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Experiences of Latina student-mothers in community college: a study based in community cultural wealth

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Experiences of Latina student-mothers in community college: a study based in community cultural wealth

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Content Running head: EXPERIENCES OF LATINA STUDENT-MOTHERS 1

Experiences of Latina Student-Mothers in Community College:
A Study Based in Community Cultural Wealth

By

Genevieve A. Ayala

A Thesis submitted in partial fulfillment of the Degree of
MASTER OF EDUCATION (EDUCATIONAL COUNSELING)
at the USC ROSSIER SCHOOL OF EDUCATION

UNIVERSITY OF SOUTHERN CALIFORNIA

August 2016

EXPERIENCES OF LATINA STUDENT-MOTHERS 2
Dedication
I would like to dedicate this Thesis to my inspiration: my Mom and Dad.

This Thesis is also dedicated to all student-mothers. Your stories are remarkable and inspiring,
and your motivation is unparalleled. I am rooting for all of you.

EXPERIENCES OF LATINA STUDENT-MOTHERS 3

Acknowledgements

I would like to thank my Thesis chair, Dr. Kristan Venegas. I appreciate your constant support,
guidance, and enthusiasm throughout this project. Additionally, I would like to express my
gratitude to my Thesis committee members, Dr. Ryan Cornner, Dr. Mike Munoz, and Dr.
Vanessa Ochoa. Thank you for guiding me through this process and offering valuable feedback. I
appreciate your time, effort, and encouraging words. Dr. Ochoa, thank you for introducing me to
Yosso’s theory.

To Kevin – Thank you for cheering me on throughout this process. I am forever grateful for the
endless coffee and food deliveries. This would not have been possible without your love and
support.

To my FYE Supervisors – Thank you for being especially supportive during the last few critical
weeks of this project. Your encouragement helped me get to the finish line.

EXPERIENCES OF LATINA STUDENT-MOTHERS 4
List of Figures and Tables
Figure 1: Model of Community Cultural Wealth, 1995………………………………………... 22

Table 1: Participant Demographics............................................................................................... 32
Table 2: Community Cultural Wealth and Subthemes………………………………...…… 33, 58

EXPERIENCES OF LATINA STUDENT-MOTHERS 5
Table of Contents
Dedication………………………………………………………………………………………... 2
Acknowledgements……………….……………………………………………………………… 3
List of Figures and Tables………….…………………………………………………………...... 4
Abstract…………………………………………………………………………………............... 8

CHAPTER ONE: Overview of the Study…………………………………………………………9
Introduction…………………………………………………………………………......... 9
Background of the Study.………………………………………………………………... 9
Latina/o Population in Community College……………………………………... 9
Student-Mother Population…...………………………………............................ 10
Teen Parents…………………………………….................................................. 10
Purpose of the Study…………………………………..................................................... 11
What will this study do? .……………………..................................................... 11
Framework of the Study……………………........................................................ 11
Research Questions and Hypothesis………......................................................... 12
Importance of the Study……………………...……......................................................... 12
Organization of the Study………..................................................................................... 13

CHAPTER TWO: Literature Review
Introduction………........................................................................................................... 14
Experiences of Community College Students.................................................................. 14
Latina/o Population............................................................................................... 14
Overview................................................................................................... 14
Cultural Resources.................................................................................... 14
Hispanic Serving Institutions.................................................................... 15
Counseling Services/Special Programs......................................................16
Financial Need...........................................................................................16
Financial Services..................................................................................... 16
Nontraditional Population..................................................................................... 17
Overview................................................................................................... 17
Counseling Services.................................................................................. 17
Financial Need.......................................................................................... 18
Summary of Populations....................................................................................... 19
Community Cultural Wealth............................................................................................. 19
Overview............................................................................................................... 19
What is deficit thinking? ...................................................................................... 20
How can we change deficit thinking? .................................................................. 21
Six Elements of Community Cultural Wealth...................................................... 22
Figure 1......................................................................................... 22
Overview................................................................................................... 22
Aspirational Capital.................................................................................. 22
Linguistic Capital...................................................................................... 23
Familial Capital......................................................................................... 23
Social Capital............................................................................................ 24
EXPERIENCES OF LATINA STUDENT-MOTHERS 6
Navigational Capital……………………………………………………. 24
Resistance Capital..................................................................................... 24
Summary........................................................................................................................... 25

CHAPTER THREE: Methodology............................................................................................... 26
Site Selection.................................................................................................................... 26
Sample Population............................................................................................................ 26
Sampling Technique............................................................................................. 26
Criteria for Selection............................................................................................. 27
Selection Process.................................................................................................. 27
Instrumentation and Data Collection................................................................................ 27
Positionality of the Researcher......................................................................................... 28
Data Analysis.................................................................................................................... 29
Limitations........................................................................................................................ 29

CHAPTER FOUR: Results........................................................................................................... 31
Review of Data Collection Methods................................................................................. 31
Description of Participants................................................................................................ 31
Table 1.................................................................................................................. 32
Themes Aligned with Community Cultural Wealth......................................................... 32
Table 2...................................................................................................... 32
Aspirational Capital.............................................................................................. 33
Transferring............................................................................................... 34
Helping Profession.................................................................................... 35
Linguistic Capital.................................................................................................. 36
Connection to Multiple Languages........................................................... 36
Language of College................................................................................. 38
Familial Capital..................................................................................................... 38
Instability/Emotional Distress................................................................... 38
Single Motherhood.................................................................................... 39
Education.................................................................................................. 40
Christianity................................................................................................ 42
Social Capital........................................................................................................ 42
Professors as Mentors............................................................................... 43
Campus Mentors....................................................................................... 43
Navigational Capital............................................................................................. 44
Campus Resources.................................................................................... 44
Resistance Capital................................................................................................. 46
Survivors................................................................................................... 47
Community Service.................................................................................. 48
Postsecondary Choice............................................................................... 48
Creating Higher Education Awareness..................................................... 50
Gender Equity........................................................................................... 51
Other Themes.................................................................................................................... 53
Scheduling............................................................................................................. 53
Lack of Friendships............................................................................................... 54
EXPERIENCES OF LATINA STUDENT-MOTHERS 7
University Choice................................................................................................. 54
Reflection of Results......................................................................................................... 55

CHAPTER FIVE: DISCUSSION................................................................................................. 57
Summary of Findings........................................................................................................ 57
Table 2.................................................................................................................. 58
Recommendations............................................................................................................. 60
Publicity for Special Programs…......................................................................... 60
Community College Counselors in High Schools…............................................ 60
Faculty and Staff Training…................................................................................ 61
Extended Childcare Opportunities ....................................................................... 61
On Campus Job Opportunities.............................................................................. 62
Facebook Group………………………………………………………………… 62
Future Research................................................................................................................ 63
Conclusion........................................................................................................................ 64

References..................................................................................................................................... 66
Appendix A: Recruitment Flyer.................................................................................................... 68
Appendix B: Informed Consent Form.......................................................................................... 69
Appendix C: Semi-Structured Interview Questions..................................................................... 72

EXPERIENCES OF LATINA STUDENT-MOTHERS 8
Abstract
This research focuses on the experiences of Latina student-mothers enrolled in community
college. Student-mothers refer to students that are enrolled in college coursework and have
children. Yosso’s (2005) theory of community cultural wealth is used as a framework for the
study. Rather than viewing the role of parent through a deficit lens, the researcher frames this
role in a positive light and highlights how the role is a motivating factor. Interviews were held
with participants to uncover common themes.

