has shown to have a positive
impact on students’ overall academic performance, educational aspirations as well as
whether or not they actualize their postsecondary plans (Hossler, Schmit & Vesper,
1999). The more students are connected to college life and the more networks that they
develop, the less likely they are to disconnect and withdraw from college (Carey, 2005).
It is imperative for Latina/o students to create support systems that help them
develop strategies to persevere and overcome barriers to degree completion. While
students’ level of commitment related to persistence has been deeply studied within the
realm of four-year institutions, the body of literature concerning the role informal
4

experiences play in the persistence of first-generation Latina/o students attending a
community college is scarce. Therefore, this study will examine how peer networks and
informal experiences influence the persistence of first-generation students at a
community college.
Latina/o Population
The population of Latina/os has grown dramatically in the United States over the
last 40 years. According to the U.S. Census Bureau (2010), Latina/os represent 16% of
the population with 47.8 million in the U.S. This rate is an increase of 43% from 2000
when Latina/os accounted for one-half of the nation’s growth. This information indicates
that colleges and universities will be serving a greater percentage of students who have
been historically underrepresented. The data in Table 1 illustrates the dramatic increase
in the Latina/o population in the U.S. over the last forty years as well as the estimated
growth by 2050. The term Latina/o refers to people who report their origin or heritage to
be of Mexican, Puerto-Rican, Cuban, Central American or South American descent.
Table 1: Percent of the Latina/o Population in the United States 1970-2050
Census Year Percent
1970 4.7%
1980 6.4%
1990 9.0%
2000 12.5%
2010 15.5%
Projections
2020 17.8%
2030 20.1%
2040 22.3%
2050 24.4%
Note: Statistical Data, U.S. Census Bureau

5

The disproportionate educational progress of this growing population has dismal
consequences for the U.S., as Latina/os will make up a large segment of the nation’s
workforce. Improving the persistence and completion rates of Latina/o students is
imperative to drive economic growth in the United States (Council of Economic
Advisors, 2000). Higher education institutions must focus on serving this fast growing
population of low-income, first-generation and minority students entering two-year and
four-year institutions in order for society to benefit as a whole. Educational attainment in
the United States is viewed as the means to occupational mobility and improved
economic opportunity (Sorensen, Brewer, Carroll & Bryton, 1995). By increasing the
educational attainment of Latina/o students, Latina/os will have increased opportunities
for employment and leadership positions. Population projections estimate that by 2020,
one in four students will be Latina/o (Gibson, Gándara & Koyama, 2004). Because the
Latina/o population will continue to have an impact on the economic growth and
development of this country, it is important for higher education institutions to respond
by improving the educational access and attainment of Latina/o students.
Community Colleges
While community colleges serve many functions, an important function is to
successfully transfer students seeking a bachelor’s degree to a four-year institution. It is
estimated that approximately 90% of the students who enroll at a community college
intend to complete a degree or certificate or transfer to a four-year institution
(Hoachlander, 2003). Although, community colleges have played a vital role in
increasing access to higher education, completion rates for first-time college students
remain low. Provasnik (2008) indicates that 45% of all the students who enrolled in a
6

community college in 2003-2004 left college within three years without earning a degree.
Radford (2010) found that less than 36% of all students who enrolled in a community
college earned a postsecondary degree within six years. Moreover, several researchers
report that attending a two-year college over a four-year institution decreases the chances
of attaining a bachelor’s degree for many students (Pascarella, 2004; Tinto, 1993).
In examining graduation rates by institutional type it is clear that community
college students are struggling when it comes to completing their degrees. The data in
Table 2 demonstrates results from the American College Testing Program Survey (2010),
which yield alarming results for students attending public two-year community colleges.
Only 28% of all full-time students will complete their degree within three years,
compared to 53% for private community colleges. Graduation rates for students
attending four-colleges are 40% for students attending public four-year colleges and 55%
for students attending private four-year colleges.
Table 2: Institutional Rates of Graduation for Full-time Students
Institutional Type Full-time
students

Public Community College (3 years or less) 28%
Private Community College (3 years or less) 53%
Public Four-Year College (5 years or less) 40%
Private Four-Year College (5 years or less) 55%
Note: Statistical Data, American College Testing Program Survey 2010

While the numbers of students enrolling in degree granting institutions has been
steadily rising, the attrition rates in community colleges continue to be much higher than
they are for four-year institutions (National Center for Education Statistics, 2002). The
data shown in Table 3 compares the retention rates of two-year colleges and four-year
institutions. It is estimated that approximately half of all students entering community
colleges will not return in the second year.
7

Table 3: Institutional Rates of Current First-Year to Second Year Retention for
Full-Time Entering Students
Institutional Type Full-time
entering
students
Public Community College 56%
Public Four-Year College 74%
Private Four-year 73%
Note: Statistical Data, American College Testing Program Survey 2010

According to Rendón (2000), not only are most Latina/o students attending two-
year institutions, but their intended goal is to complete a bachelor’s degree upon
transferring to a four-year institution. Rendón (1997), reports that 85% of Latina/o
students who attend community colleges view the community college as their first step to
completing a bachelor’s degree. However, less than one quarter of all Latina/o students
who begin their education at a community college will transfer to a four-year institution
(Fry, 2004). In order to have an accurate picture of the educational pipeline for Latina/o
students, it is important to examine the educational attainment of Latina/o students in the
U.S. According to the U.S. Census, American Community Survey (2006), approximately
60% of Latina/os between the ages of 18 and 24 completed high school. Table 4
highlights the disproportionate educational attainment rates for Latina/os. High School
completion rates for other groups are much higher with 82% for whites and 77% for
African Americans.
Table 4: Education Attainment by Sex: 2006 Population 25 years of age or older
Gender Less Than Ninth
Grade
High School
or
more
B.A.
more Total Male 6.7% 83.5% 27.9%
Total Female 6.3% 84.6% 26.2%
Latina/o Male 24.5% 58.7% 11.5%
Latina/o Female 23.3% 61.7% 13.1%
Note: Statistical Data, U.S. Census
Bureau

8

National statistics reveal that Latina/o students account for some of the lowest degree
completion rates. Degree completion rates for Latina/o students enrolled at community
colleges are 18% compared to 27% for whites and 33% for Asians (Shulock, 2007).
Statement of the Problem
Historically, policy makers have focused on increasing access to higher education
for all students. While these policies have been successful throughout California with
increasing numbers of students enrolling in community colleges, student retention rates
remain low throughout the State. In response to heightening demands to increase the
education levels of the state’s workforce, community colleges have begun to narrowly
focus on removing the barriers to degree completion that students currently face
(Shulock, 2007). Approximately three-fourths of California’s students enroll in
community colleges, making these institutions one of the most important links students
will have for upward mobility (Shulock, 2007). However, recent statistics demonstrate
that less than one-fourth of California community college students fulfill their goals of
completing a degree objective in community colleges (National Center for Education
Statistics, 2002).
Some researchers have noted that student attrition in college is highest in the
initial year of enrollment (Hawley, 2005; Tinto, 1993). Student success of entering
freshman will be largely determined by the experiences they have that year. Important
contributing factors to student persistence during the first year will greatly depend on
interactions with peers, faculty and academic activities students engage in, such as
tutoring, peer mentoring, or learning communities. A considerable body of research
9

indicates the value of first-year experience programs in promoting the success of first
year students at community colleges (Cuseo, 1997).
In 2008, the number of students attending community colleges reached an all time
high. Nearly 3.5 million students enrolled in community colleges with the student
enrollment being more statistically significant in women and minorities and especially
Latina/o students (Pew Research Center, 2006). With increasing numbers of Latina/o
students enrolling in higher education, it is critical to improve the college persistence and
completion rates of the nation’s fastest growing population. It is estimated that by 2020,
one in six U.S. residents will be Latina/o (Council of Economic Advisors, 2000). The
increased presence of Latina/o students in higher education and external pressures for
institutional accountability for student learning has made it imperative to have a better
understanding of the factors that influence student success in college (Bok, 2006). Lower
college completion and graduation rates of Latina/o students have created the need to
ensure the successful transition of first-year Latina/o college students in higher education.
Like other minority students, Latina/o students enter the higher education system
to ameliorate the social and economic inequalities they experience in this country
(National Center for Education Statistics, 2002). They arrive on college campuses with
the desire to earn a college degree in order to improve their potential for social mobility.
However, far too many students who enter higher education leave school before
completing a college degree. Student departure in higher education has been recognized
as a significant problem affecting four-year and two-year institutions alike (Tinto, 2006).
Recent statistics indicate a wide gap in graduation rates between low-income minority
groups and students with a higher socio-economic status (Education Trust, 2004).
10

According to Keupp (2005), economically disadvantaged students and minority students
have the lowest graduation rates. Although numerous efforts have been made to address
the attrition issue in higher education, only 46.7% of students enrolled in four-year public
universities and 38.7% in two-year institutions will graduate (Education Trust, 2004).
College completion rates continue to be a challenge for community colleges as
enrollment for Latina/o students continues to increase. While efforts to improve student
retention and success at community colleges have never been more salient, it has been
observed that the largest proportion of student attrition in college occurs in the first year,
particularly for Mexican Americans (Hawley, 2005). It estimated that retentions rates for
Latina/o students who enter college are as low as 20% (Solberg, 1994) and that half of
those entering two-year colleges will leave at the end of their first year (Adelman, 2004).
More than half of Latina/o students attending two-year colleges will never complete a
degree (Pew Hispanic Center, 2006).
Purpose of the Study
The main purpose of this study is to explore the experiences of first-generation
Latina/o students at a community college. This study aims to identify and examine the
beliefs, attitudes, behaviors and experiences of students and to gain insights into whether
students gain social capital through interactions with their peers. Primarily, the goal is to
increase the understanding of the informal experiences Latina/o college students have and
of the strategies they utilize as they transition into the college community.
This study will examine how Latina/o students utilize their social capital to persist
in community college as they try to reach their educational goals. The focus of the study
is on Latina/o students who attend Sierra Community College, a public two-year
11

community college and develop social networks to help them persist. Informal
interactions with peers will be explored to determine its relationship to the likelihood that
students will continue working toward earning a degree. This researcher hopes to
identify issues, concerns, and college experiences of Latina/o students that will help
inform and provide knowledge that may assist administrators and faculty who are
concerned with the retention of Latina/o students in California Community Colleges.
Research Question
Given the high attrition rates for Latina/o students in community colleges, this
research study will attempt to validate and extend the current body of knowledge. This
qualitative research study is guided by the following research question:
What role do informal experiences with peers play in the persistence of
first-generation Latina/o students attending a community college?
Significance of the Study
This study is significant for various reasons. First, increased accountability issues
have made it important to examine student retention in community college, especially in
the first-year when many students will make a decision about remaining in school or
dropping out. With many Latina/o students entering higher education and few students
graduating, it is imperative to gain insights into the variables that affect the persistence
and retention of Latina/o students in two-year community colleges. This study will
provide research-based data to help improve student support services and enhance
retention rates in two-year colleges. Practitioners will increase their understanding of the
experiences students have in relation to student persistence. This study will heighten the
12

need for faculty and staff to develop strategies that are more effective in order to avoid
students’ early departure from college.
While significant studies have examined student retention in four-year colleges,
few researchers have explored the retention of Latina/o students in community colleges.
This study addresses this gap in the literature by examining the informal experiences
Latina/o students have in at a community college. This study will focus on the college
going experiences of students in order to provide a better understanding of community
colleges and the barriers impeding student success.
Theoretical Foundations
Based on Stanton-Salazar’s network-analytic framework, this study aims to
provide a deeper understanding of the socialization and school experiences of Latina/o
students in a community college. This study focuses on the interactions students have
with their peers and how they negotiate these relationships to achieve academic success.
Findings from this study, serve to inform community college administrators and faculty
on the strategies students develop to persist and sustain supportive relationships with their
peers. Various researchers studying the persistence of minority students have heightened
the need to examine the experiences of students affecting retention, such as race, family,
gender, class, and ethnicity (Castellanos & Gloria, 2007; Rendón, Jalomo, & Nora, 2000;
Tierney, 2000). By gaining a deeper understanding of the experiences students have,
community colleges can devise ways for the organization’s culture to adapt to the
uniqueness of first-generation students.

13

Summary of Methodology
The study employed a qualitative approach focusing on the content and richness
of student experiences in community college. The aim of this research was to capture
students’ beliefs, attitudes, behaviors and experiences as they are, giving students an
opportunity to relate their experiences embedded with their own meanings and values.
According to (Creswell, 2007), qualitative research involves learning from others what
they are experiencing, how they interpret their experiences and how they structure the
social world they live in. This method of inquiry is the most appropriate given hearing
the voices of students is the aligned with the purpose of this study. Using narrative
inquiry, in-depth open-ended interviews will be conducted, giving students an
opportunity to tell their stories as they are lived.
Definition of Terms
Attainment: Attainment refers to a student reaching a desired goal.
Attrition: Attrition refers to the proportion of students who drop out or leave a college or
university before completing a degree.
Confianza: Level of trust that one in a relationship that allows one to feel comfortable
enough with another individual to be vulnerable and intimate without the fear of being
deceived or manipulated (Salazar, 2001)
First-Generation Students: First-generation students are college students whose parents
did not attend college.
Institutional agents: Institutional agents refers to high status, non-kin, agents who
occupy relatively high positions in the multiple dimensional stratification system and
who are well positioned to provide key forms of social and institutional support.
14

Latina/o: Latina/o refers to a student who reports their origin or heritage to be of
Mexican, Puerto-Rican, Cuban, Central American or South American descent.
Peer mentoring: Peer mentors are colleagues who provide guidance, support and
opportunities to help others reach their goals.
Persistence: Persistence refers to a student’s desire and continuation behavior in a
postsecondary institution that leads to degree completion or graduation.
Retention: Retention refers to the number of full-time, first-time students entering in the
fall term who return to the institution the second year.
Social Capital: Social capital consists of resources and key forms of social support
embedded in one’s network or associations, and accessible though direct or indirect ties
with institutional agents (Stanton-Salazar, 1997, 2001, 2004).
Social Networks: Social networks occur through the messy business of commanding,
negotiating, and managing many diverse (and sometimes conflicting) social relationships
and personalities, and which usually entails skillfully negotiating the rules and constraints
underlying the social acts of help-seeking and help-giving (Boissevain, 1974)
Student Engagement: Student engagement refers to the time and efforts students put into
their coursework and other educationally purposeful activities.
Organization of the Dissertation
This dissertation is organized as followed: Chapter One describes the need for this
study. Background information is presented on the growth of the Latina/o population and
the need to examine retention efforts of first-generation community college students.
Included in this chapter are the definitions of terms as they apply to this study and the
research question. Chapter Two is comprised of a review of the literature that provides
15

the theoretical foundation and issues and factors relevant to the informal experiences of
community college students. Chapter Three describes the qualitative method of inquiry
utilized to conduct this study. A narrative approach was utilized to gain a better
understanding of the informal experiences Latina/o students have in a college and how
peers help them acquire social capital. The study will include with ten interviews of first-
generation college students in a community college. Chapter Four will present results of
the analysis and findings. Results will be presented to reflect students’ perceptions of
their experiences in college. Chapter Five will provide a discussion of the conclusions
drawn from the study and implications for practice and future research.

16

CHAPTER TWO
LITERATURE REVIEW
The purpose of this chapter is to review existing literature on social capital among
first-generation Latina/o students, specifically how peer networks assist students in
accumulating the social capital needed to succeed in college. This chapter presents a
literature review that consists of two sections. The first section provides a framework to
better understand first-generation students and the factors that have been shown to have
an impact on the success of Latina/o community college students. Research related to
first-generation students and the culture of two-year institutions will be presented.
Utilizing a cultural lens, the second section examines the impact of social capital on first-
generation students. Given the limitations of theoretical frameworks that do not explain
the specific factors influencing student success of Latina/o students, the conceptual model
guiding this study in grounded in Stanton-Salazar’s (1997) network-analytic framework.
This literature review identifies peer networks as institutional agents, which can have a
significant impact on students’ experiences and how these experiences influence
students’ decision to persist.
Synthesis of Literature
Latina/o Students in Community College
Community colleges have been the choice of attendance for many Latina/o
students. This is true for Latina/o students who enroll after graduating high school as
well as for students who delay entry into postsecondary education. In 2000, 58% of all
Latina/os enrolled in community colleges as compared to 42% African Americans and
36% Whites (Harvey, 2003). Two-year colleges are attractive to Latina/o students for
17

various reasons; among them is that community colleges offer students lower tuition than
four-year universities and lower living expenses because they are typically closer to home
and do not require students to travel or access on-campus housing (Rendón, 1994).
Overall, Latina/o students are consistently choosing to enroll in community college over
four-year institutions when compared to white and African American students with
similar levels of academic achievement. These findings are supported by Kurleander
(2006) who found that even affluent Latina/o students are disproportionately choosing
community college over four-year institutions.
Community colleges have the important role of providing disadvantaged students
and students who would not otherwise be able to attend college, with the opportunity to
pursue a post-secondary education (Kurleander, 2006). Most students are from low,
socio-economic backgrounds and considered non-traditional (Cabrera, Nora, Terenzini,
Pascarella & Hagedorn, 1999). Dramatic increases in the number of minority students
who attend college have been seen from 1976 to 2000. The number of black students
increased by 14.9%, while Latina/o enrollment increased by 25.4% (National Center for
education Statistics, 2002). While community colleges have succeeded at increasing
racial diversity on college campuses, they have not been as successful in retaining
students and helping them realize their educational and career goals (Astin, 1977).
According to Bensimon (1984), Latina/o students have the desire and motivation
to attain bachelor’s degrees because completion of a degree could increase their
economic and social conditions. This study is supported by Rendón (1988), who found
that 50 to 80% of Latina/o students enroll in community college with aspirations to
transfer to a four-year university and complete a bachelor’s degree. However, Latina/o
18

students are disproportionately transferring to four-year institutions after enrolling in a
two-year college (Rendón, 1988; Nora 1993). Only 7% to 20% of Latina/o students end
up transferring to a four-year institution (US Department of Education, 2001).
Additionally, college graduation rates are lower for Latina/os than for their African
American and White counterparts (Arbona, 2007). Latina/os also hold the lowest rates in
attaining bachelor’s degrees (Kurleander, 2006). In 2000, the rates for students with
bachelor’s degrees were as follows: 10% for Latina/os, 18% for African Americans and
34% for Whites (National Center for Educational Statistics, 2002). According to Bailey
(2005), this is because Latina/os are overrepresented in certificate programs.
Student retention has been the topic of empirical study for over 70 years (Braxton
2002). Such research has provided a deeper understanding of the reasons students leave
higher education and an analysis of the data has helped developed strategies to improve
retention (Astin, 1975). Retention and attrition rates of minority students in community
college continue to concern many in academia. According to Fry (2002), Latina/o
students may be at a disadvantage when they attend community college as many students
will struggle when it comes to persisting, transferring or completing a degree. When
compared to whites and Asians, Latina/o students have higher attrition rates (Dietche,
1995). According to Rendón (1989) as many as 80% of Latina/o students drop out of
two-year colleges. Studies from the U.S. Department of Education also indicated that
Latina/o students are more likely to drop out when they enroll in a two-year college over
Latina/o students who enroll in four-year institutions (National Center for Education
Statistics, 2000). Studies have shown that even when controlling background, ability and
aspirations, students at community colleges are more likely to drop out of college during
19

the first two-years than students at four-year institutions with similar backgrounds
(Dougherty, 1992).
A study by Hoachlander (2003) found that twenty-five percent of Latina/o
students who attended a two-year college intended to transfer to a four-year institution
and obtain a bachelor’s degree. After six years from the time of enrollment in a
community college, only six percent of these had received a bachelor’s degree.
According to Hoachlander (2003), community colleges have not been the gateway to a
bachelor’s degree for low-income and ethnic minorities. According to Braxton (2004),
45% of two-year college students leave college before completing their first year.
A considerable body of research has been conducted to determine why students
leave college. Sturtz (1995) found that institutional, situational and psychological factors
influence a student’s decision to leave college. It appears that students of color,
especially those attending predominantly white institutions face additional challenges
(Justiz 1989; Oliver, 1985) Common reasons why Latina/o students drop out include
socio-economic and academic levels (Tinto, 1993). According to Sturtz (1995) the two
main reasons two-year college students leave college are time and money constraints.
This is especially true for Latina/o students, who often live at home and have family and
job responsibilities while they are attending school. Clearly, there is a gap in low-income
minority students who enroll with aspirations to obtain a college degree and those
actually obtain a bachelor’s degree.
Social Integration
While extensive research has been conducted on how precollege factors
contribute to the persistence and success of low income, minority students in four-year
20

universities, very little research has been conducted on how social networks impact the
community college experience of Latina/o students. According to Pascarella (1991), low
performance and persistence rates among first-generation students are as likely be
attributed to students’ college experience as they are to pre-college factors. This finding
is supported by Fry (2002), who indicates that the gap in educational attainment for
Latina/o students is attributed to factors related to students’ on-going college experiences.
Several researchers emphasize the significance of student integration and
involvement in academic and social activities on a college campus (Astin, 1993;
Pascarella, 2005; Terenzini, 1996; Tinto, 1993). Results from numerous studies on
student departure indicate that if students do not integrate into the university
community—both academically and socially—they are more inclined to leave the
institution (Fischer, 2007; Guillory & Wolverton, 2008; Tinto, 1993). This research
demonstrates the degree to which students access networks of support has a strong effect
on persistence and is predictive of higher retention rates among college students. Students
who are socially integrated were found to have stronger goal and institutional
commitments, and these goals and commitments in turn influenced persistence
(Wortman, 1996).
According to Berger (1999), student involvement in campus activities in the first-
year is predictive of future involvement in activities and is positively related to
institutional commitment. Research on Latina/o college students has consistently
demonstrated that students’ level of commitment to student engagement in academic
discussions and activities on and off campus, will influence their decision to remain in
college (Nora, 1996). Student success may be largely determined by how well students
21

transition to college, how well they form connections with peers and faculty, and how
well they become academically integrated into campus life. Further, the more socially
integrated students are, the likelihood of student success, educational growth and
persistence will be increased (Pascarella, 1991).
Mediating Factors in Academic Success
Contributing to the issue of low transfer and high student attrition among Latina/o
students in community colleges is the number of students entering college who are
underprepared for the demands of college level coursework. According to Doughtry
(1987) many students are not prepared for the rigors of college level coursework and
need remediation to improve their academic skills. When compared to students attending
four-year colleges, community college students have lower levels of academic
preparation, are less likely to achieve at high levels and more likely to come from
families with low educational attainment (Adelman 2005). Numerous sources indicate
that three-fifths of students enrolled in public two-year colleges require at least 1 year of
remedial coursework (Horn and Berger 2004; U.S. Department of Education 2004).
Bowen (1998) reports that Black and Latina/o students tend to receive lower grades in
their classes and are more likely to leave college than their white counterparts.
It is estimated that more than half of the students who enroll in community
college will enroll in at least one remedial course (Bailey, 2009). This is supported by
findings, which indicate that only 51% percent of high school graduates have the reading
skills needed to succeed in college (American College Testing Program (ACT) 2006).
When students do not have college level English or math skills they are placed in Basic
Skills courses and rarely make it out of the remedial courses or get a degree
22

(Frankenberg, 2002). According to Adelman (2004), an astounding 70 percent of
students who took at least one remedial reading course in college do not obtain a degree
or certificate within 8 years of enrollment. This finding is supported by Bailey (2005),
who found that students who take courses are less likely to complete college degree or
transfer to a four-year university.
The majority of students required to take remedial classes are low-income, and
first generation students. A disproportionate number of Latina/o students are enrolled in
remedial courses and continue to fall behind all other ethnic groups in college degree
attainment (Rooney, 1985). In addition, Rendón (1996) reports that having limited
language proficiency or irregular attendance patterns may affect the retention of minority
students. According to Wilson (2004), low income and first generation students
acknowledge that employment, family responsibilities and lack of academic preparation
are likely reasons that would prevent students from continuing their education.
According to Allen (1999), a great majority of community college students are first
generation college students and are in need of academic remediation. This is particularly
troubling to community colleges as a great majority of the student population community
colleges serve share these characteristics. A report by ACT (2004) identified inadequate
preparation for college, financial resources, poor study skills and too many job and
family demands as significant factors contributing to student attrition in community
colleges. Students who are inadequately prepared for the demands of college work will
need to seek tutoring or enrichment activities to help them reach the level expected by the
school.

23

First Generation Status and Financial Aid Need
Various studies have found that Latina/o students leave college prior to
graduating college for reasons other than academic (Hurtado, 2003; Nora 2003).
Students in postsecondary education must learn how to negotiate the challenges of a new
environment both physically as well as in terms of bureaucratic requirements (Attinasi,
1989; Rosenbaum, 2006). Being newly enrolled on a college campus, students must meet
new expectations and engage in new types of interpersonal relationships. When students
are unable to negotiate the competing demands of this new challenge, they are unlikely to
earn a college degree. Studies conducted by Beal (1980) and Lenning (1980) found that
student characteristics, student-institutional interaction, academic performance, level of
aspiration and motivation, and level of student involvement and sense of belonging may
influence a student’s decision to remain in school. Additionally, their research suggests
that Latina/o students who left college before graduating left to handle personal
problems, to pursue a job or due to unexpected financial problems.
Low-income minority students face many barriers that make it difficult for them
to be successful in college. College transition may be especially difficult for students who
are the first in their family to attend college. According to Terenzini (1994), college
adjustment may be problematic for first generation students as going to college may be
viewed by students as a disjunction in their life as they are now separated from their
friends and family. Ishitani (2003) found that first generation students had a greater risk
departure than students whose parents graduated from college. First-generation students
and low-income students are less likely to transfer to four-year institutions. (Bailey,
Jenkins, and Leinbach 2005). According to Nora (1996), students maintaining active ties
24

off-campus, prevent students from fully integrating themselves into a college’s academic
and social life. In both cases, their findings were closely tied to family and work
obligations that students had outside of school. This is supported by Wilson (2004) who
found low income and first generations students report employment, family
responsibilities and lack of academic preparation as likely reasons that prevent them from
continuing their education.
Low-income, first-generation students share several characteristics that may help
explain their lower performance and persistence rates in community college. Low-
income, first generation students are more likely to delay entry to college after high
school, attend college part-time, work full time while enrolled, live off-campus and live
close to home (Engle, 2008). Additionally, low-income minority students are also less
likely to develop relationships with faculty members and to perceive faculty as being
concerned about their development (Richardson, 1992). Additionally, first generation
students have a difficult time forming strong relationships with peers or engaging in
campus clubs or organizations (Terenzini, 1996). According to Nunez (1998), these
characteristics are independent risk factors that are related to lower rates of degree
attainment. The National Center for Education Statistics (2003) has identified seven risk
factors for attrition from postsecondary education that include: delaying entry into
postsecondary education, attending part time, working full time while enrolled, being
financially independent from parents, having dependent children, being a single parent
and having a GED. It is not uncommon for students to have two or more risk factors.
Carey (2004), found that degree completion rates for underserved students are
considerably lower than they are for students, whose parents attended college. Students
25

who are the first in their family to go to college and other non-traditional students tend to
have more risk factors than their peers (Horn, 1995). Community college students often
encounter more barriers to degree attainment as they encounter more risk factors than
students attending four-year institutions. On average, low-income first generation
students attending postsecondary institutions have three risk factors. Undoubtedly,
students entering college with various risk factors, put them at risk for not persisting in
college. In 1995, 86 percent of students who enrolled in a four-year institution had no
risk factors as compared to 25% of students who enrolled in two-year colleges (Berkner,
2003).
Much research on at-risk and ethnic minority populations has shown that
environmental factors external to the college context can influence a student’s decision to
remain in school. First generation students in community college are often older and have
less financial support from their families while attending school. Contento (1999) found
that student financial aid status and family income had a direct impact on student
persistence and degree completion. Latina/o students are often influenced by having
multiple obligations outside of school, such as family responsibilities and having jobs
off-campus, which pull them away from full participation in the college experience.
According to Nora (1996), these environmental factors may influence a student’s
decision to continue in school and persist to graduation. Hispanic women who reported
taking care of a family member were 83% more likely to leave college than Hispanic
males who did not have the same responsibilities.
Bennett (1989) found that ethnic minorities have difficulties adjusting to the
college environment. Oftentimes students of color perceive their college campuses as
26

unfriendly, making them more likely to dropout than students who adjust well (Crump,
1992). Many first generation college students are unfamiliar with how college works and
are unwilling to seek campus resources, such as counselors to plan their educational
goals. Their limited interaction with peers and school personnel may hinder their student
engagement in activities needed for academic integration and ultimately retention.
According to the research, Latina/o students are less likely to engage in academic
integration activities that foster success in college, such as joining study group,
interacting with faculty and peer, and seeking guidance from college counselors (Fisher,
2007). Furthermore, students often experience difficult life situations, ranging from
working fulltime and supporting their families, to medical issues and life catastrophes,
which make it extremely difficult to maintain the effort necessary to succeed in college.
The research has also found that students who are committed to obtaining a
degree are more likely to participate in academic and social activities, which provide the
support they need to meet the challenges faced during the first year than less committed
peers. First generation students cannot count on their parents for guidance and support
because usually, they are the first in their families to enter college (Arbona, 2007).
Additionally, research has found that low-income, first generation students tend to lack
important study and time management skills, have less confidence in their academic
abilities, and experience more difficulty participating in academic life due to their lack of
exposure to college (Lohfink, 2005). This results in lower levels of performance and
persistence in pursuing their educational and career goals.
According to Do (1996), first generation students may face difficulty adjusting to
a new environment. In his study Do (1996), found that Latina/os and Asians learn in a
27

system that values intuitive and experiential processes, which is not common in the U.S.
When students encounter schoolwork geared for abilities they do not have much
experience in, they have difficult time adjusting to this new expectation. This hurts
students, as they may be perceived as having lesser ability, when it may be poor
adjustment.
Presentation of Theory
The Impact of Social Capital
According to Astin (1984) socioeconomic status and parental education has a
significant impact on social capital. There is growing consensus in the literature that
access to relevant social capital contributes to the success of many college students.
Students’ academic persistence and success in college may be largely determined by the
quality and quantity of social networks that students are able to access. Students from
high SES backgrounds typically have access to social networks that provide them with
social support and tangible resources (Stanton-Salazar, 2001).
Bourdieu and Passeron (1977) and Coleman (1988) have done extensive research
on how social capital has been an effective means by which middle and upper classes
maintain social privilege for their members. Social capital is defined as the wealth of
important human relationships and information about how to make the social system
work to a group's advantage. The networks that are formed between individuals create a
support system that when activated allow opportunities and resources to flow back and
forth between the network.
Lareau (1987) demonstrates the different ways affluent parents were able to
extract far more benefits for their children from the same schools than were low-income
28

parents. Having greater knowledge of how the system works, affluent parents were more
successful at securing important resources for their children. Their easy access and
comfort with persons of authority allowed them to influence important educational
decisions on behalf of their children, gaining them access to better curricula and teachers
that are more effective. Not only were these parents more effective at affecting decisions
in favor of their children, but also they felt an entitlement to do so. These finding provide
clear evidence why so many Latina/o students are disadvantaged in their school settings.
Moreover, it is the work of Stanton-Salazar (2004) that demonstrates the ways in which
social networks can assist Latina/os in having greater access to higher education, which
can lead to high achievement.
Etcheverry (2001) examined the effects of social capital on the development of
knowledge, skills and attitudes among a sample of undergraduate students. Relationships
developed on campus were found to influence students’ behaviors and their educational
attainment by facilitating changes they made in order to acquire new knowledge, skills
and attitudes. Results from this study, indicate that when students were challenged and
supported by professors, teaching assistants, and peers, they were more likely to excel.
Supportive agents listened, provided encouragement, guidance and advice (Etcheverry et
al. 2001).
Additional studies illustrate that students with parents who attended college are
more likely to possess social capital that makes transitioning into college less difficult by
facilitating access to institutional support. College educated parents can aid their children
in understanding the culture of higher education and its role in future socioeconomic
attainment and personal development (Pascarella, 2004). These social networks facilitate
29

a help-seeking behavior in these students. Consequently enabling them to negotiate
access to social support and resources throughout their college going experience
(Stanton-Salazar, 2001).
Historically, research on social capital has been aimed at understanding how
socioeconomic and minority status is associated with difficulties students experience in
school (Stanton-Salazar, 2001; Axinn, Duncan, Hause & Sweeney, 1997). Most of the
research suggests that students with low social capital have a higher probability of
leaving school than students with high social capital. While parent-based social capital
continue to impact students in college, relationship with peers and institutional gents
represent additional potential resources than can aid students in college (Stanton-Salazar,
1997). These relationships can provide beneficial emotional support, encouragement,
guidance and information about personal or academic decision as well as additional
assistance with work.
First-generation Students and Social Capital
Many students do not posses adequate social capital and negotiate their way
through college with various challenges. This is especially true for first-generation
students who come from families with little experience with higher education institutions.
Rendón (1994) identified some of the barriers faced by Latina/o students which include:
lack of motivation and academic preparation; unfamiliarity with the costs and benefits of
higher education, unwillingness to leave community and family; lack of family
involvement, the necessity of having to work to help the family, not knowing that they
are capable of earning a degree; and failure to understand the consequences of changing
program sand financial pressures.
30

Overall, the type of social capital first-generation students possess when they
arrive on campus often continues to impact the amount of resources they will access once
in college (Bryant, 2001). According to Nora (2003), the interaction between a student
and the institution can be pivotal to student success. Nora (2003) posits that this
interaction, combined with a variety of interactions will produce a connection that leads
to persistence. Oftentimes, students will not form successful connections with the
community college and they do not integrate themselves academically and socially. This
will have a significant impact on their persistence and the commitment they have to
attaining a degree. This is especially concerning with Latina/o students as the research
indicates that students who do not form formal or informal social connection to others on
campus are significantly more likely to leave than students who are better connected or
involved on campus (Fischer, 2007).
Social capital theory provides a solid foundation for understanding the
experiences of first-generation Latina/o community college students. This model
provides the foundation in current retention literature regarding the cause of student
attrition and a solution to retain first-generation Latina/o students. According to Stanton-
Salazar (2001) social capital is defined as a set of properties existing within socially
patterned associations among people that when activated enable them to accomplish their
goals or to empower themselves in some meaningful way. Social capital theory indicates
that networks of relationships can aid students in managing unfamiliar environments
(Attinasi, 1989) by providing students with valuable information, guidance and emotional
support (Stanton-Salazar, 1997). The central framework resides in the notion that
institutional factors, including peers, contribute to academic success.
31

According to Stanton-Salazar (2001), community college students with low socio-
economic status backgrounds may be more at risk for academic failure than students with
high SES backgrounds. First-generation students may feel less socially accepted and
often do not have as much support from their families (Cabrera, Stampen and Hansen,
1990; Terenzini et al., 1996). First-generation students will have to develop social
networks on their own while trying to manage the college culture and that of their
families and friends. The college experience itself which includes academic and social
engagement is able to provide access to additional social capital in the form of networks
and resources that can be especially helpful for first-generation Latina/o students
(Etcheverry, Clifton, & Roberts, 2001; Stanton-Salazar, 2001).
Latina/o students in community colleges tend to be first-generation students from
low socio-economic status (SES) and have similar family background characteristics that
may put them at a disadvantage from the time of enrollment (Allen, 1999, Nora, 1996,
Smedley, 1993). First-generation students are at a disadvantage because their parents
may not be able to guide them about the college process. While students’ limited social
capital will influence students in college, significant relationships with peers and
institutional agents on campus can be important resources to help students in their
adjustment to college life.
While the parents of first-generation students may aspire to upward mobility, they
may not have the knowledge or resources on how to make the connections needed for
students to succeed. This may be problematic for first-generation students, as they do not
have the social capital needed to help them in their transition. First-generation students
have been found to be at higher risk of dropping out in the first semester than students
32

who are second generation (Inman, 1999). As aforementioned, when first-generation
students’ families have no experience with college, they can be unsupportive of students
and can sometimes become a distraction. Overall, the type of social capital first-
generation students posses when they arrive on campus continues to influence the amount
of resources they access once in college (Bryant, 2001).
Stanton-Salazar (2001) found that institutional support can have a detrimental
effect on students whose culture and educational backgrounds are not reflected in the
educational institution. In Subtractive Schooling, Valenzuela (1999) describes how
school policies and practices can serve to divest youth of important social and cultural
resources. Consequently, these educational environments contribute to students being
perceived as requiring more cultural assimilation, making them more vulnerable to
academic failure. As such, Valenzuela proposes that the deficiencies of these low-
income students are perpetuated by the educational environment in that they subtract
resources from students as they attempt to navigate the educational system.
Oftentimes, students have to conform to cultural expectations that compromise
their own culture and language. Valenzuela (1999) found that Mexican American
students in an urban high school struggled to succeed in school as they assimilated into
the mainstream culture. Valenzuela addresses the need for students to cultivate caring
relationships with teachers and for pedagogy to flow from such relationship.
Additionally, she emphasizes the need for students to engage in networks of trust where
students attain goals that could not otherwise be attained on their own. The accumulation
of this social capital provides students with the access and resources to do well in college.
33