EXPERIENCES OF LATINA STUDENT-MOTHERS 9
Chapter One: Overview of the Study
Introduction
Community colleges provide an opportunity for upward mobility for many students.
Open admission enables students from diverse backgrounds to enroll. Regardless of one’s
individual goal, the community college offers each student the opportunity to succeed. The open
door policy allows for a diverse student population with different needs. Therefore, special
programs are in place in order to assist student from special populations.
This thesis focuses on Latina student-mothers enrolled in a community college in
Southwestern California. This topic was selected to contribute to the small amount of current
research on this special population. This study references past research on adult students, teenage
mothers, and Latina/o students. The purpose of this study is to understand the experiences of
Latina student-mothers in community college. This chapter discusses the background of the
study, the purpose of the study, and why this study is important.
Background of the Study
Latina/o Population in Community College
This study draws on research from multiple populations, including community college
students, Latina/o students, nontraditional students, and teen parents to have a well-rounded
understanding of Latina student-mothers at community colleges. In California, the majority of
Latina/o students begin their college career at the community college but many do not transfer to
a four-year university (Herrera, Bernal, & Solorzano, 2011). According to the California
Community College Chancellor’s Office data, in 2014, 48.08% of first-time community college
EXPERIENCES OF LATINA STUDENT-MOTHERS 10
students and 43.33% of continuing community college students identified as Hispanic
1
. Latina/o
students are clearly a significant population in the California community college system.
Therefore, it is important to understand Latina/o students, as they are a large portion of
California Community College students.
Student-mother Population
Nontraditional students are typically classified as returning students, or students over the
age of twenty-five. Many of these students have families, and therefore are returning to school
after an absence of a few years (Quimby & O'Brien, 2006). Nontraditional female students are a
population that often questions their ability to succeed academically and therefore may have
lower self-confidence than their peers (Carney-Cromptom & Tan, 2002). Furthermore,
nontraditional female students are more likely to be successful if they have a secure domestic
partnership (Quimby & O'Brien, 2006). Based on the research it seems that that single, female
student-mothers are less likely to be successful as students. Despite significant efforts to identify
specific information on the student-mother population, the researcher was not successful in
finding current statistics. The lack of specific research on this population called for current
research on the population.
Teen Parents
Students that enter college right after high school are still teenagers. These students are
generally eighteen years old, with the exception of some seventeen and nineteen year olds.
Therefore, it is necessary to look at the effects of teen pregnancies on students. In a study done
on patterns of education in the life of teen mothers, findings suggested that teen mothers were

1
The terms Hispanic and Latina/o will be used interchangeably throughout the text and refer to
persons of Latina/o descent.
EXPERIENCES OF LATINA STUDENT-MOTHERS 11
likely to return to community college regardless of whether they planned to complete a degree or
not (Rich & Kim, 1999).
Purpose of the Study
What will this study do?
The purpose of this study was to understand the experiences of Latina student-mothers at
a Hispanic serving institution (HSI), specifically a community college in the Los Angeles area.
HSIs are institutions that are made up of at least 25% Latina/o students. Nationally, about 68% of
HSIs are community colleges (Laden, 2004).
This study considers the practices of Latina student-mothers. Resources such as
counseling services and grant funding through the Cooperative Agencies Resources for
Education (CARE), housed in Extended Opportunity Programs & Services (EOP&S), the
California Work Opportunity and Responsibility to Kids (Calworks) program, and Child
Development Centers at the community college are noted. CARE is a program geared toward
single parents at the community college. CARE students are provided with academic counseling,
book grants, and stipends, in addition to workshops and tutoring. Calworks offers support
through Temporary Assistance to Needy Families (TANF). Childcare options, job opportunities,
tutoring, and vocational training are offered through this program for those that qualify.
Additionally, childcare centers offer students a convenient and affordable option for childcare
during their time at the community college regardless of whether they are part of a special
program or not.
Framework of the Study
Community cultural wealth highlights the values and knowledge that Students of Color
posses, which ultimately empower them to resist oppression. This framework highlights the
EXPERIENCES OF LATINA STUDENT-MOTHERS 12
values of the Latina/o culture that encourage success. These assets include skills, abilities, and
social networks (Yosso, 2005). Instead of viewing the parent role as an identity that takes away
from the student role, community cultural wealth highlights how the parent role is a motivating
factor. For this population, obtaining an education is more than a personal goal, it is a
commitment made for the well-being of the entire family.
Research Questions and Hypothesis
A qualitative approach was used for this study. Interviews were held with students
attending a Hispanic Serving community college in the Los Angeles area.
The following questions guided this study:
1. How do Latina student-mothers perceive their dual parent and student roles?
2. How does a Latina student-mother’s role as a mother influence her role as a student?
Importance of the Study
The large number of Latina/o students that enroll in community college each year calls
for a comprehensive understanding of how to serve this population. According to the California
Community College Chancellor’s Office data, 44.22% of students in the Los Angeles
Community College District identified as Hispanic in Fall 2015. Many Latina/o students enroll
as community college students but do not meet their goals of transferring to a four-year
institution. Therefore, it is important to understand how to best assist this population (Martinez &
Fernández, 2004).
Because there is a lack of specific research on the student-mother population, this study
draws on research from the nontraditional population. There is ample research on adult students,
which is cited in this study (White, 2002; Quimby & O'Brien, 2006; Bauman, Wang, DeLeon,
Kafentzis, Zavala-Lopez, & Lindsey, 2004; Chartrand, 1990; Hardin, 2008; Erisman & Steele,
EXPERIENCES OF LATINA STUDENT-MOTHERS 13
2015). This study expands the knowledge on a specific population that is served at community
colleges across California through various special programs.
Organization of the Study
Chapter one, Overview of the Study, gave an introduction to the topic and framework of
the proposed study. In chapter two, Literature Review, specifics on previous research and
findings on the topic and related populations are presented. This chapter goes into details of the
framework of community cultural wealth and its application to Latina student-mothers. The third
chapter, Methodology, gives a detailed explanation of how the research was conducted and the
projected findings. Chapter four, Results, discusses the results of the qualitative research. Finally,
chapter five, Summary of Findings, provides details regarding the findings and opportunities for
future research.