Several studies provide important information about the benefits of social capital
for the educational success of Latina/o community students. Research suggests that
social networks can be a significant source of social capital for Latina/o students. In a
study with high school students Stanton-Salazar (1995) asked Latina/o high school
students to report the number of people they relied on for academic information and
guidance. The number of ties to institutional agents was used to determine the social
capital available to students. Stanton-Salazar (1995) found that genuinely supportive
relationships with institutional agents, including peers, improved the academic success of
Latina/o students.
This finding is supported Pascarella (2004) who indicates that peer support is
important to develop social relationships on campus which directly influences college
retention. Further, first-generation students benefit from social networks developed
through involvement in extracurricular activities as well as social interactions with peers
(Pascarella, 2004). These peer interactions have shown to significantly enhance
motivation, degree plans, intellectual development and personal growth (Pascarella,
2004). In an earlier study (Pascarella, 1980) found that peers support and mentoring were
important mechanisms for developing social relationships on-campus which have a
critical influence on persistence. Collectively, these studies emphasize the importance of
social capital on the experiences of first-generation Latina/o community college students.
A review of existing literature reveals that social capital can be beneficial to
students in high school and college. Espino (2008) found that having strong support from
peer networks and a strong sense of self-efficacy, helped thirty-three Mexican American
doctoral students to persevere and successfully complete their doctorate. The support
34

these students received from their peers was reported to be deeply significant to these
students’ persistence. While students received limited guidance from faculty, important
knowledge about navigating the college system was gained through social networks .
In a study of low-income minority high school youth in a college preparation
program, Mehan (1996) described the ways in which a Latina/o group of students was
able to support each other's aspirations for high achievement. Mehan argued that in
structuring these mutually supportive peer groups, the program created a social safety net
for the students, despite a peer culture that was not very approving of their dedication to
schooling. Within the peer groups, students were able to share both encouragement and
information that kept them on track academically and headed for college. This an
important example of what Stanton-Salazar (1997) refers to as creating social capital and
contends that even marginalized Latina/o youth can create capital rich environments that
can help them succeed in school.
In her study of high achieving Chicana/os, Gándara (1995), found evidence of
students providing the information and support for each other that they did not receive
from teachers or counselors. The various stories related in her study gave voices to many
students who became successful by being resourceful and taking advantage of their
opportunities. Gándara described how students acquired social capital through informal
experiences with one another and by utilizing education as a vehicle to reach their goals.
One high achieving Latina attributed her success to an interaction she had with
one of her peers. The student recalls inadvertently standing in the line to register for
vocational classes instead of the line for college preparatory classes. One of her peers
walked over to her and explained to her that by standing in that line she would be
35

repeating a lot of the coursework she had already taken in high school. Her peer
explained to her that if she intended to transfer to a four-year university, she would have
to register for college preparatory classes. Although, she initially protested because she
was unsure she belonged in college courses, she went along with her friend’s advice and
enrolled in college preparatory courses. When telling her story, this high achieving
Latina explained how grateful she was to her friend as she went on to college and
ultimately earned a Ph.D.
Gándara (1995) concluded that peer groups were significant to student success for
these high achieving Chicana/os, even if the peers were low achieving. Engagement with
various types of peers groups allowed these students to simultaneously gain access to the
social capital of their mainstream and also to nurture their identity as Latina/os among
students like themselves. Theses high achieving Chicana/os were more likely to stay in
school, take and pass more college preparatory courses, and have both higher aspirations
and more positive attitudes toward school when they accumulated social capital through
informal relationships with their peers.
In another study, Saunders & Serna (2004) utilized social capital theory to
investigate how Latina/o students transition from high school to college. Findings from
their study suggest that first-generation Latina/o college students’ experiences were
greatly influenced by their ability to create and sustain social networks. These students
navigated their transition into college by accessing academic and social support and
sustaining a college going identity. This finding is supported by Attinasi (1989), who
found that Mexican American students’ experiences gained through socialization with
36

teachers and peers had a significant influence on their decisions to attend and stay in
college.
Tierney and Venegas (2006), report that fictive kin can be instrumental in
providing college-going information to help peers increase their accessibility to social
capital. These findings suggest that peers can create social networks that provide a
culture of school success where students are better able to negotiate their way through the
organizational structure of the institution. This dynamic may involve forming peer
mentors to capitalize on their influence in this information sharing relationship and
support the transition and persistence of low income, first-generation students. The social
support acquired through this network can help students benefit from socio-emotional
support and information sharing that can contribute to their success in school.
Collectively, these studies suggest that a useful way to capture students’ levels of
academic-related social capital is to identify available social ties and networks and
measure the extent to which students access these relationships.
Stanton-Salazar and Spina (2000) suggest similar benefits through their network-
analytic model, which indicates that with the assistance of family, friends, and mentors in
their network, minority students can develop networking skills and the strategies needed
to negotiate their way through the college system. As indicated, social networks play a
significant role in the accumulation of the social capital needed to succeed in college.
These networks can assists students with learning the subtleties related to the culture and
structure of higher education while providing them with the skills and potential to
negotiate the institution more effectively. Social networks can provide beneficial tools
for first-generation Latina/o students in helping them reach their educational goals.
37

Table 5: Stanton-Salazar’s Seven Forms of Institutionally Based Funds of Knowledge
1. Institutionally sanctioned discourse

Socially acceptable ways of using
language and of communicating.

2. Academic task – specific knowledge Subject-area knowledge such as math,
science, etc.
3. Organizational/bureaucratic funds of
knowledge
Knowledge of how bureaucracies
operate – chains of command, resource
competition among various branches of
bureaucracy.
4. Network development Networking skills: knowledge of how
to negotiate with various gatekeepers
and agents within and outside of the
school environment, knowledge of how
to build supportive/cooperative ties
with peers who are well integrated at
the school and seek out instrumental
ties with informal mentors outside the
school.
5. Technical funds of knowledge Computer literacy; study skills, test-
taking skills, time-management.
6. Knowledge of labor and educational
markets
Job and educational opportunities;
knowledge of how to fulfill requisites
and how to overcome barriers.
7. Problem-solving knowledge How to integrate the first six
knowledge forms above in order to
solve school-related problems, make
sound decisions and reach personal or
collective goals.
Note: Stanton-Salazar

Applicability of Stanton-Salazar’s Framework to Higher Education
Social capital refers to instrumental or supportive relationships that an individual
or group of individuals may have with resources or social networks that provide access to
opportunity (Coleman, 1988; Stanton-Salazar, 1997). While both Coleman and Stanton-
38

Salazar understand these social relationships as existing both in and outside of the family
structure, one important aspect present in Stanton-Salazar’s definition of social capital is
his attention to social antagonism, which may make access to social capital problematic
for students of color. From this perspective, Stanton-Salazar identifies two types of
social networks that have an impact on minority students’ access to social capital:
institutional agents (e.g., teacher, peers, counselors) and protective agents (e.g., family
members or community networks).
Moreover, institutional and protective agents can be conceived as “those
individuals who have the capacity and commitment to transmit directly, or negotiate the
transmission of, institutional resources and opportunities” (Stanton-Salazar, p. 6). For the
purpose of understanding and analyzing the unique role of peers in the community
college experience of Latina/o student, this paper focuses on only one aspect of these
social networks: the role of institutional agents, in particular the role of peers.
When it comes to being successful in a community college, the information and
sharing of information that takes places can be viewed as a “mobility-related resource”
(Stanton-Salazar, 1997), as it reflects information, knowledge, and opportunities that are
presumed to have promising benefits for students’ future success and mobility. Using
social capital as a framework allows us to examine the role of peers and the extent that
these individuals are able to transmit college related resources and opportunities. In
addition, a social capital framework gives us the conceptual tools to understand how
institutional settings, in this case the college, provide access to and facilitate the
development of other social networks that can help guide students through their college
experience.
39

Of the seven forms of knowledge proposed, this inquiry focuses on network
development. First-generation students may feel less socially accepted and often do not
have as much support from their families (Cabrera, Stampen and Hansen, 1990; Terenzini
et al., 1996). First-generation students will have to develop social networks on their own
while trying to manage the college culture and that of their families and friends found
that first-generation Latina/o students often report a lack of social and academic support
from teacher and peers and feelings of being disconnected as reason for dropping out of
school. Dropouts often stated that teachers were unsupportive and did not care about
them.
Summary
In summary, existing studies on social capital illustrates that success in college is
often dependent on the social networks and supports students form throughout their
college going experience. It is evident that students benefit from networks that provide
support, which enables students to successfully navigate their transition to college.
Research that investigates the informal experiences of Latina/o students with their peers
is necessary because this population is at high risk for student departure. While some
research has examined the support students receive from institutional agents, little
research has been conducted on how social networks assist students in reaching their
academic goals.
Community colleges provide numerous services to students at the institutional
level, which help shape their college going experience. Students have access to
institutional agents, which provide supports to students in the form of tutoring,
counseling, financial aid, and learning resource centers. Low-income first-generation
40

students benefit from programs that help acquire social capital through interactions with
key players at the college campus. However, little research has shown that informal
relationships with peers can serve to help students succeed in college.
This study will use the social capital framework to explore the role of peer
networks among first-generation Latina/o students at a community college. Past research
on social capital among college students have been both quantitative and qualitative, but
have rarely explored the informal relationships students develop with their peers.
Qualitative interviews can provide a rich, first person account of the experiences
participants have in college. Detailed accounts of the experiences among these students
during their college going experience will assist colleges in implementing changes that
include peers as institutional agents. By acknowledging the importance of peer
relationships and enhancing the way students are learning, it is more likely that first-
generation students will succeed in college. Therefore, this study will address the
following research question: What role do informal experiences with peers play in the
persistence of first-generation Latina/o students attending a community college?

41

CHAPTER THREE
METHODOLOGY

The previous chapters provided a rationale for examining the informal
experiences of Latina/o students at a community college. Specifically, I examined the
role peers play in motivating students to persist in two-year institutions. Chapter three
presents the methodology of this study, which is comprised of three sections. First, the
framework guiding this study will be reviewed. Next, site selection, participant selection
and instrumentation will be presented. The process of data collection and data analysis
will be discussed. In the last section, limitations of the study are examined.
In this study, I explored the individual life experiences of first-generation Latina/o
students and the factors influencing their persistence within the community college
environment. The aim of this research was to capture students’ beliefs, attitudes,
behaviors and experiences as they are, giving students a voice to tell their stories.
Pascarella (1991) suggests that “judicious and creative qualitative, naturalistic or
ethnographic approaches may simply be better and more sensitive ways of capturing
many of the subtle and fine-grained complexities of college impact than the more
traditional quantitative approaches” (p.634). Given the need to increase the knowledge
base of student life experiences in higher education, I applied a qualitative research
design to this study.
Qualitative research is essential when inquiring into the meaning individuals or
groups ascribe to a social problem (Creswell, 2007). This approach explored events and
variables as they occurred in their natural setting and enabled the researcher to make
sense of the experiences people have in these settings (Denzin, 2003). With the use of in-
depth open-ended interviews, this methodological approach made it possible for the
42

researcher to elicit various perspectives of student life and gain a deeper understanding of
students’ experiences in the context of the institution and the environment in which these
interactions and experiences are taking place (Creswell, 2007).
A narrative approach was implemented in this study to capture the life
experiences of Latina/o students in a community college. According to Clandinin (2000),
a primary focus of narrative research is to gain a greater understanding of lived
experiences within their environment, their culture and historical contexts. It is
appropriate to use narrative research when individuals can provide a deeper
understanding of a specific issue (Creswell, 2007). This study was conducted from an
interpretive dimension of narrative inquiry. According to Geertz (1973), this method
sought to understand the world from the point of view of those who lived those lives.
Geetz (1973) reports that qualitative studies research a culture by interpreting the
meaning its members ascribe to their experiences. By documenting and telling these
stories, the researcher was able to develop thick descriptions to demonstrate the depth of
the people being studied. This methodology gives respondents the opportunity to tell
their stories and to depict their own social realities (Tierney, 1992).
The naturalistic approach in narrative inquiry minimizes manipulation of the
setting by the researcher and eliminates constraints on outcomes that will arise from the
interviews (Patton, 2002). According to Manning (1992), this inquiry approach is useful
for student affairs educators in it helps to understand the way individuals make sense of
their experiences. An important feature of this design is that interview responses may
generate information about campus life that is unanticipated. In other words, the
narrative approach enabled the researcher to gather the “whole story” about the student.
43

The goal of this study was to capture the stories of first-generation Latina/o students and
to gain insight into the issue of how their informal experiences influenced their
persistence in a community college.
The focus of this study was to document the lives of students and to gain a deeper
understanding of other aspects of their lived experiences that influence their persistence
within the community college environment.
This research study is guided by the following research question:
What role do informal experiences play in the persistence of first-
generation Latina/o students attending a community college?
Theoretical Framework
A framework developed by Stanton-Salazar was used to explore the impact of
social capital on first-generation Latina/o students in a community college. By
emphasizing the overall contributions of informal experiences on student success, this
model moved away from deficit approaches that are common in research. Utilizing a
cultural lens, Stanton-Salazar’s model recognizes the significant impact interpersonal
networks have on students experiences. As such, this model provided the foundation in
current retention literature regarding the cause of student attrition and a solution to retain
first-generation Latina/o students. This framework is discussed in greater detail in
chapter two.

44

Sample and Population
The research site is Sierra Community College (all names in this study are
pseudonyms), one of California’s 112 community colleges. I found no study
investigating the experiences of this population, which makes this site of particular
relevance in terms of contributing to existing literature. The school is located 8 miles of
north of Los Angeles and serves nearly 15 communities and a million residents in the San
Gabriel Valley. Enrollment at Sierra Community College is approximately 30,000
serving diverse groups of students. Table 6 illustrates the diversified ethnic groups
served at Sierra Community College. The gender profile is 47% males and 53% females.
Table 6: Student Demographic Profile – Sierra Community College
2008-2009 Ethnic Profile of Credit Enrollment Percentage
Latina/os/Hispanic 35%
Asian/Pacific Islander 26%
Caucasian/White 18.6%
Black/African-American 5.8%

Filipino 4.3%
Other 1.12%
American-Indian/Native American .5%
Declined to state 7.7%
Note: Statistical Data, Office of Institutional Research and Effectiveness
California CC

Sierra Community College boasts more than 150 degree and certificate programs
and has earned statewide and national recognition for various disciplines. The school
offers several programs that support special or underserved populations. These programs
include International Student Services, Disabled Student Programs and Services
(DSP&S), Upward Bound, and Veteran’s Services. In 2008-2009, Sierra Community
College was recognized for high transfer rates. Five hundred sixty- five students
transferred to campuses of the University of California and 1,222 students transferred to
45

the campuses of the California State University. Given the low socio-economic status of
many students attending this school, financial aid awards were at a historic high in 2009.
Pell Grant awards and scholarships were made totaling 28 million dollars. Table 5
illustrates the percentage of students who returned in 2007 by ethnic group. Sierra
Community College was selected as the site for this study because of the success Latina/o
students are having in terms of retention and transfer. Transfer rates to a California State
University increased from 27.7% in 1998 to 31.5% in 2003.
Selection Criteria
Study participants were selected from a pool of students at Sierra Community
College. Several criteria were determined in order to select study participants. First,
participants have to be first-generation students, meaning that neither parent attended
college. Second, participants have to first-time Latina/o college students. Lastly,
students must place into fundamental writing and math courses.
Participant Selection
A total of 10 first-generation Latina/o students were recruited to participate in this
study. Critical case sampling will be used to select the participants. This involved
selecting a small number of important cases that are likely to provide valuable
information that may be generalized to other cases (Patton, 2002). Critical case sampling
will provides information rich data that will illuminate the research question and provide
a greater understanding of students’ experiences. This type of sampling is useful in
exploratory studies to document the experiences of students who have a story to tell that
might be generalized to others. Because of the transfer success experienced by Latina/o
students at Sierra Community College, critical sampling provides the most valuable data
46

to examine the sources of support that have played a significant role in motivation
students to persist in two-year institutions.
Participants were identified utilizing a tracking database in the Education
Opportunity Program and Services office as this program specifically serves first-
generation students. The target interview pool for this study was 10 students, five
females and five males. However, participants for this study were comprised of seven
females and three males. Attempts were made to recruit more males, but the researcher
was unsuccessful. In order to recruit study participants, the researcher first met with the
Dean of Research and Planning at the college. Recruitment letters were provided to
counselors and a recruitment email was sent to students inviting them to participate in the
study. One of the ten participants was recruited utilizing the snowball technique, in
which one of the participants referred someone they thought would be able to add
valuable insight to the study.
Instrumentation
Utilizing an in-depth interview protocol, the researcher was able to gain insight
into the experiences of study participants. According to Seidman (1991), the use of in-
depth interviews provides a greater understanding of people’s lived experiences and of
the meaning they ascribe to those experiences. Seidman (1998) recommends conducting
a series of interviews with each respondent in order to establish the internal validity of
the findings, which enables the researcher to check that the respondent is consistent
across the separate interviews. Two interviews were conducted with each respondent in
this study. The first protocol focused on developing rapport with the respondent and
gathering background information on the respondent. This protocol enabled me to get
47

acquainted with respondents and helped lay the groundwork for the respondent to think
more deeply about his or her experiences. The second protocol focused on exploring
concrete aspects of the respondent’s experiences. This interview was approximately
ninety minutes long, which allowed respondents to give in-depth accounts of their
experiences. As a means to gather detailed information, respondents were encouraged to
reflect on their experiences first and then relate stories about those experiences.
Data Collection
Data collection consisted of two interviews with each participant. Institutional
Review Board Approval was obtained prior to initiating the study. According to
Creswell (2007), it is important to interview students who will not hesitate to share their
experiences. Securing information rich cases will be important to ensure those students’
beliefs and experiences are captured in one-on-one interviews. Patton (2002) indicates
three characteristics for an interview format: 1) all respondents answer the same question
2) the interview is highly focused to ensure efficiency of responses and 3) analysis is by
ensuring that the interviewee responses are easy to find and compare.
Interviews
All interviews were conducted by the researcher and informed consent was
obtained from all participants. All interviews for this study were conducted at the site.
Arrangements were made with the Assistant Dean to secure a room where students could
feel comfortable to disclose personal information about their school experiences.
Participants were advised that the interview would take place in a room with a door to
ensure confidentiality. I will was also prepared to offer participants an alternate location
of their choice if that was their preference. Before conducting the interviews, I reviewed
48

the informed consent with each participant. Participants were advised that the interview
would be audio-taped and were encouraged to ask any questions they may have. Each
interview last approximately 45 minutes to one hour in length, depending on how
comfortable students felt disclosing their experiences.
Following Seidman’s recommendation of having more than one interview, the
first interview was free flowing in order to ease participants into the second interview,
which was more structured. As such, it became important to allow time for personal
engagement as well as in-depth exploration with each participant. As the study
progressed, more structured interviews were employed to delve deeper into the college
experience of study participants. These interviews enabled students to reflect on the
meaning of their experiences and to tell their story from their perspective. Having two
interviews helped to check for accuracy and lead to enhanced understanding of students’
experiences.
Organizational Structure and Document Review
In order to gain a better understanding of the experiences Latina/o students have
in a community college, in preparation for this study, I spoke to key stakeholders at
Sierra Community College. I was given a short tour of the campus and was introduced to
several department directors as point persons I could approach with questions. This
experience enabled me to have a better understanding of the organizational structure and
the programs available to students. In addition, I reviewed documents and reports that
helped me understand the process college students go through as they pursue their
academic and career goals at Sierra Community College.

49

Reflexive Field Notes
Prior to analyzing the data, interview field notes were summarized on a contact
sheet. This contact sheet provided an organized structure to code data into meaningful
categories. This structure helps organize the data and may serve to help highlight
important themes as they arise throughout the study (Spradley, 1980). According to
Creswell (2007), these notes can include the researcher’s experiences and learning to help
inform the study. The use of reflexive notes aided me in documenting important
information that required further exploration or a deeper understanding of the results.
According to Patton (2002), reflexive notes are useful to the researcher in that they help
remind the researcher of how similar or different he or she is to the participants. This
self-awareness may useful to me to keep an open mind that participants will have
different responses to the interview questions and that their experiences and perspectives
may be different from mine.
Data Analysis
All interview sessions were audio-taped, transcribed verbatim and reviewed along
with the reflexive notes. Tapes and transcripts were kept in a secure location to protect
study participants’ privacy. Upon reviewing the data, various categories were developed
to represent the significant topics that arise from the interview questions. As part of the
narrative process, the researcher analyzed respondents’ stories to “restory” them into a
chronological presentation (Creswell, 2007). Restorying is the process of gathering
stories, analyzing them for key elements and rewriting them to place them within
chronological sequence (Ollerenshaw, 2000). This will include shaping students’ stories
50

into a chronology of how they were influenced to attend college, followed by their
college going experiences, and finally by an interpretation process itself.
After interviewing the participants, I interpreted their stories in order to analyze
and give voice to the underlying narrative the respondent was trying to tell. For the
purpose of this study, I followed Clandinin’s (2000) three dimensional narrative inquiry
approach, which involves writing about the personal and social (the interaction); the past,
present and future (continuity) and the place (situation). In analyzing the data, I
collaborated with study participants to ensure accuracy of stories being told.
Trustworthiness of the data
According to Lincoln (1990), trustworthiness is the primary criterion for judging
the quality of the inquiry process in qualitative methodology. It is essential for the
researcher to pay continuous attention to being trustworthy in order to establish the
credibility of the study and the researcher. As the primary instrument of the study, it was
important for me to foster trust in the study participants. First, I provided informed
consent about the data collection and reassured participants that all their information
would be kept in strict confidence. I established rapport with the students by creating an
environment where participants could feel comfortable and safe to disclose their personal
experiences. Lastly, I set a tone of being non-judgmental and receptive to hearing their
stories.
Several steps were taken to ensure trustworthiness of the data. Lincoln (1985)
suggests prolonged engagement with participants, peer debriefings, participant checks,
and unique case analysis. Prolonged engagement involves investing time and energy to
understand the situation under study. This includes spending time with participants at the
51

research site, getting immersed in the research process and reflecting on the data. Peer
debriefings include consultations with peers and faculty in order to get feedback and
support during the research process. The sharing of information is helpful to identify
solutions to issues as they arise. Participant checks include giving study participants the
opportunity to describe their stories and to interpret them. This allows the researcher to
highlight themes as they emerge and check with participants to ensure their point of view
being is reflected. Lastly, unique case analysis involves looking for inconsistencies and
contradictions, which helps refine the findings.
At the site, I engaged in various school activities in order to provide a foundation
for credibility. Rooms were secured on campus to ensure privacy for the participants and
to set the tone for them to feel comfortable disclosing their experiences. Participants
were reminded that they only have to answer questions, which they felt comfortable
answering. Immediately after each interview, I took a reflective approach in reviewing
the interviews. This enabled me to summarize the field notes and ensure accuracy of the
data that was been collected. I strengthened the study by confirming recurring themes
from the interviews and participant observations. Triangulation of data sources is
recommended to check the accuracy of records (Creswell, 2003). This technique was
aided me in the process of data collection by capturing important themes as they came up.
Researcher Bias
The role of the researcher as the primary instrument in data collection makes it
essential for the researcher to have heightened awareness of personal biases and
perspectives. As a first-generation student myself, I approached the interviews with an
awareness of my interest in the study as well as my personal and professional
52

experiences. Sharing a similar background to the study participants could potentially
affect findings in any research. It became important for me not to influence the results
when reviewing the findings (Patton, 2002). Reflexive notes were utilized to ensure that
personal biases and beliefs did not interfere with interpretations of the data.
As a psychiatric social worker, I have over 10 years experience providing
personal counseling and intervention services to at-risk students. I am experienced
engendering the trust of students and maintaining a safe environment where students can
share their experiences. I am non-judgmental and an empathic listener. I am able to
listen to students’ stories however challenging they may be. Over the years, I have
listened to the stories of many students; some quite challenging due to the nature of the
hardships they have endured. My professional experience will be helpful in the research
process as I listen to students’ lived experiences and about various aspects of student life.
Limitations
This study had several limitations. First, this study is limited in that it takes place
on one campus and is limited 10 Latina/o students. The small sample size may provide
rich information about the student engagement experiences of first year Latina/o students,
but may not be representative of most Latina/o students or be generalized to students of
other ethnic groups. Second, this study did not provide comparisons between various
types of students: male and female, full-time and part-time or between various ethnic
groups. Additionally, snowball sampling may not be the best method for sampling as the
participants are hand selected by school personnel and that it itself presents a bias.

53

Conclusion
This chapter describes the steps I followed to conduct this qualitative study. In
developing the methodology, I considered my personal background as a first-generation
student and my ideas as to how to gather the data needed to answer the research question.
Because culture and socialization play a significant role in the experiences of students, I
identified a methodology that would allow the expression of their interpretations and
reflections. As a first-generation Latina, my personal relationship to their experiences
will enable me to relate to them and to be able to interpret their stories. The methodology
of this study includes a profile of student demographics, a description of the setting,
participation selection, instrumentation, data collection and analysis as well as steps for
establishing trustworthiness of the data. Lastly, limitations to the methodological
approach are discussed. In chapter four, an analysis of the findings for this study will be
presented.

54

CHAPTER FOUR
FINDINGS, ANALYSIS AND DISCUSSION

The purpose of this study was to explore the experiences of first-generation
Latina/o students at a community college and to determine how they access social capital
to pursue their educational goals. Using Social Capital Theory, this study focuses on how
Latina/o students benefit from the social connections they form with their peers in a
community college. According to Salazar (1997), social capital can facilitate the
conversion of culture-based “funds of knowledge” into mainstream educational
achievement. Salazar (1997) posits that social networks assist students in acquiring the
knowledge and skills to help students develop a college-going identity and to successfully
navigate the educational system. Ten students were interviewed to illicit a reflective
process by which students could tell their stories as they pursue their degrees. The
students who participated in this study are representative of the small fraction of first-
generation Latina/o students who strive to reach their academic goals as they persist to
remain in school.
An analysis of the data is presented utilizing Stanton-Salazar’s (2002) notion of
network orientation. He contends that students use their network environments to
navigate their way through college and negotiate their current experiences to facilitate
educational advancement. Stories provided by students in this inquiry serve to answer
the following research question: What role do informal experiences play in the
persistence of first-generation Latina/o students attending a community college? This
Chapter is organized into three sections. In the first section, a review of the participants
is provided. In the second section, the common themes that emerged from the student
55

interviews are documented utilizing the narrative form of inquiry. Lastly, a summary of
the findings is provided.
Review of the Participants
Table 7: Student Profiles

Introduction to Rolando
When you first meet Rolando, you would be instantly impressed by the level of
maturity with which he carries himself, especially at the early age of 19. He is gentle,
polite and responds to questions with a strong demeanor of confidence, something usual
Name Profile
Rolando Rolando is 19 years old; first semester; business major with an
educational plan; does not work; is not involved in any campus
programs; intends to transfer to San Diego State University.
Amber Amber is 22 years old; third semester; nursing major with an educational
plan; works up 20-36 hours per week; is not involved in any campus
programs; intends to transfer to CSU, Long Beach.
Victoria Victoria is 18 years old; first semester; business major with an
educational plan; works 20-36 hours per week; is not involved in any
campus programs; intends to transfer to CSU, Fullerton.
Tomas Tomas is 24 years old; eighth semester; nursing major with an
educational plan; does not work; is involved in the Future Teacher’s
Preparation Program; intends to transfer to CSU, Los Angeles.
Natalia Natalia is 18 years old; first semester; accounting/business finance major
with an educational plan; does not work; is involved in Softball, CLAVE
Club and Puente Club; intends to transfer to San Diego State University.
Maria Maria is 21 years old; eighth semester; geology major with an
educational plan; works 36-40 hours per week; is not involved in any
campus programs; intends to transfer to CSU, Los Angeles.
Nayeli Nayeli is 19 years old; first semester; English major with an educational
plan; does not work; is involved in CLAVE Club and Puente Club;
intends to transfer to UC Riverside.
Rafael Rafael is 28 years old; eighth semester; criminal justice major with an
educational plan; does not work; is not involved in any campus
programs; intends to transfer to CSU, Los Angeles.
Raquel Raquel is 20 years old; fifth semester; criminal major with an
educational plan; does not work; is not involved in any campus
programs; intends to transfer to CSU, Los Angeles.
Daniela Daniela is 22 years old; seventh semester; nursing major with an
educational plan; works 28-33 hours; is not involved in any campus
programs; intends to transfer to CSU, Long Beach.
56

for someone his age. He is an only child and lives with his parents, whom recently
retired from the restaurant family business. Rolando attended a prestigious high school
where he and most of his peers graduated with high honors. He has a strong commitment
to earning a college degree and is motivated by his parents, who have always pushed him
to better himself.
Rolando’s College Experience
Rolando’s day begin with a good size breakfast, which his mother prepares for
him every morning before heading to school. He then embarks on a hectic commute to
the college campus, which takes him nearly one hour. Rolando does not spend much
time on the campus. He attends his first class then immediately drives back home.
Occasionally, he will stay on campus for scheduled office visits with his instructors or to
seek additional assistance from tutors in the Writing Center. Upon arriving home, his
mother greets him with his second meal of the day. A large part of his time is dedicated
to his coursework and preparing for class. He follows his class syllabi closely and goes
beyond by completing non-required assignments such as recommended readings and
optional exercises for his classes.
One of the challenges Rolando is facing as a first-generation student is adjusting
to campus life. He received little guidance from his parents and feels unprepared as he
transitions from high school into college. Rolando reported feeling a little discouraged
by the lack of institutional support he has received. He arrived on campus believing he
would be receiving more guidance and direction from counselors and staff. While he
values his instructors, he reports getting more help from his peers. He shared:
My friends tell me that they have advisors they go to for help with
registering for the right classes. My experience has been different because
57

I haven’t gotten a lot of help here. Sometimes people are rushed and don’t
take the time to explain things when I’m having a hard time understanding
college procedures and stuff like that. I think I would go to a counselor if
I decided to change my major.

In his spare time, Rolando enjoys spending time at the mall with his friends,
working out at the gym, or working on his car. Rolando demonstrates a strong work ethic
toward academics and believes there needs to a good balance between school and leisure.
He believes spending quality time with his friends is just as important as working hard to
reach his academic goals. According to Rolando, his high school friends and new college
friends have been instrumental to his success his first year in college:
My friends on-campus and off-campus have been the most helpful to me.
There’s a lot of information that I’ve missed one way or another and
having friends to share that information is very helpful. My friends help
me stay on top of things I need to get done. For example, because of my
friends I’m more aware of important deadlines having to do with
registering for classes, financial aid, and scholarship applications.

Rolando’s peers have shared with him that it can take over three weeks to see a
counselor with an appointment. This has discouraged him from seeking help from
counselors and instead has turned to his peers for academic guidance when needed.
Rolando demonstrates confidence in himself and his abilities and believes he can
accomplish his educational goals without the assistance of a counselor. In a frustrated
tone, Rolando explains why he will not seek help from counselors:
It’s not like I haven’t tried to see counselors, but they make it so hard for
us. During orientation, they told us about advisors and counselor, but
since sometimes it’s hard to get an appointment, I just don’t even try.

Although, Rolando has faced some challenges his first year, he is motivated to do
well in college. Much of his motivation has developed over the years because of the
positive interactions he has had with his high school peers, teachers, and counselors.
58

However, the most influential people in his life have undoubtedly been his parents.
Rolando shared a story about the value his parents place on education and of how his
parents’ childhood experiences have motivated to strive toward his goals.
Rolando’s parents were raised in a small village with no running water or
electricity, where most residents lack a formal education. His parents, unlike many
people in that village woke up early each morning to make an hour long commute to the
only high school in the vicinity. Both his parents were motivated to attend college, but
knew it was far beyond their means. Nevertheless, Rolando’s parents always encouraged
him to go beyond high school because it is an opportunity they did not have. As he
reflected on his parents experience, Rolando shared that it is because of his parents that
he perseveres to reach his academic goals. He explained:
I always knew I would go to college because my parents always stressed
the importance of education to me. They always told me that I could
better myself if I went to school. Since my parents did not go to college, it
became important to me to do it at least for them.

Rolando admits that before going to college, he held the misconception that
students attended college to have fun. He recalls talking to friends who shared their
college experiences and described college life as an excellent opportunity to make new
friends and attend various social functions. Rolando arrived to college, excited by idea of
meeting new people with interests similar to his. It was not long before he reached
several realizations. First, he learned that he was on his own and that he would have to
adjust to a faster pace. Secondly, he learned that he was unprepared for the challenges of
college coursework. Although he did well in high school, he learned that college
presented a greater level of academic difficulty for him. Lastly, Rolando learned that he
59

would have to make friends quickly to learn how to navigate the college environment and
be successful in school. He stated:
My overall experience in college has not been what I expected. Somehow,
I thought there would be more socializing. The schoolwork has been
overwhelming so far. Being in college, one is forced to be more
independent and no one is keeping an eye on you. It feels like your pretty
much on your and unless you make friends, it’s really hard to do well in
your classes on your own.

Rolando described his first week of school as experiencing initial shock and fear
over the voluminous amount of information he was receiving about school procedures.
He reported feeling overwhelmed by all the new information and felt unsure about being
able to recall this information as needed. Determined to well in school, he learned that he
would have to be resourceful and make friends to help reassure him. He quickly saw the
benefit in making friends and learning that other students felt the same way he was
feeling. He stated:
Most of us come to school feeling nervous because we are not sure what to
expect. What’s helped me is that as we get to know each other better, we
have fought through the fear and have bonded because we are going
through similar things. It was comforting to know that other people were
experiencing the same thing and that helped us to excel.

Rolando’s story is unique in that he does not face many of the challenges other
first-generation Latina/o students face. He attended a prestigious high school that helped
prepare him academically for the challenges of college coursework. Unlike many of the
students interviewed in this study, Rolando does not work and can rely on his parents for
financial support to pay tuitions costs and book expenses. He is able to pursue his degree
without the pressures of having to help his family financially because his parents are
retired businesses owners who are doing well now. Rolando is a mature young man who
is close to his parents and has a great deal of respect for them. Because of his strong
60

connection to his parents, Rolando approaches every day challenges with a strong
commitment to reaching his academic goals. He has a strong conviction to persevere and
hopes to make his parents proud by completing a college degree
Introduction to Amber
Upon meeting Amber, a first impression might be of an assertive young woman
who is a relentless “go-getter”. She is talkative and enthusiastic as she shares stories
about her childhood and her college experiences. As one gets to know Amber, one
realizes that she is insecure and that she covers her fears behind the strong image she
portrays. Amber is the product of a teenage pregnancy and was raised by her mother, her
aunt, and her grandparents. She describes her mother as living in her own and
unavailable to her. Amber cannot recall the last time she saw her father, but knows she
has a brother on her dad’s side, whom she has never met.
Amber spends most of her time working, with family or going to school. Amber
works at a local department store for up to 40 hours per weeks. Her job is essential
because her mother has asked her to contribute to the household expenses. Prior to
attending this campus, Amber attended a community college in Southern California with
a strong reputation for college parties. At the time, she was excited by the idea of leaving
home and experiencing adulthood on her own. Not long after relocating to that area, she
learned that she had made a mistake. Instead of making school her priority, she found
herself making the wrong choices by attending late parties and forgoing her classes.
Amber stated:
Going there was a complete disaster…all I did was party and when I
realized I failing all my classes, I decided it was time to come back home.

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Amber’s College Experience
Amber’s day starts at 4:30am when she is expected to arrive at work. She works
approximately eight hours per day and occasionally works overtime to meet seasonal
demands. Although Amber did well academically in high school, her college experience
is different. She is on academic probation and requires remediation to be successful in
her college work. Amber is fortunate to have formed a strong connection with one of the
counselors on campus. She visits him regularly and seeks his guidance before registering
for her classes. She schedules appointments with him to review her progress and to
ensure she is enrolling in the courses that meet the transfer requirements to CSU, Long
Beach. Amber has been getting help from her counselor for over two-years because he
provides her with guidance and support as she struggles to balance work, family, and
academics. She stated:
My counselor has helped me cope with everyday difficulties. There are
times when I feel I’m ready to give up and he is always there to retrain my
thinking. He tells me to stop thinking negatively and to focus on the
things that I can control like studying more and asking for help when I
need it. I don’t know what I would have done without him.

Amber admits that she has a weakness for socializing with peers too much and not
knowing how to say not to them. She has made the conscious decision to limit her
interactions with her peers to a minimum and has decided to make schoolwork and family
her priority. No one in Amber’s family has attended college due to life circumstances
and financial hardship. Amber shared a story about her mother’s childhood, which she
feels has contributed to her persistence in college. When her mother was in high school,
her grandfather became ill and was unable to work and support the family. In order to
help the family, her mother and aunt were forced to leave drop out of high school and
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started working at an early age to support the family financially. Because no one in her
family has attended school beyond high school, Amber has made it her priority to be the
first in her family obtain a college degree. Amber stated:
No one in my family really finished school. I feel that everyone is looking
at me to finish my degree. I want to go into nursing and I know they are
seeing me as the only one who might be able to finish school. I made
promise to my mom that I would finish school and I can’t break that
promise.

Although, Amber pursues her educational goals with enthusiasm, she is aware
that she has made some mistakes, which have impacted her college experience. Many of
her high school friends are looking forward to graduating from four-year universities
soon and she is working hard to meet the transfer requirements to get into a four-year
university. Amber is aware she has a long road ahead of her, yet insists that she promised
her mother and grandmother that she would graduate. She states that she stands by her
promise and believes that because of all the adversity she has overcome, she has become
stronger over the years. Amber is close to her family and finds that that they are
supportive of her and her endeavors. Every opportunity they have, her family shares with
her how proud they are of her and that they look forward to her graduation date.
As aforementioned, Amber’s first college experience was challenging because of
her weakness to negative peer pressures. She attended a school known for college parties
and not necessarily for academic rigor. Amber recognizes that engaging with peers that
encourage bad decisions can be harmful anyone’s college experience. As she reflected
on her decision to leave home at early age, she realized that she was not prepared for the
challenges of being an independent and responsible student. She emphatically regrets
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making the decision to leave home and realizes that she needed to grow more to be able
to accept the responsibilities of being a college student. She stated:
Being out there, I realized that I need my family to do well. Not having
them watching over me was hard for. It’s like I didn’t know what to do
with myself and I didn’t know what my limits were. Having all that
independence was hard and I didn’t know how to balance my social life
and school.