EXPERIENCES OF LATINA STUDENT-MOTHERS 14
Chapter Two: Literature Review
Introduction
Student-mothers balance two significant roles, the mother role and the parent role. The
purpose of this study is to explore the experiences of Latina student-mothers enrolled in
community colleges. A number of special services are in place in community colleges that serve
the student-mother population such as CARE, Calworks, and childcare centers. Although the
community college understands that there is a need to serve this population, there is not a
significant amount of published research available on how and if these services meet their goals.
To better understand the population of Latina student-mothers, research on Latina/o community
college students and the nontraditional student population will be referenced. Community
cultural wealth will is used as lens to understand this special population. This chapter is guided
by the proposed research questions: How do Latina student-mothers perceive their dual roles?
How does a Latina student-mother’s role as a mother influence her role as a student?
Experiences of Community College Students
Latino/a population
Overview. Latina/os continue to enroll in large numbers at community colleges.
Research suggests that more than half of first-generation Latina/os begin their education in
community college (Acevedo-Gil, Santos, Alonso, & Solorzano, 2015). The large numbers of
Latina/os who enroll in community colleges do not often meet their transfer goals. However, a
majority of the population enrolls with the goal of transferring (Martinez & Fernández, 2004).
Cultural Resources. Latina/o students have cultural resources that assist them with
successfully transferring. Latina/os typically come from close-knit families. Contrary to some
beliefs, research suggests that Latina/o parents do support their children’s educational goals
EXPERIENCES OF LATINA STUDENT-MOTHERS 15
(Suarez, 2003). Although Latina/o students may not have the typical resources of white, middle
class students, Latina/o students use their struggles as a form of motivation to reach their goals
(Suarez, 2003). They see strength in overcoming adversity and life challenges. Latina/os often
look to their elders for life advice because of their breadth of life experiences.
Latinas are specifically thought to hold specific funds of knowledge, which include
cultural and social knowledge. Research on Latina mothers define funds of knowledge as the
ways in which women of color teach their daughters cultural and societal values in the home.
One study found that Latina mothers teach their daughters to be traditional women of the home
while simultaneously teaching self-reliance skills. Oral stories are a key teaching tool that
mothers use to help their daughters understand social lessons. A mother that was interviewed
expressed that although she wanted to teach her daughter to be a “woman of the home,” she
wanted more for her daughter. She wanted her daughter to be able to make it on her own
(Villenas & Moreno, 2001). Although this may sound like a contradiction, the ingrained funds of
knowledge are resources for Latina student-mothers. In addition to their role as mothers, Latina
student-mothers benefit from being taught how to be self-reliant. Navigating the community
college system and transferring is a task that requires a student to be autonomous, therefore the
self-reliance taught by the Latina culture benefits student-mothers.
Hispanic Serving Institutions. As previously mentioned, HSIs serve at least 25% of
Latina/o students (Laden, 2004). HSIs increase Latina/o academic success. Latina/o students that
enroll in non-HSIs are less likely to succeed than those enrolled in HSIs (Núñez, Sparks, &
Hernández, 2011). HSIs are an important element of Latina/o student success, especially at the
community college level because most Latina/o students begin at HSIs.
EXPERIENCES OF LATINA STUDENT-MOTHERS 16
Counseling Services/Special Programs. Suarez (2003) highlights the importance of
support systems and a positive campus environment. Research suggests that the more interaction
Latina/o students have with faculty, counselors, or support programs, the more likely they are to
persist (Tovar, 2014). One research study suggested that the more a student met with a faculty
member outside of classroom, the more likely that student was to persist. Additionally, students
that were part of the EOP&S program had a higher intent to persist (Tovar, 2014). Past research
on high school students suggests that counselors, in conjunction with parents and teachers create
a college-going culture by spreading the idea of college at any opportunity (McClafferty,
McDonough, & Nunez, 2002). High school counselors and community college counselors play
similar roles at different institutions. Counselors in the community college are responsible for
creating a college-going identity by taking all available opportunities to spread the idea of
transferring to students, which helps solidify a transfer culture. Therefore, counseling services
and special programs for Latina/o students are an important element in the pursuit of a degree.
Financial Need. For many Latina/o students, lack of financial resources creates barriers
(Suarez, 2003). Initially, many Latina/o students choose to attend community college because of
the low tuition cost (Martinez & Fernández, 2004). Therefore, one can argue that even if a
student is academically ready to transfer, finances could deter this student from attending a four-
year university. However, limited finances are not purely negative for the Latina/o population.
Because the Latina/o population fosters resilience, students may use their humble financial
beginnings as motivation to reach their goals (Suarez, 2003). Success is more meaningful for
these students.
Financial Services. Some programs such as EOP&S and CARE offer grants to low-
income students. No matter the amount, extra money can encourage students to continuously
EXPERIENCES OF LATINA STUDENT-MOTHERS 17
pursue their educational goals. Furthermore, programs at the community college may offer
guidance to students regarding financial options at the university level. The community college is
a place where students can explore resources and programs that can help them succeed in
college, especially financial resources.
Nontraditional Population
Overview. Nontraditional students typically have more roles to carry out than traditional
students. Although this population has more responsibilities and often times, less support, they
can still be successful in higher education. Nontraditional female students are specifically
thought of as being resilient and capable (Carney-Crompton & Tan, 2002). Furthermore, it has
been suggested that although nontraditional students have more stressors outside of academics,
they are more likely to be academically successful than traditional students (Carney-Crompton &
Tan, 2002). For nontraditional students to be successful, there needs to be institutional
commitment to the population, which is reflected in programs that encompass both counseling
services and financial opportunities for students (Hardin, 2008). Resources provide this
population with an equitable opportunity to succeed.
Counseling Services. Counseling services are vital for Latina student-mother success. In
order for counselors to be successful when working with nontraditional students, they need to
have previous experience and training with the population. Many adult students struggle with
being academically and psychologically prepared for college-level coursework (Hardin, 2008).
Therefore, having support on campus can help students feel more secure.
Nontraditional, adult students, have many roles. These roles often contribute to higher
stress levels (Carney-Crompton & Tan, 2002). At times, nontraditional female students may feel
guilty about their student role. (White, 2002). Self-esteem is something that this population
EXPERIENCES OF LATINA STUDENT-MOTHERS 18
struggles with and many question their academic ability. A lack of self-esteem often leads to
diminished confidence (Carney-Crompton & Tan, 2002). Counselors can help students overcome
these feelings by successfully counseling them through their transition to college (Haggan,
2000). Research suggests that some student-mothers refer to their children as sources of support
and encouragement (Kimmel, Gaylor, & Hayes, 2013). Counselors can work with student-
mothers to embrace their support systems.
Counseling services are needed to help students adjust to life as nontraditional students.
Two themes that pertain to nontraditional student adjustment are the importance of a positive
student self-evaluation and a commitment to the student role (Chartrand, 1990). In order to
successfully adjust to life as a student, nontraditional students must have a positive view of their
student role and feel like they have a place on the campus. Counselors can help students work
through negative student self-images, such as not feeling like he or she can handle the
curriculum. Furthermore, nontraditional students must commit to their role in school. Counselors
can help students by referring them to tutoring resources or workshops that can enhance time
management or study skills. Not only do counselors have the responsibility to help students
adjust to life in college, they have they responsibility to encourage students to seek support
(Lundberg, McIntire, & Creasman, 2008). Therefore, providing students with referrals is an
important task.
Financial Need. Specific research on this population is vital. Not only do these students
have multiple roles to perform, research on teen moms suggests that they are more likely to be
low-income after having their first child, and rely on public assistance (Rich & Kim, 1999).
Student-mothers may include those who have recently graduated from high school, which means
they are still teenagers. These students need financial assistance due to their status as teen-
EXPERIENCES OF LATINA STUDENT-MOTHERS 19
parents. Many times, young mothers do not have adequate funds for childcare, which makes
attending school more challenging (Kimmel et al., 2013). Lack of childcare limits the student’s
study time and ability to attend appointments with counselors or office hours with professors.
Summary of Populations
Latina student-mothers in community college are a population that has not been studied
in depth. Rather, this population contains elements from an array of populations, as previously
discussed. Past research calls for further research on teen mothers, nontraditional students, and
Latina/o students (Rich & Kim, 1999; Chartrand, 1990; Hardin, 2008; Martinez & Fernández,
2004). Because there is not a large amount of research on this specific population, the population
was broken down into two major categories in this thesis: Latina/os in community college, and
nontraditional students with children. Findings on teenage parents are included as well. All three
populations share the following common themes: a need for counseling and financial assistance.
With adequate resources, Latina student-mothers can use their cultural resources to successfully
achieve their academic goals. The framework for this study, community cultural wealth,
highlights the internal resources students from the Latina/o culture already posses.
Community Cultural Wealth
Overview
Communities of color have been historically labeled as lacking social capital. They have
been viewed through a deficit lens of cultural poverty. Social capital refers to assets of the white,
middle class culture in the United States. Having access to material goods and privileged
knowledge is an element of social capital. Bourdeiu (1984) suggests that social privilege is
directly linked to academic success. Therefore, according to his research, students of color are
not likely to succeed academically. Community cultural wealth objects these ideas, and suggests
EXPERIENCES OF LATINA STUDENT-MOTHERS 20
that students of color have cultural capitals that enable academic success (Yosso, 2005). Cultural
capitals can be tools for academic success.
Community cultural wealth does not reference social capital, but instead refers to the
elements and values that people of color inherently posses such as an appreciation for family,
social skills, and bilingualism (Yosso, 2005). Latina student-mothers are part of a community of
color, and therefore typically do not have access to general resources that the white, middle class
does. Although Latina-student parents have more responsibility compared to traditional students,
their cultural wealth is a source of empowerment and motivation that promotes success.
Students of color possess invaluable funds of knowledge rooted in the experiences of their
communities that can be applied to education and promote success (Aganza, Godinez, Smith,
Gonzalez, & Robinson-Zañartu, 2015). Furthermore, funds of knowledge are personal and
unique to each student because they are based on their personal histories (Shwartz, 2015).
Therefore, rather than viewing their status as a student-mother through a deficit lens, this study
explains how being a Latina student-mother is an asset.
What is deficit thinking?
Deficit thinking is detrimental to communities of color because it highlights
shortcomings rather than recognizing assets. Rather than focusing on the cultural assets students
from underrepresented minorities bring, deficit thinking focuses on what these students lack and
attempts to remedy their shortcomings (Smit, 2012). Deficit thinking assumes that minority
students do not progress academically because of the norms of the culture and an insubordinate
amount of support from the family. Because Latina/o students do not possess many elements of
the dominant culture, deficit thinking labels them as less capable than the dominant culture and
less likely to succeed academically (Yosso, 2005). When students realize they are perceived as
EXPERIENCES OF LATINA STUDENT-MOTHERS 21
inferior solely because of their ethnicity, it can be detrimental to the student. The student feels
marginalized and inadequate compared to the dominant population of students (Campa, 2013).
This can affect the student’s self-esteem and intent to persist in higher education.
How can we change deficit thinking?
A way to challenge deficit thinking is to focus on the qualities that communities of color
possess. These qualities serve as empowering elements, regardless of whether they are reflected
through dominant culture or not. Community cultural wealth highlights the elements that
empower communities of color to excel while simultaneously combating oppression (Yosso,
2005). Instead of focusing on the shortcomings of communities of color as compared to the
dominant population, the experiences of these communities should be highlighted and their
resources and values should be celebrated (Yosso & Garcia, 2007).
Past research calls for an understanding of how different groups use their minority
identity as a tool to overcome barriers, especially in the community college (Campa, 2013).
Urban schools have historically been viewed through a deficit lens. Rather than believing that
urban schools should be saved, a non-deficit lens would highlight values that are unique to urban
schools (Matias & Liou, 2014).

EXPERIENCES OF LATINA STUDENT-MOTHERS 22
Six Elements of Community Cultural Wealth
Figure 1
Model of Community Cultural Wealth, 1995
2

Overview. Six forms of cultural capital encompass community cultural wealth.
Aspirational, navigational, social, linguistic, familial, and resistant capitals are various forms of
cultural capital possessed by communities of color (Yosso, 2005). All elements highlight
different areas of capital in communities of color. Latina student-mothers possess each form of
cultural wealth and can draw on these tools to assist their pursuit of higher education.
Aspirational Capital. Aspirational capital encompasses the idea of hope. Regardless of
one’s means, a person that can envision a future above his or her current means develops
resilience (Yosso, 2005). Resilience is something extremely important for the Latina/o youth
because rather than struggle being viewed as an obstacle, it becomes motivation. Therefore, it is

2
Source: Yosso, 2005.
EXPERIENCES OF LATINA STUDENT-MOTHERS 23
important for Latina student-mothers to seize aspirational capital and envision a bright future to
work toward.
Linguistic Capital. Linguistic capital refers to skills one possesses as a result of being
able to navigate more than one language (Yosso, 2005). Having access to more than one
language is beneficial in diverse communities, such as the Los Angeles area. Although not all
Latina student-mothers speak Spanish, those that come from a bilingual background have the
ability to pursue fields that require skills in more than one language, thus providing them with
more job opportunities to them. Furthermore, Latina student-mothers can use linguistic capital as
a way to empower their children by teaching their children a second language.
Additionally, linguistic capital may include the language used in higher education.
Higher education has specific terms that students must learn the meaning of if in order to
succeed. The term “transfer” is a term that may be new to students that have not been exposed to
higher education prior to starting at the community college. However, because students of color
have communication skills that have developed as a result of linguistic capital, they are capable
of learning the language of higher education and teach it to their children (Yosso, 2005).
Communication skills such as an ability to socialize and ask questions in the counseling office
will help students of color learn language of higher education.
Familial Capital. Familial capital focuses a commitment to the family and the
community. Family is an important staple for communities of color. The “extended family,”
which consists of cousins, grandparents, aunts, and uncles, play important roles. Additionally,
this form of capital highlights community and the ability to create family ties with those not
blood-related (Yosso, 2005). Therefore, not only are student-mothers committed to serving their
community, they have the skills necessary to create familial ties with those that offer them
EXPERIENCES OF LATINA STUDENT-MOTHERS 24
additional support. The community is important, and many student-mothers may be motivated to
give back to their larger family, their community. Student-mothers benefit from familial because
they have a larger support system. This support may be reflected through mental and emotional
support or childcare. In addition to receiving support, they have the opportunity to provide
support to those in need.
Social Capital. Social capital refers to having networks of people and resources (Yosso,
2005). As previously mentioned, being able to maintain relationships helps students succeed in
college, especially first-generation students. Latina student-mothers that are first-generation
students will benefit from social skills that can help them expand their networks at the college to
include professors, counselors, and peers. This is helpful for students who plan to transfer. Once
they transfer, they are more likely to know other transfer students and have an easier time
adjusting to the university. Additionally, social capital can help students find jobs after college.
Students have the option of using their large network to secure employment.
Navigational capital. This capital highlights an individual’s ability to navigate through
specific situations or institutions (Yosso, 2005). Although Latina/o students may not have the
typical resources that the white, middle class has, such as test preparation services, Latina/os use
other resources to navigate through education. Counseling services and special programs are
especially important for the Latina/o population to succeed because these services and programs
offer guidance to students. Special programs are vital for Latina/o students because they not only
help the students navigate college, but provide them with the opportunity to expand their social
network and make lasting connections.
Resistance Capital. This encompasses one’s ability to resist stereotypes and racism by
celebrating and promoting elements of cultural wealth (Yosso, 2005). For students to seize
EXPERIENCES OF LATINA STUDENT-MOTHERS 25
resistant capital, as well as the other forms of capital, it must be modeled for them (DeNicolo,
González, Morales, & Romaní, 2015). Student-mothers can use their resources found through
navigational capital and their networks found through social capital to identify mentors that can
model resistance capital and ways to overcome adversity. It is vital for student-mothers to learn
how to overcome any negativity or stereotypes they may face in order to reach their academic
and career goals. Therefore, programs that highlight past successes of the population contribute
to the resistance capital of the student.
Summary
Latina student-mothers have characteristics from multiple groups. Although research on
the Latina/o and the nontraditional student population can provide some insight into the student-
mother population, it is not sufficient enough. This study is one of the first to specifically focus
on the Latina student-mother population. The next chapter discusses the methodology of this
study, with details pertaining to the study type and population.

EXPERIENCES OF LATINA STUDENT-MOTHERS 26
Chapter Three: Methodology
The purpose of this study is to understand the experiences of Latina student-mothers in
community college. The following questions guided this research study:
1. How do Latina student-mothers perceive their dual parent and student roles?
2. How does a Latina student-mother’s role as a mother influence her roles as a student?
This chapter will discuss the process of this qualitative study. The sample and population, the
instrument used for the study, data collection and analysis, as well as possible limitations of the
study will be presented.
Site Selection
This study took place at a community college in the greater Los Angeles area. This
community college is housed within a larger district. The 2012 Los Angeles Community College
District (LACCD) census reported serving a total of 132,601 students, and the selected
community college served 26,160 students alone. There are a number of special programs on
campus that serve the student-mother population. CARE, Cal Works, and the childcare center are
specifically designed to serve a population highly comprised of student-mothers.
Sample and Population
Sampling Technique
To answer the research questions posed; purposeful sampling was used to secure
participants that met the qualifications for the study. Purposeful sampling enables researchers to
select participants that will provide information-rich details to the study (Creswell, 2014). This
study sought to find participants who identified as Latina student-mothers at the community
college level.

EXPERIENCES OF LATINA STUDENT-MOTHERS 27
Criteria for Selection
The goal of this study was to understand the experiences of Latina student-mothers,
specifically focusing on how the student’s role as a mother influences her role as a student. In
order to have participated in this study, students must have (a) participated in at least one
interview with the researcher, (b) be a current or former student at the selected community
college, (c) and be of Latina descent.
Selection process
The approved research protocol for this study required that students self-identify and get
in contact with the researcher if they were interested in participating in the study. Recruitment
flyers (see Appendix A) were left in the offices of special programs such as CARE and
Calworks. Participants were offered a fifteen-dollar gift card to Starbucks or Target as
compensation for participating in the study.
Instrumentation and Data Collection
This qualitative story explored personal experiences of Latina student-mothers via
interviews. Creswell (2014) highlights that qualitative studies involve uncovering themes. Once
a potential participant contacted the researcher via email, an interview was scheduled. Four of
the five interviews were sixty minutes to ninety minutes in length. One interview was thirty
minutes. Interviewees had the option of completing the interview in person on the community
college campus, via telephone, or via Skype or Facetime.
Each interview was recorded via iPhone voice recorder. The participants were asked for
consent before the recording began. The interviewer created a safe and comfortable space for the
participant by using welcoming language. The interview was loosely based on the semi-
structured protocol proposed by Patricia Gándara (1995) in her previous study on low-income
EXPERIENCES OF LATINA STUDENT-MOTHERS 28
Mexican-American students (see Appendix B). The researcher asked follow-up questions and for
clarification when appropriate. The researcher personally transcribed each interview. While
collecting data, the researcher was aware of personal bias. A neutral stance was employed during
each interview. The researcher utilized uniform interview questions, free from leading questions
so that biases did t threaten the credibility of this study. However, the researcher encouraged
participants to elaborate on topics they saw as important.
Positionality of the Researcher
The researcher’s positionality is aligned with the research. Although the researcher
identifies as Latina, she does not identify as a first or second generation American, nor is she
fluent in Spanish. The researcher is a former community college student. Therefore, she has
inside knowledge related to community college student experiences. Additionally, both of her
parents are former community college students and successfully transferred to four-year
universities where they obtained degrees. The researcher remembers occasionally going to class
with her mother at both the community college and four-year university. Because of her positive
experience as a child of student-parents, the researcher was inspired to research the current
population of student-parents in the community college. The researcher focused on Latina
women specifically, because of her strong feminist orientation, which developed during her
teenage years. The researcher attended an all-girls, Catholic high school, where feminism was
highly embraced and intertwined into daily life. The researcher chose this specific population
because she wanted to contribute to research that could potentially inspire women in the
community college system to continue to work toward their goals and find empowerment in their
female identity.