Although, Amber limits her interactions with peers to a minimum, she realizes
that she needs to have a network of peers to help her succeed in school. She has shown a
different level of maturity by seeking positive learning experiences, such as joining study
groups and becoming a volunteer at a local hospital. Amber mostly interacts with her
peers from her pre-nursing courses. She strongly believes that by surrounding herself by
the right peers, she will do better in school and remain on the right track toward success.
Over the years, Amber has learned to use her social skills to her advantage. She is not
shy when it comes to asking her peers for help and will routinely seek their help. When
her peers are not able to help her, she turns to tutors or her instructors for help. She
stated:
My friends and classmates offer me a great deal of help and I don’t know
what I would do without them. When I’m unsure about an assignment, I
often turn to my classmates and they help me out by putting me in the
right direction. My classmates are always there to encourage me not to
give up.

Amber’s college experience is characterized by poor decision-making and
impulsive behavior that lead her to academic probation. Her journey has been longer
than for many students, but it appears that she is back on track to graduate with an A.A.
degree and transfer into the Nursing Program at CSU, Long Beach. Amber has a strong
desire to reach her academic goals and continues to negotiate her conflicting schedules
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between school and work. Amber demonstrates self-awareness and pursues her studies
with dedication and commitment. While she has dealt with some difficult life events,
having regular contact with her counselor has helped to remain focused. Additionally,
she has been able to handle negative peer pressures with maturity and seeks help from her
peers as needed.
Introduction to Victoria
Victoria is a first year student who is athletic, outgoing, and highly industrious.
She lives with her parents and is close to her family. Victoria describes her mother as her
best friend and confides in her mother about everything that is going on in her life. When
she was in high school, Victoria was involved in AVID and played on the high school
soccer and softball teams. She is the oldest in her family and has two younger brothers
who follow in her footsteps. Like other students interviewed in this study, Victoria
believed she needed to separate herself from her high school peers and attend a college
where she could develop her own identity outside of her high school friends. Although
she resides in a neighborhood with community colleges less than ten miles from her
home, she decided to attend Sierra Community College because of the school’s
reputation for high transfer rates to four-year universities and to separate from her high
school peers because she believed they might be a bad influence on her.
Victoria’s College Experience
Victoria is in her first year of college and has embraced her independence with
much enthusiasm. Victoria plans her day methodically so that she can she can spend time
with peers, work, study, and visit instructors during office hours as needed. She holds a
job at a jewelry store where she has been working for the last four months. This
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experience has intrigued her about the business world and has influenced her to pursue a
degree in business. Victoria works 36 hours per week and due to conflicting schedules
opted for dropping one of her classes this semester. When she is not in class, Victoria
will meet with friends for lunch and schedule study times at the library so that she can get
as much work done at school before arriving home. In addition to her busy work and
school load, Victoria has chores at home such as helping clean the house and help look
after her younger siblings.
Victoria has a positive and attitude when it comes to pursuing her educational
goals. Having a strong connection with her mother appears to be an influential factor for
her to succeed in school. Victoria has a strong desire to make her mother proud and to be
a positive role model for her younger siblings. Victoria stated:
If there’s a challenge, I keep a good attitude. I’m positive about anything
that I am going through and I ask for help when I need it. I’ve always
wanted to say that I went to college, especially because my parents didn’t
go to college.

Victoria has a hectic schedule and Sunday is the only day of the week that she
does not work or goes to school. Like many college students who live at home, she does
not want to become a financial burden on her family and has chosen to work to pay for
tuition costs and to contribute to the household living expenses. Victoria attends school
two days per week and works four days per week. Although she arrives home tired every
night because she has a long commute, she is determined to keep up this pace until
finishing her degree. Victoria is well aware that holding a job is difficult on her schedule
and that this could mean taking longer than two-years to complete transfer requirements
to a four-year university. However, because of rising cost of tuition, she strongly feels
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that holding a job is essential to acquire the jobs skills needed to meet the demands of the
changing job market.
Victoria is a friendly young woman who enjoys being in the company of her
peers. Her positive attitude and warm smile makes her instant target for people to
approach and to try to get her know better. She has a contagious laugh that could fill any
room with instant brightness. This is Victoria’s first year of college and she made many
friends because of her outgoing personality. When she speaks of her friends, she
described how they have positively influenced her experience at this college. She stated:
Knowing people on this campus has been the most helpful to me. Having
people to share your daily experiences with and having people to bounce
ideas off with every so often is what helps me the most here. I think that if
I were to keep everything to myself, my experience would not be as
positive. I am really talkative and don’t have a problem approaching
students and talking to them. There is a lot of good information that we
share with one another that helps keep things in perspective and that’s
something that I would not change at all.

Victoria’s adjustment to this campus has been easy. She is assertive and
approaches her educational goals with a positive attitude. Victoria has excellent
interpersonal skills, good self-regulation skills and her work ethic seems to be easily
transferred into her approach toward school. She has good awareness of college
expectations and uses her maturity to work for her. She stated:
I’ve adjusted well. I’m so mature and independent. Here is college
everything is up to you. You have to do things for yourself and you can’t
slack off. I really like the freedom and that your instructors are not on you
all the time. If you don’t do your work, it’s your fault and you only have
yourself to blame. This works really well for me. I am highly
independent and mature and I think I was well prepared for this challenge.

One cannot help but be impressed by Victoria’s sense of self and maturity with
which she carries herself. She is articulate and upon meeting her, one would think she is
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a seasoned student ready to give other students advice on how to survive the transition
from high school to college. Her advice for incoming freshmen was:
Get to know the college campus. You should try to get involved in
organizations your first year. If you have a job, don’t work full time,
because it’s hard to manage work, family, and school. I would tell
students to stay focused and to not be lazy about the coursework. Lastly, I
would tell students to stay away from negative peer pressure and to
surround themselves by students who like school and who like to study. I
think that makes a world of a difference.

Overall, Victoria’s college experience has been a positive, except for the fact that
she opted for dropping one of her classes to meet the competing demands of her job.
Victoria is learning how to juggle a busy work schedule with school and family life. She
is a young woman who is also mature in her endeavors. She knows the importance of
making friends and socializing and has learned how to form peer networks to help
prepare for her classes and to succeed.

Introduction to Tomas
Tomas is by every means the trailblazer in this family. While Tomas was
admitted to several CSU and UC campuses, he opted to enroll at a community college
because his parents could not afford tuition costs at the State schools. This is Tomas’
fourth year at Sierra Community College. He has busy schedule that includes being a
caretaker to his younger siblings, holding a part-time job as supplemental instructor at the
college, and rigorous coursework as a pre-nursing student. His typical day includes
attending very early or very late courses in order to accommodate his parents’ work
schedules. Tomas is responsible for getting his sibling ready for school, cooking and
feeding them breakfast, driving them and picking them up from school, cleaning the
house, and helping them with their homework. Tomas is family oriented and oftentimes
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helps taking care of his younger cousins when their parents cannot pick them up or drive
them to school. He describes his family as tight-knit as states that they gather for dinner
every night, where they sit and talk about their events for the day.
Tomas’ first visit to Sierra Community College was an impactful one. He toured
the campus after one of his friends asked him for a ride to the campus. Tomas was
instantly impressed by the small campus size, the diversity of its students, and the
advisors that introduced him to the campus. Tomas learned about the school’s excellent
reputation for transferring students to four-year universities of various school programs
that were of interest to him. Although he considered attending community colleges
closer to home, Tomas immediately knew that he would be attending Sierra Community
College.
Tomas’ College Experience
During his first semester in school, Tomas made such a good impression on his
math instructor that he was hired as a supplemental instructor. This experience had a
direct impact on his confidence and made him realize that he could be helpful to others.
Consequently, he began to see that school was easier for him than he anticipated. Tomas
recognizes that before arriving in college he was scared of the unknown and of possibly
failing and disappointing his family. It was not long before he realized he had a special
ability in math, which gave him the confidence to help other students who were
struggling in math. He stated:
The most important experience I’ve had was during my first year, which
helped me put things in perspective. I was able to see how much help
students need and how I could be a resource to them. That has helped me
to learn about myself and improve myself.

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Tomas expressed that he is very humbled by his parents’ struggles and
experiences in this country. Both his parents did not attend college, yet stressed the
importance of an education to him. With a humble demeanor, Tomas expresses that his
motivation and perseverance come directly from him. When asked about who influenced
his decision to go to college, Tomas responded:
It’s a personal decision. My parents don’t really talk to me about college
or college life. Growing up, they persuaded me to go to college and I see
how they struggle to make ends meet and that has motivated me to keep
going to school. I guess I just motivate myself. I also look at my siblings
and the example I want to set for them. I decided to go to a two-year
college because my parents did not save money for me to go to a four-year
college.

Tomas became involved in the Future Teachers Program his first year. He
believes this program has been instrumental to his school success because he has been
able to create a network of friends that have helped him in so many ways. He stated:
With some of my friends here, we share our books and make copies if we
have to. We split the cost of books because they are so expensive. These
friendships were formed from the Learning Center Program were I
participated. We to know each other over the course of a year and then
developed ways to help each other succeed in school.

Tomas also explained that making friends was essential for him because it became
easier to approach his instructors during office hours in groups of two or three, thereby
relieving him of the anxiety of doing it alone. He saw a great benefit in seeing instructors
during office hours. He stated:
During office hours, we talk about our progress in class, like test, scores
and they set time aside to help solidify any information that was difficult
to understand during class time. They give me the resources to do well in
school.

Tomas’ initial reaction to starting college was fear. Tomas recalls an experience
in a biology class as his first challenge. He stated:
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I was freaking out in the beginning when I first came here. Students were
so competitive in there. They would not share information with me or
even let me borrow their books. Some students were so stingy with their
supplies or even basic information that I would ask.

Tomas’ experience made a turn for the better when he joined the Future Teachers
Program. He stated:
The program I joined helped me make friends and stay on top of things.
They created a supportive environment where I have been able to move
along through school.

Tomas made many friends thereafter who encouraged him to seek guidance from
counselors before enrolling in his courses. He received guidance on other matters as
well. He stated:
My counselors helped me see that I need to open up myself more and to
make friends to succeed. I used to be shy and that’s helped me to develop
friendships and to seek help. I would advise new students to be brave and
not to be fearful. I would tell them they are not alone and that they need to
set goals so that they can go after them. I would ask students to join
activities, make friends, get connected with teachers, and get involved
with programs. Friends are there for support. I’d tell them to talk to their
friends about their issues and that they would see that, their friends would
help them persevere.

Tomas’ experience is one characterized by drive, dedication, commitment to
family and perseverance. Tomas evidently has a great deal to offer in the nursing field,
but it is amazing to see how much he offers his peers, siblings, his parents and immediate
relatives. While he has made many sacrifices for his family, it seems that Tomas outlook
on his college experience is positive and he continues to work hard every day.
Introduction to Natalia
Natalia lives at home with her mother, stepfather, and three younger siblings. She
is family oriented and spends a lot of time talking to her parents about her college
experience and seeking guidance from them as she moves ahead through the semester.
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Natalia is a confident young Latina, who is athletic, intelligent, and very well rounded.
In high school, she played volleyball, basketball, and softball and was involved in several
school activities, including the Study Body. Natalia scored above average on the SAT
and had a GPA of 4.0. She was accepted to several CSU, UC, and private universities
but due to financial constraints, she elected to attend a two-year community college.
Natalia indicated that she was upset when her parents asked her to stay close to close in
order to help alleviate the expenses they might incur from a four-year university. Like
many students, she chose to attend this campus because of its reputation for transferring a
high number of students to four-year universities. Natalia had various community
colleges close to her home, but decided to attend this college after doing some homework
and realizing that this campus was not the first choice for any of her high school friends.
She indicated that she preferred to separate herself from them so that she could become
more independent and not feel stuck.
Natalia’s College Experience
Natalia’s day, typically starts at 4:30am when she wakes up and gets ready for
school. She has to arrive on campus by 6:00am when she has either a class to attend or
softball practice. Natalia is thriving at this college. She participates in CLAVE
(Chicanos/Latina/os Advancing in the Academic Values of Education) and the Puente
Project, two programs aimed at helping first-generation Latina/o students transfer to a
four-year university; she is enrolled in four courses and plays for the softball team.
Additionally, she volunteers her extra time to tutoring students at her local library.
Natalia has a genuine passion for pursuing her educational goals and has high aspirations
of becoming a partner in Ernst & Young, one of the “Big Four” accountancy firms in the
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United States. Natalia is also family oriented and has many friends with whom she
socializes with throughout the day.
Natalia has an innate ability to do well in anything she pursues. She stated:
I’m very athletic and can pick up any sport very easily and I’m very good
at it. When I was in high school I played, volleyball, basketball, and
softball. I’m very well rounded and very smart. I had A.P. and honors
classes in high school. I guess I can pick up things really easily just by
watching and seeing and then doing it myself. I’m really good at that.

Natalia indicated that although her parents have provided a great deal of direction
and support for her, she gets most of her drive from herself. She likes setting goals for
herself and enjoys the pursuit of going after them. Natalia acknowledges that her peers
help her a great deal. She stated:
My friends always push me to do well. I always go to them for help and
they are very helpful in pushing me to do well, same with my softball
team. They help me to not procrastinate.

Natalia enjoys learning through experience. She was very involved in high school
and this is something that she has clearly carried out in college as well. As
aforementioned, she is involved in sports and school activities that help her keep a
positive outlook on college. Over the last semester, Natalia has developed a strong
connection with this campus. She spends five days per week on campus, which she
believes is the key to her success. Whether she is studying for her classes or training and
conditioning with her coach, she feels connected to the school and is willing to invest as
much time as she needs to reach her goals. When asked about the individuals she turns to
for help when needed, she stated:
I first turn to my team because they are older than me and they are more
experienced. I’d ask them first and if they referred me to someone else
then I would go to them.

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When asked about which resources or experiences have been the most helpful to
her, she responded:
My friends have been the most helpful because they are the one to put me
in the right direction. The Ed Plan was so new to me and I learned about it
through a friend. I kept forgetting about it and then when my friend
reminded me about it, I went and realized how helpful that was to me.
That was the best thing I ever did.

Natalia’s experience on this campus has been very positive. She stated:
I really like it here. I think I made a good choice. This campus has a
different vibe and feeling to it. I’ve become more independent, which has
made me have more of a hands on experience, where I have to do things
for myself and I think that is preparing me for a four-year college. She
made the decision to go to this campus after realizing that she needed to
go to a school where her high school friends would not be going. Getting
away from negative peer pressure was important to her if she wanted to
have success in school.

When asked about her adjustment to school she responded:
It was a little hard at first. I didn’t know what to expect since I didn’t have
anyone older than me to give me the guidance or to help me through. It
took me a while, but then I got the hang of it. It’s not that bad. It’s easy if
you try putting the effort into trying to figure things out.

Something key to her positive adjustment has been the interactions she has had
with her peers, especially those she has friends she has made a result of being involved in
sports and school activities. She has adapted to the school climate by attending classes,
joining school activities and sports, studying during her leisure and dedicating time to
friends to socialize.
Natalia’s overall college experience was been very positive. Although, she was
initially upset with the idea of attending a two-year college, she has made the best of
things. Natalia graduated with high hopes of leaving her home and attending an out-of-
state four-year university. After realizing her parents could not afford tuition at a four-
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year college, she shopped around for a community college that could offer her strong
academic and sport programs. She opted for Sierra Community College, where she has
immersed herself in campus life by making friends, joining the softball team and
participating in school programs that are helping her to reach the college requirements
needed to transfer to a four-year university.
Introduction to Maria
Maria is family oriented and lives with her mother, grandparents, and her eight-
year-old sister. She was raised by her mother and her father has not been involved with
the family for many years. She describes her mother as her best friend. Maria started at
Sierra Community College as a full time student, but not qualifying for financial aid,
forced her to look for a part-time job. Due to her hard working ethic, she has been
offered more hours and now works approximately 36-40 works per week at a local
department store. Maria is currently taking one class and has joined a softball league to
help her maintain an active lifestyle. Although, Maria was insecure about leaving high
school and unprepared for the challenges of college work, one of her high school teachers
was instrumental in her pursuing higher education. She stated:
One of my high school teachers motivated me to pursue high education
and to stick to it. I thought I would be worthy if I attended a community
college and after he explained that a community college was a good
option, I decided to come here, otherwise I don’t think I would have
attended college.

Maria’s College Experience
Maria is pursuing a degree in Geology because she believes that geologists are in
demand, especially in California due to the number of earthquakes that happen here.
Maria has not made many friends in college, but has decided that she has to surround
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herself by students who like school in order to do well in school. Her best friends in
college are motivated to do well in school and push her to do the same. Over the course
of two-years, Maria has reduced her class schedule drastically. She started as a full time
student and is currently taking one class per semester. Maria’s schedule is very hectic
and rarely sits for a full meal during the day. Maria admits that having a nearly full time
job has influenced her to remain in school because she is unhappy with the amount of
work she does and the little pay she gets in return.
Maria expressed having a hectic schedule and often feeling stressed out over the
demands of her job and school. She stated:
Sometimes, I’m so stressed out that I don’t want to go to work and other
times I’m stressed out that I don’t want to go to school.

Having a younger sister influences Maria to do well in school. She indicated that
she wants want to lead by example and that since no one in her family has gone to
college, she want to set the best possible example for her sister. She stated:
When I’m stressed out, I talk to my mother and I try to keep it from my
sister. I don’t want her to think it’s okay to miss school or work. I just do
it and just keep doing it.

Maria spends very little time on campus as she is only enrolled in one course this
semester. However, the little time she spends on campus, she has made it a point to
spend it with friends who encourage her to do well in school. She stated:
Personally, I met two people on campus that I’ve gotten close to. I mean,
I know more, but I’ve only gotten close to two since I got here. One of
them is not as supportive, but the other one is crazy about school and he is
a really good influence. I try to hang around people who are interest in
being in school. It makes me want to be in school and to strive to do well.

When asked about the individuals she turns to fro support she indicated that it
would definitely have to be her friend as she has a strong bong with him. She stated that
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she would rarely approach a faculty member or a counselor because she feels that her
friend as being extremely helpful to her.
Maria had a difficult transition initially as she felt she was still in high school
mode. She recalls arriving early to campus her first day and not entering the classroom
because instructor was not present. Once she saw students walking into the classroom,
she walked in and asked if would be okay to walk in without the instructor’s permission.
Maria indicated that she arrived to campus believing she would have assigned seats in all
her classes and that instructors would start the class by reviewing classroom rules. She
indicated she was surprised at the amount of freedom she had and the little guidance she
received from staff, instructors, and faculty. She quickly realized she would have to
make friends to survive college life. When asked about advice she would give entering
freshmen she stated:
I would tell them not to be scared about going into a new campus. I think
I could have done better, had I not been afraid. I would tell them to make
friends quickly to ease the transition. It helps when you know that you are
in this with someone else. For one of my first classes, I had a friend in
there and that really helped me.