EXPERIENCES OF LATINA STUDENT-MOTHERS 29
Data Analysis
Creswell (2014) highlights that validity of qualitative research is an area of strength
because it is based on accuracy. Triangulation was used to confirm validity. Triangulation is a
common validity strategy. It involves “examining evidence from the sources and using it to build
a coherent justification for themes” (Creswell, 2014, p. 201). When common themes emerge
from various participant perspectives, validity is secured (Creswell, 2014).
Limitations
This qualitative study sought to understand the various experiences of Latina student-
mothers enrolled in community colleges. The researcher identified two limitations. The first
limitation is that not all interviews were held on campus at the research site. The second
limitation identified is the small number of participants for this study.
Five participants were interviewed. Four participants were interviewed face-to-face, on
campus. One interview was held via telephone. The four interviews held on campus lasted longer
than an hour. However, the telephone interview did not last more than half an hour. The
participant gave meaningful answers, but did not elaborate on topics. The interviewer had the
opportunity to create a safe space on campus, free of distractions. Additionally, the face-to-face
interaction gave the researcher the opportunity to read non-verbal cues, enabling her to ask the
most appropriate follow up questions. During the phone interview, it was harder for the
researcher to create meaningful rapport quickly due to the lack of face-to-face interaction. Phone
interviews create opportunities for distractions since the participant is not restricted to one room.
Furthermore, the researcher could only observe verbal cues rather than both verbal and non-
verbal cues.
EXPERIENCES OF LATINA STUDENT-MOTHERS 30
The second limitation is based on the small number of participants for the study.
Although the participants ranged in age and had a number of differences, including number of
children, the researcher believes more information can be uncovered with a larger number of
participants. The next chapter will explore the results of the findings and highlight common
themes found during interviews.

EXPERIENCES OF LATINA STUDENT-MOTHERS 31
Chapter Four: Results
This chapter includes data collection methods, a description of the participants and
themes aligned with community cultural wealth (Yosso, 2005). The goal of the research study
was to explore the student-mother role using community cultural wealth as a lens. Major themes
were identified and categorized based on the community cultural wealth theory.
Review of Data Collection Methods
This qualitative study consisted of five semi-structure interviews guided by the work of
Patricia Gándara (1995). Interviews were thirty minutes to over one hour in length. Participants
contacted the researcher via email to schedule an interview following IRB procedures. Four
interviews were held on campus at the selected community college, while one was held over the
phone. The phone interview was the shortest of the five, only lasting thirty minutes. The
researcher guided the participants with specific interview questions, but the participants were
encouraged to elaborate on topics they identified as important.
Description of Participants
There were three requirements for participation. The qualifications were as follows: (a)
be of Latina descent, (b) be a current or former community college student at the selected
research site, (c) be a parent. Five pseudonyms are used to identify the participants. The
following names correspond to the order of the interviews: Jessica, Ashley, Brittany, Amanda,
and Sarah. The researcher chose the pseudo names randomly.
Participants varied by age, marital status, employment, number of children, and
educational stance. Brittany is twenty-two years old, the youngest of the five. Sarah is thirty-five,
the oldest of the five participants. Additionally, she is the only participant that holds a full-time
job and is a part-time student. Three out of the five participants are not employed. Out of those
EXPERIENCES OF LATINA STUDENT-MOTHERS 32
three, only one, Ashley, is seeking employment. Ashley is one of two that has already applied to
transfer. Jessica already transferred and is in her first year at her university. Four out of the five
participants are interested in entering the helping field after completing a masters degree in either
Social Work (MSW) or Marriage and Family Therapy (MFT). Three of the five participants have
two children, while Brittany has one child, and Sarah has three. The following table highlights
the differences among the participants:
Table 1
Participant Demographics

Pseudo
Name
Age Number
of
children
Age at First
Pregnancy
Current
Education
Status
Enrollment
Status
Educational
Goal
Employment
Status
Jessica 33 2 boys 17 At
University
Full-time MFT Part-time
Ashley 23 2 boys 16 Applied to
transfer
Full-time MSW Not employed
Brittany 22 1 girl 20 Applied to
transfer
Not
currently
enrolled
MSW Not employed
Amanda 30 1 boy, 1
girl
19 At the
community
college
Full-time MFT Not employed
Sarah 35 2 boys, 1
girl
23 At the
community
college
Part-time BA, MBA as
option
Full-time

Themes Aligned with Community Cultural Wealth
The conceptual framework used to guide this research study is Yosso’s (2005)
Community Cultural Wealth theory. This theory highlights elements of underrepresented
minorities. This research study argues that Latina student-mothers in community colleges are
EXPERIENCES OF LATINA STUDENT-MOTHERS 33
empowered by their cultural wealth. The researcher used the community cultural wealth’s six
capitals as themes. The researcher then connected subthemes to each capital. The following
themes and subthemes were found and are reflected in the following table:
Table 2
Community Cultural Wealth and Subthemes

Community Cultural Wealth Capitals Subthemes
Aspirational Capital • Transferring
• Helping Profession
Linguistic Capital • Connection to Multiple Languages
• Language of College
Familial Capital • Instability/Emotional Distress
• Single Motherhood
• Education
• Christianity
Social Capital • Professors as Mentors
• Campus Mentors
Navigational Capital • Campus Resources
Resistance Capital • Survivors
• Community Service
• Postsecondary Choice
• Creating Higher Education Awareness
• Gender Equity

Overall, the participants see their student role as an investment for their future and their
child/children’s futures. The study participant’s roles as mothers were largely reflected in their
educational interests. Although there may have been hardships in the past, education is a source
of empowerment for each participant. Participants see the student role as a tool for success and a
pathway to achieve their career goals.

EXPERIENCES OF LATINA STUDENT-MOTHERS 34
Aspirational Capital
Aspirational capital refers to a student’s ability to envision a bright future (Yosso, 2005).
Two specific subthemes fall under this theme, which are transferring and the helping profession.
All five participants expressed an interest in transferring to a four-year college or university.
Four of the participants would like to enter the helping profession in the future. Some identified
wanting to transfer and enter the helping profession as a way to help people in similar situations.
Ashley described her interest as follows:
Well okay, so I do want to get my masters in social work. At first I was thinking about
counseling, like academic counseling but more so to work with a program like CARE,
because CARE is for mothers or any type of fathers who are single. I want to help people
who are like me and motivate them because, like me, we don’t have motivation in our
lives, and say, you can do it, you can do it. And also I was thinking maybe doing social
work or mental health because it’s really interesting to me and I guess I would like to be a
resource for that because a lot of people are just left out (personal communication,
February 26, 2016).

Ashley wants to see other students succeed, especially those in similar situations. She would like
to provide hope for others, especially those who are left out and in difficult situations. She not
only finds the helping profession interesting, she has a close connection to it because of the help
she has received over the years. Four of the five participants are interested in pursuing the
helping profession because they want to assist others in similar situations.
Transferring. Participants described their present status in relation to their pursuit of a
four-year degree. Thirty-three year old Jessica is already attending the local California State
University (CSU). Twenty-three year old, Ashley has applied to transfer for Fall of 2016. She
has been accepted to two universities so far but is waiting to hear back from her first choice.
Twenty-two year old Brittany has applied to transfer to the local CSU. Thirty-five year old,
Sarah, is almost ready to transfer, but has not yet applied. She is the only participant with a full-
time job. Finally, thirty year old, Amanda, is in her first year back in school, but hopes to transfer
EXPERIENCES OF LATINA STUDENT-MOTHERS 35
to her first choice university in the future. Those that expressed an interest in transferring to the
local CSU explained that the close proximity to their home was convenient.
All participants expressed that transferring to a four-year university was an important
goal. The participants understood that obtaining a four-year degree was vital for a financially
stable future. Ashley described how she explains transferring and higher education to her
children:
I let them know that I’m going there to hopefully get a better job. That’s how I kind of
explain it. I’m not really great with using words and breaking it down to a younger
person. I have to work on that. They know that I’m going to school to better our lives
because I tell them, if you don’t go to school...this is the analogy I give, I just say, you’re
going to be under some freeway bridge selling mangoes or something. So I tell them, and,
you know, you have to have school for everything (personal communication, February
26, 2016).

She wants her children to know that education will lead to a career she can be proud of and a
better life. Although the participants indicated that being a student-mother makes going to school
“harder,” they did not deem obtaining an education impossible. Regardless of their situation,
they hope to continue to pursue their education. Brittany described why she is interested in
obtaining a graduate degree, “Nowadays I know that a lot of people do hire people with BAs but
then there’s always that competition of you know, masters” (personal communication, February
26, 2016). She believes that she needs more education to be a more competitive candidate.
Helping Profession. In addition to a four-year degree, four out of the five participants
have specific goals to obtain a graduate degree in the helping field. Ashley and Brittany hope to
pursue MSWs in the future, while Jessica and Amanda would like to pursue MFTs. The
participants want to create hope for their communities through service.
EXPERIENCES OF LATINA STUDENT-MOTHERS 36
Brittany’s interest in social work is related to her childhood experience. She disclosed
that her parents went through a divorce when she was younger. Social workers worked with her
mom to help gain custody of her and her siblings. She explained the following:
When my parents went through a divorce, social workers were there. They’re very
helpful. They helped my mom gain custody of us. They gave her great advice. They told
her what to do so she could keep us because she was at risk of losing our custody...I saw
they were a really great help and they were there for us, and they would help us, so why
not help other children going through the same situation that I went through (personal
communication, February 26, 2016).

Brittany is motivated by her positive experience with social workers to serve others in need. She
wants to offer the same helping hand to those who currently need it. Similarly, Jessica wants to
serve others that have had difficult life situations. Jessica is currently majoring in social work at
a local university. She would like to pursue an MFT in the future. She highlighted her desire to
help her community:
I want to stay local…help out my community, help out my people. I hope I’m not the
only one who’s willing to stay in my community and help it out, to get better. So that’s
something I definitely want to do (personal communication, February 26, 2016).

Jessica sees her education as a tool that can assist her entire community. She is already working
in the community through a program that allows her to assist those in crisis. Her community is
important to her. Not only does Jessica care for her two sons, she had expanded her role of
caregiver to those in her community. She provides hope for those in difficult situations.
Linguistic Capital
Two strong subthemes emerged related to linguistic capital. The first subtheme is an
appreciation for the Spanish language and the Latina/o culture. The second is a comprehension
of the language of higher education.
Connection to Multiple Languages. All participants identified as Latina. Four of five
participants speak Spanish regularly. Linguistic capital acknowledges that bilingual speakers
EXPERIENCES OF LATINA STUDENT-MOTHERS 37
have beneficial language skills (Yosso, 2005). The four bilingual participants indicated that
being bilingual is something important to them. Most of their children can speak either fluent or
broken Spanish.
Some participants specifically tied their bilingual skills into their culture. Amanda
indicated that she believed being able to speak Spanish was an important part of being Latina.
She then discussed her involvement and connection to her community, which has ultimately
inspired her to pursue education and the helping profession. She described why Spanish is
important to her:
Because I’m very passionate about our culture and I’m a very proud Mexican, so I feel
like it’s a shame when you’re Mexican and you don’t speak Spanish. So, they understand
it. My younger son, I have more problems. When he was smaller, he would speak to you
in Spanish. Now, he doesn’t really speak to you, but he understands you (personal
communication, February 26, 2016).

Amanda, like many other participants connects language to her heritage and her community. She
is proud of her heritage and wants her children to be proud, too. Brittany specifically expressed
the importance of Spanish to her. She explained that her two-year-old daughter is concurrently
learning English and Spanish. All participants identified speaking Spanish at home with their
parents during their childhood.
In addition to appreciating the Spanish language, participants identified an appreciation
for their Latina heritage. Amanda described how passionate she feels about the Latina culture:
I think that there’s been a lot of struggle in our culture and we’ve come a really long way
but there’s still more for us to achieve. To me, being Latina is like, it’s a really beautiful
thing. I feel we’re lucky (personal communication, February 26, 2016).

Amanda appreciates her culture and works toward preserving it by teaching her children Spanish.
She knows that there has been adversity, but she sees strength in overcoming adversity. She is
proud to be Latina.
EXPERIENCES OF LATINA STUDENT-MOTHERS 38
Language of College. All participants expressed their limited knowledge of how higher
education works when they started community college. However, over time, they have learned
the language of higher education. Ashley specifically discussed a transfer program called
“TAG,” which is meant to help students transfer. She described her experience:
I did the TAG [program] with UC Riverside. See that's another resource that a lot of
people don't know about. So many things. So, unfortunately I found out just the semester
before, or two semesters before I had to apply, but thank God I did at least find out before
because it wasn't too late (personal communication, February 26, 2016).

Although she did not know what the acronym stood for upon starting school, she found out in
time to use it to her advantage. Because bilingual Latinas are skilled at navigating two languages,
learning the language of college is not something impossible. Once student-mothers learn college
terms, they have a better understanding of the resources available to them.
Familial Capital
Familial capital focuses not only on a person’s biological family, but their community
(Yosso, 2005). Because Latina/os typically value family, it is expected that Latina student-
mothers may rely heavily on their families for personal, mental, and financial support. Each
participant acknowledged the importance of family in their lives. Participants discussed past
relationships and current family relationships. The two participants raised by single mothers are
influenced by their mother’s resilience and determination. Some participants discussed family
hardships and tension, but ultimately, each participant acknowledged her family’s role in her
education.
Instability/Emotional Distress. All but one participant referred to difficult family times
during her childhood. Some participants disclosed wanting a closer relationship with one parent.
One participant discussed lack of attention from her mother because her brother needed more
academic help in elementary school. Another participant disclosed that she did not have a close
EXPERIENCES OF LATINA STUDENT-MOTHERS 39
relationship with her parents growing up and she often felt neglected. She discussed frequent
moves between cities and schools. Although she has had a difficult journey with her parents, she
acknowledged that without them, she would not have accomplished what she has now. She
explained:
They provide housing for me. They charge me very little. They know that right now I’m
only getting from the county. My mom, will, occasionally, if I’m heavy on school work
load, she’ll help me with one of the kids, to do their homework. But the housing is the
biggest thing. My car. They were able to get me a new car. Which is like, wow. I
wouldn’t have been able to get a new car on my own and if I ever need someone to pick
up the kids from school or something, they’re there. Because of them being present and
helping me out, I’ve gotten this far (personal communication, February 26, 2016).

Although this participant had a difficult childhood, she is grateful for the support her parents give
her now. Regardless whether participants identified difficult times with their family, they all
reframed those thoughts in a positive way and acknowledged the importance of family in their
lives.
Single Motherhood. Two of the five participants were raised in a one-parent household.
Both participants described their mothers as motivated, hard working, dedicated moms. Both
indicated that they never viewed their gender as a setback because they saw what confident
women their mothers were. One participant described herself as being attached to her mom.
When she got pregnant, she was afraid to disappoint her mother. However, her mom continues to
support her and encourage her to reach high in her education. The participant comes from a
family of strong women. She explained her family’s dedication to female empowerment:
All my grandma’s kids were daughters, so they always told me, my tías [aunts] would
always tell me, do this, do that. Just because you’re a woman doesn’t mean you’re not
going to do that. You can do the same thing or even much more than a man can do
(personal communication, February 26, 2016).