Maria remembers an occasion where she was struggling, but was refusing to seek help.
She did not want to show her weakness by attending tutoring or asking for help. She now
realizes that what a mistake she was making. She recalls going to tutoring only because
one of her friends mentioned in passing that, she had gone and that it was very helpful to
her. She stated:
I went to tutoring only because my friend had really positive things to say.
She shared with me that she had gotten help and then I knew that I should
at least try it. Now I know to ask my friends and that I can learn from
their experiences as well. I think my friends also give me that extra kick
when I know I have something to do and I spend time thinking about
whether I should do it.
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Having this experience aided Maria in seeking help when needed and to turning to
Facebook as a means to share information with peers. She stated:
We go online and we’ll ask each other about teachers, classes, and
deadlines.

Maria arrived at Sierra Community College only after having been pushed by a
high school teacher. Having never visited the campus, she recalls struggling the first day
of class. She was one her own and had little time to familiarize herself with the campus.
Maria faces various challenges to complete her college degree. She works 36-40 hours
per week, helps manage the household, and is only taking one course at a time. While
her adjustment to campus life has taken longer, Maria has realized that interactions with
peers are essential to achieve college success. Maria recalls being fearful, insecure, and
ambivalent about going to school. With time, she has realized that by making friends and
by surrounding herself by peers that do well in school, she has optimized her potential for
success.
Introduction to Nayeli
It would not take long after meeting Nayeli to realize that she is self-aware,
mature and years ahead of her time. Nayeli lives at home with her parents and one
younger sibling. She did not feel ready to go into a four-year university and decided to
attend Sierra Community College after a long discussion with both her parents. She
recalls sitting at the dining room table with her trying to decide on which community
college would be the best fit for her. Nayeli was introduced to this campus by her
mother, who heard the school had an excellent transfer program to four-year universities.
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Being the perfectionist that she is, Nayeli looked visited various campus and met with
counselors to help her decide which campus would be the best fit for her.
Nayeli’s hobbies include reading and writing. She is a voracious reader who can
read 300 page novels in a matter of days. Her long-term goal is to join a faculty at a
university as an English Professor and dreams of writing novels for teens. Nayeli is hard
working and is willing to do anything to prepare for a Ph.D. in English Literature. She is
currently taking a full load of courses and enjoys the time she spends on campus.
Nayeli’s College Experience
Nayeli’s day begins at 4:30am when she wakes up and gets ready for school. She
expressed being happy with her decision to attend this campus. She has made many
friends, participates in various school activities, and is looking forward to a volunteer
experience in the near future. Nayeli does not have a job and spends a lot of time on
campus. She indicated that she enjoys sitting at the front of the class and diligently takes
notes for all her courses. Nayeli is well organized and spends a great deal of her time
preparing for class by reviewing her notes and reading ahead so that she can be prepared
for class lectures. Nayeli has formed a strong bond with her English professors and visits
them regularly during their office hours. She believes that because of her interest in
English literature, she has been receptive to turning to them for help and guidance in
order to prepare for her career as a writer.
Nayeli is confident in her abilities and believes her peers have influenced her to
do well in school. She stated:
When it comes to school, we push each other. In addition, when we are
doing something wrong, we’ll tell each other “no, don’t do that”. I drive
myself and my friends help out too. They always encourage me to do well
and that helps me a lot. Sometimes I talk to myself and do a lot of
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planning. I just put my mind straight and tell myself what I need to do to
reach my goals and I just keep repeating it every day.

She also indicated that she could count on her peers to help her stay focused. Her
peers are especially helpful to her when it comes to keeping her on the right track. When
they see she is doing something that affects her schoolwork, they tell her to stop doing
that and
Nayeli is involved in the CLAVE and Puente Programs. The main objective of
these programs is to provide students with the guidance needed to meet transfer
requirements and to expose them to four-year universities. As a member of these
programs, Nayeli participates in fundraising events where she gets to organize and plan
school activities to raise fund for field trips to various campuses. Her involvement in
these programs enables her to interact with peers who are determined to transfer to a
four-year university. The skills she gains from these experiences include organizing and
coordinating school events, networking with peers and engaging local leaders and
businesses to raise funds for the programs.
Nayeli spends a great deal of time on campus and prefers to study in the hallways
because she finds that the library is overcrowded. She admits that a benefit of doing
homework outside her classroom is that she gets run into many of her friends, her
teacher, and even the college President. She is so outgoing that when he walks passed
her, she does not hesitate to stop in the hallway and make small conversation with him.
Having regular contact with the President and getting personalized attention from him,
has made her feel a strong connection to the campus. She stated:
People on this campus are friendly. They will come up to you and ask you
questions, even the President. I see when he goes into his office and I’ll
say hi to him and he is very friendly.
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Nayeli’s adjustment was initially difficult because she was not sure what to
expect. She recalls spending a lot of time dreading over her first day of class and the
amount of work she would be receiving. Having a lot of free time on her hands the first
day of class, she remembers calling her mom and texting friends because she was not
sure what to do with herself. Her adjustment to college life came with ease as she learned
about CLAVE and Puente. She was able to make friends and was able to fill her
schedule with things to do throughout the day.
Nayeli is a very unique individual. Although this is her first year in college, she
walks with an air of confidence and assertiveness that strikes you when you initially meet
her. She lives with her parents and they provide her with a great deal of encouragement
and support. Her strengths are that she holds high expectations of herself and pursues her
goals with enthusiasm. Additionally, over the years, she has trained herself to be highly
organized and methodical at pursuing her goals. She is definitely a planner and spends
time organizing her schedule everyday to make sure she accomplishes the tasks at hand.
She rarely deviates from her plans and does a lot of self-talk always reminding herself
that she can get through the rigors of academics. Nayeli enjoys reading and writing and
is determined to pursue a Ph.D. in English Literature. Nayeli makes friends easily and
enjoys the opportunity of socializing with them any opportunity she has.
Introduction to Rafael
Rafael lives with his mother and two younger brothers. He was thirteen years old
when his father let the home. He believes that his father departure from the home only
served to make the bond between him, his brothers, and mother stronger. Rafael is
family oriented and spends a lot time with extended family members. When he left high
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school, he was unprepared for the demands of college life. He entered a local community
college along with many of his high school friends. He recalls entering college for the
first time and being surprised at the amount of independence he had. His instant reaction
to this independence was to abuse and to celebrate it with his peers. He made many
friends and surrounded himself with peers who enjoyed going out and having a good
time. Seldom did he study or did he take school seriously enough to pass his classes. He
took a full time job at a bank in order to contribute financially to the household. Working
up to 50 hours per week at times, he realized that he was working too much and begun
feeling stuck.
He decided to make a drastic changed. He enrolled at another community
college, decreased his hours, and focused more on school. It took a while before he
realized that he needed to leave his job and dedicate himself completely to school if he
were to improve himself. Six years from the time he left high school, he made the
decision to enroll at Sierra Community College where he has made school his priority.
He thought this college would be good fit for him because he heard that students who
came here were studious and that they took their education very seriously. He no longer
works and dedicates most of his time to going to class preparing for his courses, and
socializing with peers.
Rafael’s College Experience
Rafael is one of the most outgoing persons one could ever meet. He is energetic
and fills the room with a positive energy that is so contagious. Rafael smiles a lot and
has a very positive outlook on his life. He is very sociable and has good interpersonal
skills. Although he is not involved in any structured school programs or activities, he
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spends a great deal of his time congregating with friends during his class breaks. He is
always looking for opportunities to spend time with friends and exchange ideas on course
material and their college experiences. Rafael has changed significantly since his high
school days when he was the class clown. He is a self-starter and is passionate about
school and talks to his friends about his experiences so that they can learn from them.
Rafael made many mistakes early on and has realized that he needs to separate himself
from negative peer pressures to do well in school. He has no problem walking away
from peers whom believes might be a bad influence on him and surrounds himself with
other students who share his same commitment to school.
Rafael has learned a lot through personal experience. Having made some bad
choices, he changed his outlook to be dedicated to his schoolwork. After reflecting on
his initial college experience, he learned that he did not want to be thought of as failure.
He made the decision to get serious about school and to make school his priority. He
stated:
I don’t want to be a failure. I don’t want to be seen as a failure or feel like
a failure. I don’t want to fail and in my situation, no one in my family has
gone to college and I want to be the first one in my family to graduate. I
want to set a good example for my brother and lead him in the right
direction to succeed.

Rafael shared that the most important factor for his success would definitely be
his friends. Over the years, he learned that students are a valuable resource when they are
able to share notes, books, and study skills. One of the things he enjoys the most about
his peers is that they motivate him to stay focused in school. He stated:
In college, you have to go out of your way to create friendships because
it’s not really going to happen on its own. I always plan ahead and make
it a point to make friends the first day of class. Sometimes I don’t feel like
coming to school and these friendships have helped me stay motivated to
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stay I school. I have a friend who is almost done with school and he tells
me, I know it’s tough, but keep going to school and don’t fall behind. My
friends motivate me to stay in school and do well.

Rafael enjoys his courses and participates actively in class discussions. When he
is confused about a topic, he does not hesitate to approach his peers to form a study
group. Rafael recognizes that in the past, his interest in making friends was to go parties
or simply to socialize with them. He now realizes that student engagement on a college
campus involves having a network of peers that he can turn to for help. Additionally, he
know that he benefits more when he involves himself with peers who are committed to
their academic goals and when they are determined to make school their priority. He
stated:
Most of my friends I have made in my classes. Some people ask me how
it is that I have so many friends…I’m very sociable and make friends
everywhere. I’m not shy and will start talking to students anywhere I am
at. I met one of my best friends while waiting to meet with an instructor
for his office hours. I’ve learned that it is important to make friends in
class in case you miss anything.

Adjusting to campus life was initially difficult for Rafael. It would be fair to say
that he was not prepared for the rigors of college work. His notion of college life was
that students went to college to socialize and to have a good time. Rafael is very sociable
and he did not waste any time surrounding himself with the wrong crowd. It was not
until six years later that adjustment would be easier for students if they surrounded
themselves by the right people. He recalls talking to one of his friends
My mentality in the beginning was to party and to have a good time. One
of my friends, she strongly encouraged me to change my ways and to start
taking school seriously. This conversation with her made me realize that I
don’t want to work at a bank for the rest of my life and that I need to
change the way I approach school if I want to do well in the future.

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Rafael’s journey has been one of transformation. He has evolved from being an
impressionable young college student to becoming a young adult who is passionate about
pursuing his dream of becoming the first in his family to graduate with a degree. Rafael
has learned a lot through experience, but has learned more through interactions with his
peers. He has gone from being a carefree student to being resourceful and conscientious
about the things he needs to do obtain a college degree. Rafael has learned to negotiate
his outgoing personality with the demands of college work. He realizes that he can use
his personality to make friends, but the choices he makes in friends can be crucial to his
success in school.
Introduction to Raquel
Raquel is a sweet, polite, and demure young woman. She speaks with a softness
in her voice that at times may require a person to ask her to repeat herself. She is the
oldest in her family and lives with her mother and younger brother. Her mother is a
menial worker in a factory and has pressured Raquel to go to school so that she does not
end up in a dead end job like her. Raquel’s father left the home many years ago and she
recently reconnected with him only to find out that he has terminal cancer. The reunion
with her father was initially hard because she was hurt that he was not around during her
adolescence. After reflecting on her situation, she decided she could not be mad at her
father because he would be dying soon and is starting to get reacquainted with her father.
Raquel is very close to her mother and spends most of her time either at school or at
home. She is highly selective when making friends and describes many of her college
peers as rude or snobby. Raquel’s perception of herself is that she is not a typical student
because she does not spend a lot of time socializing with peers or partying. Raquel holds
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a seasonal job working for a local professional baseball team and is currently looking for
a part-time job to make up for lost time during the off-season.
Raquel was initially apprehensive about attending community college. She
recalls one of her teachers telling her that she did not have the grades for a four-year
university and that community colleges were a waste of time. Discouraged by this
conversation, she turned to her softball coach for advice. Her softball coach encouraged
her to visit this campus and to talk to other students who might be able to provide her
with first hand information. Raquel spoke to a student attending this campus and after
hearing that she was having a positive experience; she made the decision to enroll at the
campus. Raquel attends school full time and receives financial aid, which covers her
tuition and book expenses.
Raquel’s College Experience
Raquel is interested in entering the criminal justice field and is excited that the
college has just instated an Associate Degree in Criminal Justice. She has taken several
courses in the department and has enjoyed the courses and the interactions she has had
with her instructors. Although Raquel thinks she made a good choice by attending this
campus, she does not feel connected to this campus. She recalls trying to initiate
conversations with some of her peers and being ignored by them. She has made only a
handful of friends and keeps pretty much to herself. Raquel has a strong connection with
her high school softball coach and one faculty member on campus. She visits her
instructor regularly during office hours and keeps in touch with her high school coach to
give him updates.
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Raquel shared stories of an upbringing with financial hardship and the
abandonment of her father. Her mother, who worked several jobs at a time to maintain
the home, raised her single-handedly. Not having any guidance from her mother early on
the importance of going to college, she grew up believing that like her mother she would
be seeking a full time job after graduating high school. It was not until her senior year
that her mother told her mother implored her to go to college so that she would maximize
her potential to succeed.
My mother told me, please go to school. Don’t do what I did and end up
with a dead end job like me. I want that too. I really want to better myself
and do something to improve my chances for a better career.

Having a part time job has also helped Raquel to see that going to school beyond
high school is very important to be happy. She recalls talking to seasoned workers who
expressed frustrations with their jobs and pushing her to continue with college. Raquel
shared stories about sitting around with younger co-workers and saying that they could
not imagine having that same job the rest of their lives. According to Raquel, since an
early age she knew she would not be going to college. Although having conversations
with co-workers her age, helped her see that she did not want to tall into the same cycle
that others fall into of settling comfortably in the first job they get. Interacting with peers
her age helped her change her perspective about how to approach school. She opened her
eyes to new possibilities and accepted the challenge of continuing with school.
Raquel’s involvement on campus is very limited. She does not engage in campus
life and is not interested in any school programs or activities. Raquel has a strong desire
to join the criminal justice field and that has helped her to feel connected to the campus.
After hearing rave reviews about a criminal justice instructor, she took his class and later
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took another two. Over the course of two-years, she has taken several classes with this
instructor, whom she is beginning to form a bond with. She stated:
I’m not close to anyone here. I don’t see counselors for anything. I guess
I would have to say I have a good relationship with my criminal justice
teacher. I’ve had him for a few classes and he’s really cool. Other than
him, I don’t talk to anyone.

Raquel is a highly reserved individual, yet recognizes the importance of
connecting with students on campus. Although she has made several attempts to engage
wither her peers during class and breaks, she finds that making friends has not been easy
for her. Raquel shared some stories about her ambivalence in making friends on campus.
Her views of this campus are that it is very different from high school where most
students are of the same race or ethnicity. She perceives most people on campus to be
nice, yet believes that because there are so many different ethnic groups, she has had a
hard time connecting with various groups of students. She stated:
There are so many different types of people and it’s not the norm from
high school. I really haven’t made many friends at this school. It’s not
that I don’t want to, but I find that some people can be rude toward you.
You try to initiate a conversation with them and they just ignore you.

As aforementioned, Raquel is highly selective when choosing her friends. She
has made a friend through one of her criminal justice classes, whom she now calls “my
best friend”. Raquel talks to him on a regular basis and confides in him about her fears
over the possibility of her father’s passing. Raquel’s connection to him helps to make her
feel connected to the campus. She stated:
My friend Sammy and I really close. At first when you meet someone,
you just test the waters, but now that I’ve gotten to know him better, I talk
to him almost every day. We hang out pretty often and we’re really close.
Sometimes we take classes together and help each other with homework
assignments. When I come across something I really don’t know, I ask
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him right away. He helps me keep track of deadlines, financial aid, and
things like that.

Raquel expressed that her initial semester was very difficult for her because she
was not familiar with the registration process. She remembers feeling frustrated, alone,
and unsure of who to turn to for help. She stated:
In high school, you had counselors or someone pushing you or asking you
why you didn’t do your work. Here, you have to finds things out for
yourself. I guess that was a little hard and it forces you to be more
responsible. Orientation was helpful, but we had to explore the campus on
our own and learn where everything is.

Raquel told her story with much disappointment, as her expectations were not consistent
with the reality of college life. Like many students, Raquel made the decision to separate
from her high school peers and attend a college further from her home. Although she
was not prepared for the challenges of a new environment, she acknowledged that
making the one friend, has been instrumental to her continued success.
Raquel’s story is one of perseverance and overcoming obstacles. While she has
faced several barriers in coming to this school, Raquel continues to be motivated to
pursue a career in criminal justice. One of the most important lessons for Raquel has
been to adapt to change and to try to get out of her comfort zone to tackle the challenges
of college life. She remains committed to her educational goal and is grateful to have
made a good friend whom she can share this experience with.
Introduction to Daniela
Daniela is one of the warmest people anyone could come across. She has a
positive energy and her approach to life is that she can conquer anything she sets her
mind to do. She enrolled at this college after receiving admission letters for a couple
CSU’s for the Spring Semester. Eager to start school, she enrolled at Sierra Community
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College to get a head start with her general education coursework. Her experience at this
campus was extremely positive and recalls feeling that everything fell right into place for
her. She is in her third year at this college and has almost completed the pre-requisites
for the Nursing Program. She hopes to transfer to a four-year college next fall.
Daniela has the unique experience of living in a truly blended family. She lives
with her mother, stepfather, and two half sisters. In addition, since the age of three, her
home has served as the home to many international students. She shared stories of her
upbringing and expressed that this experience helped shape her perspective in regards to
attending college and traveling the world. She recalls feeling like her eyes were opened
to different possibilities and described how surround herself by positive people has
contributed to her reaching her goals.
Daniela’s College Experience
Daniela’s college experience has been easier than she thought it would be. She
holds high expectations of herself and approaches her studies with enthusiasm and
determination. Daniela attended a small private high school in her area and always knew
she would attend college. She came from a competitive environment where students
worked hard to get the best grades in class. Daniela recalls that her high school
experience was instrumental in preparing her for the challenges of college life. She is
organized and manages her busy schedule with ease. As she looks forward to
transferring to a four-year college, she decided to look for a job so that she can help her
parents pay for her tuition. She works 28-33 hours per week at a local department store
and enjoys spending her free time with her friends. Daniela is highly responsible and
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independent. She pursues her educational goals with perseverance and does not let
anything get in the way of her goals.
Daniela arrived on this campus with more confidence than the average student.
She had regular contact with college going students and had visited many college
campuses prior to enrolling at this campus. From a very early age, Daniela had
determined that she would be going to college. Daniela not only remembers her early
experiences, but remembers conversations with international students who told her to stay
focused and to make school her priority. She believes that her early experiences along
with the friends she has made, has helped her to remain focused to believe in herself.
When asked about who has influenced her persist in school, she responded:
It has definitely been my friends. I like competing with them for better
grades. I think it’s important to make friends because they are the ones
you study with. One has to learn how to curve recreation and learn how to
work with other students to make the best of your college experience.