She was supported not only by her mother, but also by her extended family to set high goals. She
was encouraged to see being female as something empowering.
EXPERIENCES OF LATINA STUDENT-MOTHERS 40
The other participant’s mom provides stability for her and her children. She provides
them with housing and transportation. When the researcher asked the participant if she ever felt
discouraged from doing something because of her gender, the participant explained her view:
Because I had a strong woman at home, I kind of didn’t really have that. I didn’t know
that because I had a mother who provided, a mother who didn’t leave us. You know? I
had that example, so I never really felt that being a woman, at least growing up, was
going to limit me, or that I was at a disadvantage. I don’t really feel that way. I recognize
that there’s a lot of inequalities in the world regarding occupations, regarding wages, and
so on. I do recognize that but I don’t feel like I’ve been at a disadvantage because I’m a
female (personal communication, February 26, 2016).

This participant never felt like she could not accomplish something because she was a woman.
Her mother provided a strong example for her. Both mothers advocate for education and
encourage their children to succeed.
Education. A common theme among all five participants was the value of education,
indicating a push against deficit thinking and suggests that Mexican-American parents do
encourage their children to pursue education (Delgado-Gaitan, 1992). Jessica disclosed that her
mother encouraged her to finish high school, even when she got pregnant. She explained the
situation:
She would tell me, just because you’re pregnant, that doesn’t mean you’re going to drop
out. So sometimes, I was already like six months pregnant, and I was like, I don’t want to
go to school. So she would actually get me up, and by this time, my husband was already
living with me. She would actually get both of us up. She would be like, you need to get
up to go to work, and you need to get up to go to school (personal communication,
February 26, 2016).

Her mother took the time to encourage her to complete her high school degree even if she was
close to giving birth. Dropping out of school was not an option. Pregnancy was not going to
come in between the participant and her pursuit of education. Her mother would not allow that.
EXPERIENCES OF LATINA STUDENT-MOTHERS 41
Brittany discussed her mother’s commitment to gaining knowledge of higher education,
even if she did not attend college. She described her mother’s dedication to learning about higher
education:
She didn’t really know much but she was always willing for us to go ask questions, to go
ask people for help, she would even ask her bosses for help or advice on how to help us
or how to do certain things (personal communication, February 26, 2016).

Although Brittany’s mother did not have the answers, she used her network to find the answers.
Her mother taught her to use her social capital to seek knowledge. Her mother taught her the
importance of networking by example.
All five participants indicated that their parents now see education as important and
contribute to their education in some way. Three participants specifically indicated that their
parents currently help out or have helped out with childcare in the past in order to give the
participant time to do her homework. Ashley described the support she receives from her mom
on the weekends:
Or luckily if, my mom, if she’s not working on a Saturday, I’ll tell her, I’m going to go,
I’ll be back, I’m going to go to the library for a couple of hours, I really need to get this
done, and she’ll say, okay (personal communication, February 26, 2016).

Her mom’s support makes it possible for her to get homework done in a timely manner. Because
Ashley is a single mother, she relies on help from her parents. Similarly, Brittany described her
mom’s support related to school and childcare. She described her mom’s initial disappointment
when she heard about her pregnancy, but her constant support:
Towards the end of my pregnancy, she accepted it. She’s a mother. She forgave me. She
helped me. And like I said, she still encouraged me, she says...In order for you to go to
school, I won’t go to work this day if you need someone to take care of [the baby]
(personal communication, February 26, 2016).

All five participants believe their parents are proud of how far they have come in education and
want to see them achieve their highest goal, which for many, is a graduate degree. Amanda
EXPERIENCES OF LATINA STUDENT-MOTHERS 42
described her mother’s support, “My mom is super proud. Every time she takes me, she’s like,
I’m so proud of you. She’s really supportive, extremely supportive.” Family support is a key
element of community cultural wealth and is something that the participants rely on.
Christianity. Three participants cited their faith as an important element in their lives.
Two were raised as Christians, while one began practicing as an adult. Two of the participants
are extremely active in their churches. One participant attends service three times a week. Her
parents did not raise her in a specific religion, so she discussed how she got involved in
Christianity, “I heard certain words that caught my attention that I had never heard before. I
don’t want to get emotional. I went through a lot growing up…. it was something that made me
feel full inside.” This participant found a place to belong in her church and is motivated by its
message. The participant that began practicing as an adult referred to Christianity as something
that helped her overcome addiction and foster a better life for her and her children. Christianity
provided both of these participants with support and encouragement to live a fuller life.
Christianity has created a sense of belonging and family. One participant identified her
pastor as an important father-like figure in her life ever since she was a child. Her father is more
reserved and suffered from alcoholism while she was a child. She was not able to build a close
relationship with him. However, her church provided her with the opportunity to find someone
that filled in the gaps. Her pastor has not replaced her father, but he has provided her with
support and encouragement. She expanded her family to those not related by blood.
Social Capital
Latinas with social capital are skilled at maintaining social ties in their community
(Yosso, 2005). First-generation college students do not have the luxury of knowing what to
expect in college because they are the first in their family to attend. However, if they capitalize
EXPERIENCES OF LATINA STUDENT-MOTHERS 43
on their social networks, they can make meaningful connections with people that can help guide
them through higher education. The two subthemes that emerged were professors as mentors and
campus mentors.
Professors as Mentors. Four out of the five participants identified having a connection
with a professor on campus. Three participants mentioned the positive affect their professors
have had on them. Amanda is considering teaching in the future because of the positive
experiences she has had with professors on campus. She explained:
I want to leave an imprint, even if it’s just on an individual level, because I’ve had those
teachers, those professors, that, you know, you can tell they’re passionate about their
work. So, those experiences have kind of just, yea, I think that one day, I wouldn’t want
to be at high school, junior high, no. I want to be like at a college level, professor
(personal communication, February 26, 2016).

Amanda is motivated to reach people on an individual level the way some professors have
reached her. Professors are easily accessible in class and during office hours. Students with
social capital can make a connection with professors and gain insightful information.
Campus Mentors. One participant identified faculty mentors she had contact with
through her on campus job. Her supervisors were not her professors, but held a faculty role. She
indicated that changing the people she surrounded herself with made a big difference in her
success. She started working on campus as a student worker and moved her way up. She
currently holds a full-time position on campus. At the start of her education she had a hard time
with English and did not understand difficult vocabulary. However, she felt comfortable asking
her bosses, who were dedicated faculty members, or counselors she came in contact with. She
described a specific instance:
He would help me understand words that I didn’t know. He would tell me what it meant
and then he would give me a scenario, so, that’s how I learn. He helped me in that way.
And then, when I got hired where I’m working at now, I’m working with counselors; I
work with staff, instructors. So I’ve picked up a lot from everybody and everybody just
EXPERIENCES OF LATINA STUDENT-MOTHERS 44
kind of is a big support system. That’s what I think helped me out with my English
(personal communication, February 29, 2016).

The community of educators helped her expand her vocabulary and grow. Furthermore, she has
introduced her kids to specific counselors in order to spread college awareness and motivate her
children. Her oldest son has had discussions with counselors about possible career paths, and
those counselors provided her with insight on what she could do now in order to ensure success
for her son. She wants to make sure that her children have a bright future. She utilized her social
capital to build connections with people and gain more knowledge. She is now teaching her
children to do the same by having them network with her colleagues.
Navigational Capital
Four of the five participants highlighted on campus resources that have assisted them
with navigating higher education. Navigational capital refers to how Latina/os navigate situations
(Yosso, 2005). All five participants highlighted that their knowledge of higher education was
limited when they started college. However, four of the participants navigated the community
college procedures through the services available to them.
Campus Resources. Calworks, EOP&S and CARE provide Latina student-mothers with
financial, academic, and emotional support to pursue their goals. Calworks is a program that
offers assistance to students receiving cash aid. The program is known for helping students find
childcare. Calworks made it possible for Jessica’s father to receive payment for providing
childcare to her children. Ashley found childcare outside of the college, free of cost. She
described how this program assisted her, “…I was able to put them in child care which was free
completely free, so yeah, I would just put them in daycare, let's just say at 6, 7 in the morning so
I can go and get my studies done” (personal communication, February 26, 2016). Because of the
EXPERIENCES OF LATINA STUDENT-MOTHERS 45
free childcare Jessica received, she was able to dedicate a significant amount of time to her
studies. She would not have had the same opportunity to excel as a student without the childcare.
Four participants spoke highly of the EOP&S program. Ashley discussed the grants that
she receives each semester, which include money for food on campus. She explained that any
type of financial aid helps, especially at the end of the semester. Amanda discussed the resources
she uses:
EOPS, CARE, the library, the writing center, the tutoring from EOP&S, the math lab. I
was not playing when I said I utilize all my resources. The Calworks office. Calworks
and GAIN is also a big resource because that’s my income. That’s where I have that
ability to do things even though I try to be cautious of how I spend, but still trying to find
free activities for my kids to do, like take them to the new LACMA (personal
communication, February 26, 2016).

She talked about meeting with a counselor in EOP&S that truly cared about this student
population, which is important, because it made her feel safe and comfortable. Before that
counselor retired, Amanda was sure to visit her for an appointment. Calworks, EOP&S and
CARE provide Latina student-mothers with financial, academic, and emotional support to pursue
their goals.
Three of the five participants referred to a program specifically geared toward assisting
Latina students with transferring. According to the participants, this program works with the
same population the CARE program works with but provides students with an opportunity to
take classes together. Amanda is part of the program. She described what the Latina Completion
Program offers:
…it’s like, you have to have more than thirty transferrable units, you want to transfer,
like a certificate program, and basically, they offer classes for Latina women, taught by
Latina women, and just, their goal is to see us transfer to accomplish whatever it is,
whether it be to transfer or a certificate, so they provide these classes and then they have
SIS, which I believe is like, they have a tutor in class that you can go to if you’re in class,
once we break up into classrooms, that they can help us through and assist the teacher or
the instructor or professor. So, like I said, this is my first time taking the Latina
EXPERIENCES OF LATINA STUDENT-MOTHERS 46
Completion as well, but I’m looking forward to it, so I was kind of nervous about taking
English 101, but English 101 is another class that they offer (personal communication,
February 26, 2016).

This program is geared toward helping students complete their goals. Now that Amanda is
enrolled in it, she feels more confident taking English 101, the transfer level English course
offered at the college. All of the resources the participants mentioned are vital for students with
dependants because they provide academic, financial, and emotional support.
Although four of the five participants praised these resources, one participant did not use
them. Two participants indicated that it is hard to find out about these programs due to lack of
publicity. Sarah described the lack of publicity on campus:
The support groups are out there. We just don’t really hear about it. Like, this Latina
Completion Program, it’s the first time that I hear about it. It’s something new, but this is
a predominately Hispanic area. That’s probably something that should’ve been in place
from the beginning. EOPS-CARE is a great resource for parents. It’s for both men and
women but it’s not given…I don’t think they have…what do I want to call it? The
staffing to get the word out there, like hey, we’re here to help. You know what I mean?
That would be something...you don’t see it anywhere, you know. I don’t see it on campus
anywhere, promoted anywhere (personal communication, February 29, 2016).

Although there are a number of resources offered on campus, these resources cannot help
students if students are not aware. More publicity would get the word out to new student-mothers
about the resources the campus has to offer.
Resistance Capital
Most of the participants have dealt with numerous setbacks during their educational
career. Some of these setbacks were out of their control. Others were due to lack of knowledge
or poor judgment. Resistance capital is defined as overcoming adversity and stereotypes (Yosso,
2005). Three subthemes emerge that fall under resistance capital, which are survivors, choosing
education, and parenting style.
EXPERIENCES OF LATINA STUDENT-MOTHERS 47
Survivors. Three of the five participants experienced emotional, physical, or sexual
abuse in the past. Two participants disclosed that domestic violence was part of their past
relationships. One participant indicated that she witnessed her parent’s domestic violence. She
described her family’s situation and highlighted that her father was the breadwinner, and
therefore had power over her mother. She expressed frustration that her mother could not stand
up for herself. She described a situation where her father forced the family to move multiple
times in one year:
I felt like my father was being a typical man, trying to control, you know the woman,
because he didn’t want to accept the fact that the love wasn’t there and he needed to
move on. So he’d rather be a greedy person and just be like, me, me, me. I don’t care
about any of my kids or my grandkids, or even the cat that we’re bringing along. Let me
just take her and have my way. And my mother, as well, instead of putting her foot down,
saying no, I’m not going to uproot the family, and I’ll struggle, I’ll find my way, but we
need to keep everyone in the same schools. So it impacted all of my brothers and sisters.
They went to like four schools in a year (personal communication, February 26, 2016).

The participant was frustrated by the domestic violence and emotional abuse she saw between
her parents. However, the participant expressed that this motivated her to pursue education and
find a job that she could pay the bills with and make some ends meat. She described her
thoughts:
Everything we went through, everything we saw, what aggression does, like I said
lunatics, I don’t ever, if I unfortunately ever come across a lunatic, I’m not going to be
stuck. I can get my kids and seek a better way of life. So that’s why I decided to go for
school and hopefully land a career that makes me a decent amount of money where I can
say, hey, I paid the bills and we still have like $300 dollars extra (personal
communication, February 26, 2016).

Rather than dwell on her parents situation, she used it to catapult her into her pursuit of education
and her future career in the helping profession.
EXPERIENCES OF LATINA STUDENT-MOTHERS 48
Community Service. Two participants identified community service as an area of
importance. Jessica currently works for an agency that has a hotline for people to call. She
described her work:
What I do there is I’m on call, and I do the crisis line. I do the night shift, 11 PM to 7
AM. I get whatever calls get into the crisis line at that time. It can be anything from, I’m
not feeling well today, something triggered my...what I experienced. Usually it’s sexual
assault. Sometimes it’s domestic violence. Sometimes it could be like, I lost my pet, I lost
my parent, I’m going through a bad break up. It ranges. It really ranges. Sometimes it’s
like…it could be hard because sometimes, sometimes it’s hard to find the words to tell
that individual (personal communication, February 26, 2016).

She explained that at the end of the day, it feels good to help others. She wants to help people in
her community overcome obstacles and stay in the community to work there upon completion of
a graduate degree. Similarly, Amanda participated in community outreach in the past. She
explained her experience:
I think it was one of the best experiences that I’ve ever had in my life. That’s where my
passion is regarding juveniles and incarceration. I had many wonderful experiences,
traveling experiences, going to world social forums, policy, lobbying, advocating
(personal communication, February 26, 2016).

Amanda is highly motivated by her community and wants to help the youth overcome obstacles
they are faced with. She knows that the first step is to complete her education. All participants
understand that education is a tool that will help expand their horizons and most want to use their
education to give back to their community.
Postsecondary Choices. All of the participants expressed that they were not familiar
with college while in high school. Although all of them had an idea of what college was, they
were not sure how they could get there. Ashley expressed that she had a misconception of
college. She thought college was only for “really smart people.” A majority of the participants
expressed being lost when they first got to campus. Sarah indicated that she tried to enroll in four
EXPERIENCES OF LATINA STUDENT-MOTHERS 49
classes during her first winter semester, a short semester that only consists of five weeks. She
explained her experience:
I started winter 2007, and it’s really funny, because when I got my add slip, back then I
think it was just, you would add your classes that you wanted to take, and I went to
admissions and I registered for four classes during winter session. Not registered, but I
put it on my add slip, and when I went to the window, she said, well you can only take
two classes. And I was like, that’s weird. Why? She didn’t explain anything, she didn’t
even, you know say like, well you need to meet with a counselor, maybe they can give
you more information. It was just like, choose what classes you want to take. So I chose
Math and English during winter session and that’s something that you definitely don’t do
during winter or even during like the big semester because it’s so much. Nobody told me
that. I was like, why didn’t she say anything? But she’s not a counselor (personal
communication, February 29, 2016).

At first, she was lost and did not know how semesters or intercessions worked. However, over
time she met with a counselor and now understands how everything works.
All five participants see education as a way for them to excel and reach their goals. Both
Ashley and Amanda have the goal of transferring to the large, public research university across
town. This prestigious school is highly selective. Both of them tell their children about their
plans to transfer to that school and what it will mean for them. They are spreading knowledge of
higher education to their children by example. When their children graduate from college, they
will know what to expect.
Attention to homework and learning is something participants with school age children
identified. Jessica discussed positive study habits. She explained how she answers homework
questions for her sons, “I ask them, did you already look it up? You know, you have dictionaries,
you have the internet. Google it. Find out what it is. If you don’t understand what it is, then I’ll
help you understand it” (personal communication, February 26, 2016). She encourages