Daniela was very involved in high school activities, but has chosen not to
participate in campus activities or programs because she feels it may get in the way of her
studies. She feels connected to this school because she has a strong core of friends that
she meets with regularly to socialize with and to provide updates amongst each other.
She describes her interactions with peers and faculty as helpful and supportive. Because
she has rigorous courses, she regularly goes to the library and the Writing Center. When
asked about the advice she would give incoming freshmen, she stated:
I think it’s important to feel connected to the school and to make the right
connections with people. I would tell students to be open to meeting
people and to not be shy because those are the things that make your
college experience worthwhile.

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Daniela was well prepared for college. She took Advanced Placement courses in
high school and came from a highly competitive environment that forced her to pursue
college with a great deal of confidence. Daniela described feeling nervous the first day of
class, but immediately feeling comfortable in her transition. She stated:
I was a little nervous in the beginning, but once I went into my classes I
found that it was simple. I liked that the classes were small and that the
teachers got to know you by name. I met so many people and that helped
me a lot.

Daniela shared stories about how some of her peers struggled during their first semester
in college. She described students who come to college and are not sure what to do with
their extra time. She recalls meeting students who were taking difficult classes all at once
or working full time jobs while attempting a full schedule of classes. She stated:
I would tell students that they really need to balance their workload.
When you have a job, you have to make time for study groups. You also
have to learn to study during breaks and take every opportunity to catch up
or do something you need to do. Most of all, students need to use their
peers for help.

Daniela’s story is one of a young, confident woman who tackles her endeavors
with eagerness and determination. She has learned through first-hand experience that is
she wants to succeed she needs to make school her priority. Additionally, she shared that
her peers has been her greatest asset. They have complemented her by providing strong
network of people who support her and guide her along the way as she pursues
challenging coursework. Daniela has an inspiring story of someone who from early age
has kept a positive outlook on things. Daniela’s going was to go to a four-year college
straight out of high school. Although she confronted a bump on the road, she made the
best of her situation is happy with decision to attend community college first and then
transfer to a four-year university.
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Summary of Findings
Many students indicated that being first-generation students, presented various
challenges for them their initial year of college. Students described the difficulty they
encountered transitioning from high school to college, stressful life situations that
required them to take on additional family responsibilities and a rigorous academic
program that they felt unprepared for. First, I will describe the difficulty students
experienced navigating the transition from high school to college. Most students did not
visit the college campus prior to their enrollment and inevitably struggled accessing
important resources their first year. Students reported having no knowledge of programs
that offered priority enrollment, Board of Governors (BOG) Fee Waivers, work-study
opportunities, or student services such as health and mental health services.
One student eloquently compared college to being in a foreign country because he
felt staff and faculty were speaking to him in a foreign language. Rolando described
being on campus the first day of class feeling overwhelmed by the amount of information
he received in one class alone. On the other hand, when describing his high school
experience, he said it felt like being at home “because one goes to school every day and
gets to know their teachers very well”. Rolando reported that adjusting to college life
requires a great deal of flexibility because of the vast difference from high school.
Although he attended an orientation presentation, he felt apprehensive about having to
learn a completely new way of doing things. He described his first semester at college:
At first, I was in shock, but now I’m getting used to school and know
where I can go for help. When I first got to campus, I realized that it was
very different from high school and that I would have to relearn a whole
new way of doing things. It takes so long to get to know the campus and
there are so many different things happening that it’s hard to keep track of
everything. Being on this campus, I feel like I am starting all over. It
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feels like I’m in a foreign country because I have to learn so many new
things.

Many students indicated that their high schools could have done more to prepare
them for their transition from high school to college. Student responses suggest the need
for students to have early exposure to campus resources, such as the bookstore, Writing
Center, computer labs, tutoring lab, Financial Aid Office, Counseling Office. Most
students also reported having difficulty navigating the campus and knowing whom to turn
to for guidance. Student responses suggest these students lack social capital, which could
have enabled them to access needed resources that could aid them in managing the new
environment (Attinasi, 1989, Stanton-Salazar, 1997).
Second, all students reported feeling unprepared for college as they did not have a
clear understanding of college expectations. Students indicated that developing self-
regulation was crucial to their school success. Most students indicated feeling fearful
their first weeks on the college campus. Students reported feeling alone and surprised by
the demands of college work. Students indicated that they did not know that college
required a great deal of independence from them. Students stressed that in high school,
they felt safe because their counselors met with them frequently and reminded them of
the things they needed to do to stay on track. Students reported that although they had
fear, it was important to overcome this fear to do well. Some students reported that it
took them a couple of semesters to realize how scared they were that initial year and how
much that hurt them in their transition. Tomas said, “first year students need to realize
that it is okay to be afraid and that it is only temporary. As soon as students start making
friends, they start realizing that other students feel the same”.
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Tomas shared a story about he turned a negative experience into a positive
experience. He indicated that as a nursing major, he experienced a greater level of
difficulty in his classes because of the intense nature of the field. He explained that his
classes were particularly hard because there was a strong network of peers who stuck
together and would not share information with other members of the class. He described
this group as being very studious and resourceful. They shared their notes and books
amongst each other, but refused to help him out when he asked to borrow a book he
decided not to purchase because it was too expensive for him. Rolando felt frustrated
when they refused to help him because it took a lot of courage to ask for help. He
expressed that this experience compelled him to form his own network of friends, which
he could rely on and study with as needed. He stressed that having this experience early
on, helped him have insight into the need to be resourceful and to form networks of
support that could help him during school. He stated that surrounding himself by
students that had similar goals to him was instrumental because it made him made him
want to study harder and gave him the momentum needed to succeed. He also reported
that he did not think he could get through school on his own without the support of his
peers. He said that having this positive peer pressure helped him stay on task.
Lastly, study participants reported experiencing difficult life events that impacted
their college experience. Four study participants were raised by a single parent and one
student reported never meeting her father. The same five participants described living in
poor neighborhoods and having parents who worked long hours just to make ends meet.
When sharing their stories, they all said that experiencing financial hardship from an
early age, made them doubt their potential to go to college. Because of the limited
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resources in their families, these students felt compelled to look for jobs to help their
families.
Moreover, five study participants reported that they do not get any parental
support for their school expenses. These students indicated that they stress out during
registration because they worry about how they will be paying for their tuition and book
expenses. Two study participants indicated they applied for financial aid but were denied
aid because they held part- time jobs. Both study participants left their jobs to qualify for
financial aid, but soon realized that their financial aid package would not be sufficient to
cover their school costs. While both students experienced feelings of stress and
frustration, one stated that he would continue going to school until he graduated,
regardless of the aid he received. The other student said that if her financial aid were
terminated, she would probably leave school because of the financial hardship this would
place on her family.
Peers as Institutional Agents
During my interviews with students, I heard the amazing stories of ten community
college students determined to reach their goal of transferring to a four-year university.
Participants shared stories about their family, college experiences, and aspirations.
Consistent with Stanton-Salazar’s network-analytic framework for understanding the
socialization and schooling experiences of Latina/o students, study participants described
how school peers can also act as institutional agents. Participants described how their
informal interactional experiences with their peers assisted them in securing the
information and support needed to fortify their school experience. Many students shared
that a great majority of the time they spent outside the classroom was spent with peers,
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over work, curricular activities (involves activities such as completing coursework at the
library or tutoring) and cocurricular activities (involves student participation in campus
organizations). Table 8 illustrates that most students overwhelmingly chose to spend
time with peers over other activities on campus.
Table 8: Where Students Spend Their Time When They are Not In Class
Participants Library Tutoring Activity Work Peers
Rolando X X X
Daniela X X
Tomas X X
Natalia X X X
Rafael X
Raquel X
Nayeli X X
Maria X X
Victoria X X
Amber X X

Networking with peers

Most participants indicated that having a strong network of friends was the most
important factor in their transition from high school to college. Students indicated that
making friends was especially important to them in helping them adjust to college life.
Tomas reported feeling inadequate because he did not know how to shop for school
supplies. He recalls attempting to purchase supplies on his own and immediately feeling
overwhelmed by not knowing what to purchase. Because he could not ask his parents for
guidance, he turned to one his friends for help.
Thomas: I’ve met a lot of interesting people on this campus. One of my
friends has been very helpful to me because her family has gone through
the college process and I have been able to ask them questions that have
helped me along the way. They even helped me with purchasing school
supplies so that I can stay on top of my schedule. I don’t have that in my
family.
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Tomas’ experience is one shared by many first-generation students. Participants
in this study reported feeling insecure when they initially enrolled at the college, but
immediately feeling better when they started networking with their peers. Students
indicated that turning to their peers for advice and support was instrumental to them
feeling confident in pursuing their educational goals. Many students indicated that
having someone to turn to, helped them to confront the challenges of being first-
generation students. Students indicated that these experiences helped them normalize
their situation. Some students indicated that sharing their stories with others and learning
they were experiencing similar things, helped them realize that they were not alone in this
new process. Study participants stressed that by making friends; it became easier to
overcome the fear of failure and helped them confront the challenges of being first-
generation college students.
Eight students reported that it was important to make time to spend with friends
during school hours because it helped to strike a good balance between academics and
their social life. Many students indicated that during school breaks, they called their
friends to meet them for lunch or just simply to “hang out”. Students indicated that the
time spent during class breaks was important to them because it helped them to distress
from the high expectations of their school program. Additionally, many students
reported feeling intimidated by their instructors. They described being impressed by how
knowledgeable their instructors were in their subject area. Although they were impressed
by them, they also shared feelings of intimidating. Some students reported that their
instructors were professional and serious in class and that made them somewhat
unapproachable.
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Consequently, when it came to time for seeking help or guidance, they felt more
comfortable turning to their peers. Several students described feeling lost in class and
feeling embarrassed to stop a lecture and ask questions. Instead, they turned to their
peers to request clarification or to ask questions they did not have the courage to ask the
instructor. The same was true when it came to seeking academic guidance. Students
reported that although they needed academic guidance from counselors, they would often
turn to their peers because they perceived counselors to be unavailable. Students usually
had to wait three weeks to schedule an appointment with a counselor. Again, students
reported seeking academic guidance from their more experienced peers because they
could not wait the three weeks to meet with a counselor. Table 9 indicates that students
have a strong preference for turning to peers when they need guidance. Students
overwhelmingly chose to seek help from a peer than from a counselor or instructor.
Table 9: Person Student Turns to for Guidance
Student Counselor Instructor Peer
Rolando X
Daniela X X
Tomas X X
Natalia X
Rafael X
Raquel X
Nayeli X X X
Maria X
Victoria X
Amber X

Additional Findings

One of the most significant findings in this study is that what has come to be
known as the “typical” student in community colleges has changed. Community
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Colleges have traditionally served low-income minority students who do not meet the
requirements for a four-year university (Lumina Foundation, 2010). Six of the ten
students interviewed in this study were offered admission to a CSU, UC, or private
university. Some of these students reported feeling scared by the academic demands of a
CSU or a UC campus. Although they had good grades in high school and had the option
of attending four –year universities closer to home, they did not feel ready to take on that
challenge.
When describing their ambivalence about attending a four-year college, students
cited financial factors and family as the primary reason for choosing community college
over a four-year university. Students were highly discouraged by their parents from
taking out school loans and getting into debt. Additionally, students reported feeling
pressure from their parents to help with family responsibilities. Several students received
a car from their parents and felt an obligation to help with family responsibilities, as
dropping off and picking up siblings from school and watching them at home while their
parents were at work. Three students described planning their class schedule around
family needs, such as enrolling in courses that would allow them to take care of their
siblings while their parents were at work.
When asked about academic goals, nine of the ten students indicated they would
want to transfer to a CSU campus. Only one student cited a UC campus as her first
choice to transfer to a four-year university. None of the students interviewed indicated
that would want to attend a private university. This researcher found it interesting that
although some students were offered admission to CSU, UC and private universities,
their first choice was a CSU campus. Moreover, when asked about degree attainment,
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nine of the ten students indicated only wanting to attain a B.A. degree. Only one student
indicated she would be pursuing a Ph.D. degree.
Additionally, various researches have shown that first-generations students, who
enroll in community colleges, chose a community college because of the close proximity
to their home (Fry, 2002 ). Findings from this study suggest there is a change in the
demographics of the students attending community colleges. Nine of ten participants in
this study indicated that the college’s proximity to their home was not important. All
nine students indicated that the school’s reputation for transferring students to four-year
universities was more important to them than proximity to their home.
Research has also shown that first-generation students go to community college
because of their familiarity with their neighborhood and their peers ( Fry, 2002).
Students in this study emphatically reported the need to separate from their high school
peers to succeed in college. Students placed greater importance on becoming
independent and growing in adulthood by accepting new responsibilities. Students in this
study were eager to separate from their peers and embraced the idea of developing new
friendships and experiencing new situations at a campus where they would have to travel
at least one hour each way. Students described experiencing negative peer pressures in
high school, where peers tested their willpower to do well in college by encouraging the
procrastination of schoolwork and attending parties. Students expressed a strong desire
to attend a school further from home with a strong reputation for transferring students to
four-year universities.
Most students described an inordinate amount of fear transitioning from high
school to college. They described their first day as eventful in that they were extremely
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nervous and fearful of failure. Many students felt unprepared for their first day of class
and indicated that they were not sure what to expect. Students reported feeling surprised
by the amount of freedom they had and by the little guidance they received from faculty
and staff. Several students indicated that they felt unprepared for college and that their
high schools could have done more to prepare them for the challenges of college life.
Conclusion
The stories shared by participants in this inquiry revolved around the challenges
they encountered as first-generation students and how they developed social networks in
order to persist. Their stories illustrate how they access social capital through
interactions with their peers in order to strive toward their goals. Students described how
their status as first-generation students presented various difficulties for them in the
community college environment because they lacked the social capital needed to access
important information about the campus. Nevertheless, these students learned to be
resourceful and utilized their newly acquired knowledge and skills to persevere. Stories
shared by these participants depict how first-generation students can utilize social capital
to succeed in higher education.

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CHAPTER FIVE
DISCUSSION AND IMPLICATIONS

The increased presence of Latina/o students in higher education and external
pressures for institutional accountability for student learning has made it imperative to
have a better understanding of the factors that influence student success in college. First-
generation students from low-income socioeconomic status are more at risk for academic
failure than their mainstream counterparts (Stanton-Salazar, 2001; Pascarella et al., 2004;
Croninger & Lee, 2001). Despite various efforts to increase the retention rates of
Latina/o students in higher education, more than half of Latina/o students who enroll in
two-year colleges will not transfer to a four-year college or complete a college degree
(Pew Hispanic Institute, 2006). Oftentimes, community colleges are the only point of
entry to postsecondary education for these students. Research on social capital has
shown that social capital can be instrumental in helping students achieve academic
success (Stanton-Salazar, 1997).
The purpose of this study was to explore the experiences of first-generation
Latina/o students at a community college and to determine how they access social capital
to pursue their educational goals. This chapter discusses findings from the data and
provides recommendations for California Community Colleges. The chapter concludes
with suggestions for future research. The following research question guided this
qualitative research study:
What role do informal experiences play in the persistence of first-
generation Latina/o students attending a community college?
Table 10 serves to present the summary of findings for this study:

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Table 10: Summary of Findings
Research Question Findings Literature Review Recommendations
1.How do you spend your
time when you are not in
class?

Social relationships with
peers are important to
students—students spend
the majority of their free
time with their peers.
Social networks can
facilitate the conversion
of their skills into student
engagement and
leadership positions.
(Valencia, 2002)
Colleges should provide
opportunities for student
to engage with their
peers.
2. Tell me about your
decision to go to college.

Students chose to attend a
community college over
admission offers to CSUs
and UCs. Proximity to
home was not important.
Colleges are no longer
serving the “typical”
student. Yesterday’s
nontraditional student is
today’s traditional
student. (CLASP, 2011)
Colleges need to meet the
changing needs of its
students. Faculty can
utilize CUE to increase
access for minority
students.
3. What factors have been
important to your
experience at this
college?

Meeting peers with good
work habits to study with
and share information
with.
Self-regulation promotes
learning and motivation
in college students.
(Wolters, 1998)
Colleges should educate
students on self-
regulation and developing
study skills.
4. Tell me about
individuals you can turn
to for support when
needed?

Students have a strong
preference to seek
guidance from peers over
instructors and
counselors.
Peer mentoring videos,
weekly college
adjustment tips, and
quarterly discussion
groups help students
(Crisp, 2008)
Colleges should develop
peer-mentoring programs
to ensure students receive
the right information.
5. Describe a typical
school day.

Students have busy
schedules that include
long commutes, part-time
jobs, and family
responsibilities.
Non-traditional students
should have access to
childcare options,
opportunities to meet
with peers and faculty.
(Cross, 1981)
Colleges should serve the
needs of non-traditional
students.
6. Tell me about how you
are adjusting to campus
life.
Students had a different
experience relative to
their expectations of
college.
First year of college sets
the stage for future
college success or failure
(Gall, 2000)
Faculty can embrace role
as institutional agent and
encourage students to
seek help as needed.
7. What advice would
you give incoming
freshmen.

Students advise incoming
freshmen to be engaged
in classroom and with
peers.
Changing the way
students interact with
teachers and peers in the
classroom helps students
persist (Tinto, 1997)
Colleges should
implement small learning
communities where
student can receive more
personalized attention.
8.How would you
describe your overall
experience at this
college?
Students cited first-
generation status one of
the barrier they face in
adjusting to campus life.
Social capital is important
to student persistence for
first-generation students
(Stanton-Salazar, 1997)
Colleges should increase
programs available to
first-generation students
to provide greater
opportunities to access
social capital.
9. What type of supports
do your peers offer you?
Peers provide positive
peer pressure. Peer
networks help with
forming study groups and
accessing important
information.
Students whose friends
like school and get good
grades are more likely to
encounter educational
success (Berndt, 1999)

Faculty can change
pedagogy to foster an
environment that
promotes peer
networking, collaborative
groups.
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Social Interactions, Social Networks, and Social Capital
As Latina/o students reveal a grim portrait of stagnation when it comes to
educational attainment in two-year colleges, it is important to address the increasing
needs of this population. The role of peer groups in the persistence of these study
participants has proven to be significant. According to Velez-Ibanez (1997), Latina/o
students form social ties with peers that differ from their mainstream counterparts. A
determining factor of whether Latina/o students seek institutional support is the degree to
which students develop a sense of confianza in their interpersonal relationships. By
developing close-knit and trusting peer interactions, students may be more likely to
encounter educational success. According to Berndt (1999), when students have friends
who like school, get good grades, and are interested in school and attend school regularly,
students have a greater chance of improving their own school success.
From the qualitative data, the factor that was salient with the participants in this
study was that first-generation students value the informal interactional experiences they
share with their peers. Making friends and developing social networks with peers was
instrumental in assisting students to stay focused and to persist in college. These findings
support the literature that states that accessing social capital is important to student
persistence for first-generation students (Stanton-Salazar, 1997). First, when making the
decision to attend Sierra Community College, most students indicated they needed to
separate from their high school peers to do well in college. Although several studies have
shown that Latina/o students attend community colleges close to home, most participants
in this study indicated that proximity to home was not important. Students indicated that
they learned about this campus through a friend or someone they knew and felt it would
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be a good match for them. Most students indicated that they heard this campus had a
strong transfer program and chose to attend this campus over a community college closer
to home.
Additionally, most students reported arriving on the college campus with a
tremendous amount of fear of failure. When sharing their stories, they discussed how
they overcame their fear by making friends and confiding in their peers how they were
feeling. Finding out that other students were experiencing similar feelings assisted them
in not feeling like they were alone. One student stated, “It helps to know that you are not
alone in this. Knowing that other students have the same questions and fears as you
make you feel like together you can overcome these obstacles.” Similarly, students
reported that making friends early on made them feel more connected to the school.
When sharing stories about their initial transition from high school, they indicated that
making friends made them feel more comfortable because they had someone they could
turn to for guidance and support when needed. These findings are consistent with
findings from Pascarella et al. (2004) who found that first-generation students gain strong
benefits from social networks developed in non-course interaction with peers.
According to Stanton-Salazar (2001), from strong, supportive social and academic
relationships helps students make it past barriers in college. However, most students
indicated that they did not have strong connections to their counselors or instructors.
Additionally, most students in this study did not engage in extra-curricular activities
because they felt their schedules were too busy and thought that adding one additional
item to their schedule would only serve as a distraction from their study time. Although
many students described a great deal of involvement in extra-curricular activities in high
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school, students did not see the benefit of participating in school programs or activities.
According to Cushman (2007), campus activities with would be a good means for
students to first-generation students to accumulate social capital.
Institutional Agents
Students in the current study reported having different expectations of college
from what they experienced. Findings from this study reveal that first-generation did not
gain social capital from their family or their high schools to adequately prepare them for
the challenges of college life. Students responses indicate that their transition to college
was difficult because they were unaware of school procedures, campus resources, how to
register for courses and most importantly transfer requirements to four-year universities.
Students were surprised by the amount of independence they were granted on a college
campus and were frustrated to learn that access to counselors was very limited.
Students in this study had difficulty developing social capital through institutional
agents, such as counselors and instructors, because they were often perceived as
unavailable. These findings are consistent with findings by Stanton-Salazar & Dornbush
(2001) who found students’ level of trust in institutional agents influence the extent to
which students seek help. Many students reported that they rarely sought help from
counselors or support services personnel because the wait was too long to meet with
them. Students reported having simple questions about their educational plans, but could
not wait the three weeks to see a counselor. Instead, students turned to their more
experienced peers for academic guidance and support. Consequently, students turned to
their peers and developed social networks so that they could help one another, especially
when it came to being resourceful and sharing school materials and information.
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Students in this study reported having difficulty connecting with some of their
instructors because they were intimidated by them. By not interacting with faculty,
students were unable to accumulate social capital and take advantage of academic and
social opportunities on campus. Findings from Walpole (2003) indicate that students
benefit from talking to faculty outside of class and can increase students’ odds of
graduating college. However, half of the students in this study spent little time on
campus, leaving them with little time develop relationships with their instructors. These
findings suggest that first-generation students may be missing important opportunities to
generate social capital through activities and interactions with counselors and faculty.
Finances and Work
All ten students in the current study reported living at home. While, half of the
students were provided financial support by their families, the other half reported having
hectic work schedules that required them to work nearly forty hours per week. These
students reported feeling personally responsible for their school expenses and an
obligation to work and contribute to the monthly household expenses. Findings in this
study are consistent with findings from Choy & Carroll (2003) who report that low-
income students attending two-year colleges work more hours per week than other
students. Students in this study reported balancing tough work schedules that forced
them to arrange their course schedules around their jobs. This type of schedule left little
time for students build on social capital through engagement in school activities or by
extending their network of peers. These findings are particularly troubling as working
extended hours can lead to difficulty balancing challenging demands, interruption in
school attendance, low grades, and delayed graduation (Choy, 2001).
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Four of the students in this study who were not working, reported that they
received some type of financial aid. However, they indicated that the aid provided to
them was not sufficient to cover book expenses, parking permits and the increasing cost
of gas. Two students reported that they had no knowledge of Board of Governors (BOG)
Fee Waivers, which, could pay for the entire cost of tuition, until one of their peers
informed them about it. Another student reported that she would not continue with
school if her financial aid were terminated because she would have to means to cover the
expenses. This finding is consistent with Hellman (1996) who found that first-generation
students do not leave college due to academic reasons but rather because they have to
manage the responsibilities of school, work and home.
Family
First-generation students are often at a disadvantage because their parents are not
able to guide students on how to navigate their transition from high school to college.
Students arrive to campus inadequately prepared for the challenges of college life and not
knowing who to turn to for help. Parental support provided to students in this study
oftentimes included financial and emotional support, which did not necessarily contribute
to student’s accessing important information about school resources and services
available to them. The limited social capital possessed by parents who have never
attended college hinders students’ understanding of the higher education system (Inman
& Mayes, 1999).
In contrast, college educated parents often aid students as they enter college by
encouraging them to seek institutional help when needed (Nunez, 1998). In a study by
Ceja (2006), findings suggest that Latina/o parents who did not attend college were
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unable to provide students with specific types of information regarding college; however,
they were able to provide emotional and financial support. Students in the study reported
that they could not turn to their parents for guidance on college issues. Instead, some
students turned to peers with parents who had gone to college for advice with their
dilemmas. Although first-generation parents may not possess knowledge of
postsecondary education, they were supportive of students in their pursuit of a higher
education degree.
Several themes emerged from student interviews that highlighted the need for
community colleges to meet the changing needs of the new face of community college
students. Students seemed to emphasize the need to create a nourishing environment that
fosters peer-networking opportunities for all students. The following are
recommendations for community colleges to consider for enhancing the college
experiences of Latina/o students. These suggestions may prove beneficial to community
colleges as students will make valuable contributions to their peers and will ultimately
enhance educational attainment rates. In the following section, four implications are
presented with a brief rationale for each.
Recognizing Peers as Valuable Institutional Agents
Balancing academic life and social life may be difficult for any student entering
higher education. When students form peer networks that support their learning,
outcomes may be different. Current research emphasizes the importance that quality peer
relationships and inclusive supportive environments can have on the success of minority
students (Rendón et al., 2000). Community colleges can create intentional learning
environments in which students can engage in active and collaborative learning activities
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that are academically focused and structured to allow peer group interactions to take
place in an academically meaningful way.
Small Learning Communities
According to Tinto (1997), changing the way students interact with teachers and
peers in the classroom may help students persist. Community colleges can create
learning communities where department chairs can collaborate with one another to create
environments that are more conducive to learning by pairing classes together. For
instance, the Math, English, and Counseling departments can collaborate with each other
to ensure that students are meeting academic requirements and receiving training on
study skills needed to succeed in the classes. Students would benefit from a structure that
breaks the large institution into smaller learning communities (Tinto, 1993). Students
would receive more personalized attention from their instructors and would have greater
opportunities to establish social relationships with peers in their classes. With students
taking classes together, they can develop a sense of cohesion and have an increase sense
of connection to the campus. Selecting instructors would be essential to create an
environment that is supportive and inclusive of this population. This form of structured
classroom can enhance peer interaction, which have demonstrated to be important and
have a positive influence on student persistence and academic achievement (Kuh et al.,
2006).
Peer Mentoring
Oftentimes first-generation students will turn to their peers for guidance over their
counselors or instructors. According to Dubois (2005), mentors can generate an interest
in going to college among students whose parents did not attend college. Mentors can
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also help in increasing students’ understanding of college and what they need to do to
succeed. Community colleges should consider implementing school programs that
include peer mentoring. Research has proven that students who receive out-of-class
mentoring demonstrate increased academic achievement and students who were
mentored in their first year are significantly more likely to return to college for a second
year (Terenzini et al., 1996). Forming positive relationships with peers can create a safe
and comfortable environment where students can feel more connected to the school and
have a stronger commitment to continue pursuing their educational goals. Crisp (2009)
found that mentoring low income minority students results in students being twice as
likely as non mentored students to have higher Grade Point Averages (GPAs).
Meeting the Needs of Non-Traditional Students
Colleges were once known for serving students straight out of high school.
Student demographics have changed significantly in the students enrolling in higher
education. Many college students work part-time, have families, and are enrolled part-
time in college. Reports from the National Center for Education Statistics (2002),
indicate that half of college students are financially independent; 49% are enrolled part
time; 38% work full time; and 27% have children of their own. Horn (1996) defines the
non-traditional student as someone who has delayed enrollment following high school
graduation, works 25 hours or more per week while enrolled, is financially independent,
and is a single parent.
While there is an increase in the number of non-traditional students entering
community colleges, most school offer programs that only serve the traditional student.
Such college models were developed with the traditional student experience in mind,
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with the assumption that these students could fully participate in the academic and social
life of the institution (Kasworm & Pike, 1994). Because the college needs of the
traditional student may be considerably different from the needs of the non-traditional
student, community colleges must consider all aspect of the college environment to
respond to the needs of this growing population (Cross, 1981).
According to Benshoff (1991), community colleges can respond to the needs of
the non-traditional students by reconfiguring the way services are provided to students.
Many non-traditional students struggle balancing work, budgets, family and being a
students. Community colleges can respond to the needs of non-traditional students by
offering information on affordable childcare option, work-study opportunities on campus,
providing school activities that are appropriate for students and their families, and school
activities where they could meet and engage with faculty and their peers.
Limitations
This was the first investigation examining social capital with first-generation
Latina/o students at a community college and needs replication in other subgroups and
geographic regions. Findings from this qualitative study may not be generalized to other
settings or student populations because there is no comparison group. Students for this
study were drawn from one institution and had experiences that may be unique to that
geographic area. Because there was no comparison group, it is possible that findings
could be different in other institutions. Additionally, results might be different if
questions were asked from a different theoretical perspective.

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Implications for Practice
Findings indicate first-generation Latina/o students can accumulate social capital
by developing social networks with their peers. Community colleges should develop
programs that aid students in making connections with institutional agents such as peers,
faculty, and counselors. By fostering an environment that is conducive to building
cohesive relationships with institutional agents, it is more likely that students will feel
comfortable and connected to the school. Consequently, the chance that they will
succeed in school will be enhanced. According to Carey (2005), the more campuses
connect students with campus life and the more networks students develop, the less likely
they are to disconnect from college life.
By investigating the role informal experiences play in the persistence of first-
generation Latina/o students, this study can make a significant contribution to the body of
literature on how institutional agents impact the success of first-generation students.
Findings in this study suggest that students recognize that they can accumulate social
capital through interactions with their peers. This study provides new data that can be
utilized to serve first-generation students with limited social capital. Aside from
implementing programs that encourage peer interaction, community colleges could
design programs that foster more personalized relationships with faculty and counselors
as was described earlier with smaller learning communities.
One recommendation for faculty is that they recognize how Stanton-Salazar’s
Funds of Knowledge and be utilized in the classroom to help students succeed. Several
researchers have found that students learn better when they are actively involved in the
process. The research suggests that regardless of the subject matter, students working in
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small groups tend to learn more and retain information longer than when the same
content is presented in other instructional formats (Beckman, 1990; Chickering and
Gamson, 1991; Collier, 1980). Findings from this study indicate that students gain social
capital through peer interactions. Faculty could change pedagogy in the classroom to
include collaborative groups where students can learn from one another. Additionally,
assignments could also be modified to meet the needs of students in the classroom. Since
first-generation students benefit from peer interactions, class assignments could include
greater opportunities for students to complete assignments by collaborating with their
peers.
Given that social relationships are important to first-generation Latina/o students,
faculty could also change their role in the classroom to be less of an authority figure and
more of an agent the helps facilitate learning for students. Faculty could adopt a teaching
style where they are not so much an authority figure, but a facilitator of the learning
process. Faculty could develop a style where they are more approachable and have more
personalized relationships with their students. As such, faculty would get to know their
students and would be better able to provide the feedback needed to help students achieve
academic success.
Another recommendation for faculty is to engage in a reflective process where
self-assessments are done to expand educational opportunities for minority students. By
engaging USC’s Center for Urban Education, community colleges can use the Equity
Scorecard to analyze their data and to determine ways to improve the educational
attainment of community college students. Engaging in this process would assist
colleges in identifying strategies and solutions to improve outcomes for students and to
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help more students to reach their educational goals. Additionally, community colleges
administrator and faculty can implement important strategies to create pathways to move
more Latina/o students along the educational pipeline. Students would benefit from
greater educational opportunities and attainment of a degree.
Lastly, community colleges should develop a transfer culture to ensure that
students are provided with the resources needed to attain their transfer goal. Transfer
Centers should be equipped with the staff and tools to increase students’ knowledge of
transfer requirements, writing personal statements, and preparing college applications.
Aside from a Transfer Center Director, community colleges should have counselors and
peer mentors available to assist students with meeting the transfer requirements to a four-
year university. By increasing college-going information and by preparing more transfer-
ready students, community colleges can help students realize their dream of becoming the
first in their family to graduate from college.
Future Research
This dissertation examined the role informal experiences play in the persistence of
first-generation Latina/o students attending a community college. There are several other
research questions that could be explored. First this study, examined the experiences of
students at a single community college campus. Interviewing students from various
campuses could have yielded different findings. This college campus is known for its
academic rigor and high transfer rates. Interviewing student from campuses that do not
share the same reputation may attract different types of students that may have shared
different experiences.
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Future research could involve a longitudinal study that revisits these students to
gain a deeper understanding of they have utilized social capital as they have moved along
the academic path. Through a reflective approach, students could provide insight into
how they persisted and of the strategies, they utilized to reach their academic goals. Such
study could facilitate further examination of the strategies that contributed to their
success and of things, they would do differently to have a better outcome if they did not
succeed at reaching their goal.
Future research could also utilize a larger sample size to include students from
various academic disciplines to make comparisons by career objective. This research
could shed new light on how different groups develop social capital among their
respective groups. Results from such study could provide valuable insight into how
groups that are successful accumulate social capital through institutional agents on
campus. By including a varied group of students, could provide a more comprehensive
outlook on how various groups of students use their social relationships to survive the
college experience.
Conclusion
Educational attainment rates for Latina/o students reveal a grim portrait of
stagnation. Many students will drop out of college, eliminating their only chance to
improve their occupational mobility and economic opportunity. With the Latina/o
population growing exponentially, it has become a national priority to increase the
college completion rates of Latina/o students in higher education. The purpose of this
study was to explore the role informal experiences play in the persistence of first-
generation Latina/o students attending a community college and to gain a better
117

understanding of the strategies utilized to persist. Utilizing a the narrative form of
inquiry, students shared stories of their college experiences to shed some light on how
peer networks assist students in accumulating the social capital needed to succeed in
college.
Community colleges can respond to the needs of its students by developing
programs that serve the needs of its changing population. To enhance the educational
outcomes for first-generation students, it is necessary to develop interventions that assist
students in acquiring the right tools to gain access to the resources and information they
need to succeed. Results from this study indicate that community colleges have to take a
closer look at the changing needs of its population to ensure that services rendered are
consistent with the needs of its students. For first- generation students to experience
academic success, issues of access have to be addressed and resolved at the institutional
level. With appropriate institutional support, financial resources, and by assisting
students in developing social networks, first-generation students can enhance their
potential to succeed in higher educations.
118

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129

APPENDIX A
Interview Protocol—Part I
1. Tell me about yourself.
a. What are your interests and hobbies?
2. Tell me about your family.
a. Are you close to your family?
b. Are you close to your siblings?
3. Tell me about your decision to go to college.
a. Who helped you make the decision
4. What is your degree objective?
a. Tell me how you made that decision?
5. How do you spend your time when you are not in class?
a. Do you work?
b. How many hours?
6. Where do you hang out?
a. How did you create these friendships?

130

APPENDIX B

Interview Protocol—Part 2

1. Describe a typical school day.
a. What do you do on a typical day?
2. How would you describe your overall experiences at this college?
a. Tell me about how you are adjusting to campus life.
3. What factors have been important to your experience at this college?
a. What helps you persevere through challenges you might encounter?
4. Can you tell me about the friends you have made since you enrolled at this
college?
a. What type of support do they offer you?
5. How would you describe your interactions with faculty, staff and administrators?
a. Within the classroom?
b. Outside of the classroom?
6. How would you describe your interactions with other students on campus?
a. Within the classroom?
b. Outside of the classroom?
7. Tell me about individuals you can turn to for support when needed?
a. How do did you find out about them?
8. Tell me about your experiences accessing campus services.
a. How did accessing these services help you?
9. What types of clubs and organizations are you involved in?
a. How have these clubs or organizations helped you?
b. If not involved, please explain choice.
10. Is there anything else you would to add?

Abstract (if available)

Abstract This study investigated how first-generation Latina/o students utilize social networks to succeed in a two-year community college. Guided by a social capital framework, this qualitative study examined the role informal experiences play in the persistence of first-generation Latina/o students attending a community college. Results in this study confirmed prior research conducted on first-generation Latina/o students and presented new perspectives regarding social capital. In addition, this study demonstrated that first-generation Latina/o students have a strong preference to turn to their peers for guidance and support over other institutional agents on a college campus. Further, the role that social networks play in helping students achieve their educational goals, provides a new perspective on changes that could take place on college campuses to help students achieve academically. Students in the study reported that peers were the most influential to their persistence. The findings of this study suggest that peers can be institutional agents that can positively impact students in achieving academic success. These findings raise questions about what community colleges can do differently to help first-generation Latina/o students succeed in college.

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University of Southern California Dissertations and Theses

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Asset Metadata

Creator Prado, Rosa E. (author)

Core Title Peers as institutional agents: acquiring social capital through peer interactions

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 05/04/2012

Defense Date 02/13/2012

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag community college,Higher education,OAI-PMH Harvest,social capital

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Venegas, Kristan M. (committee chair), Cardoza, Raul (committee member), Rueda, Robert (committee member)

Creator Email prador1@yahoo.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c3-29694

Unique identifier UC11290425

Identifier usctheses-c3-29694 (legacy record id)

Legacy Identifier etd-PradoRosaE-759-0.pdf

Dmrecord 29694

Document Type Dissertation

Rights Prado, Rosa E.

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA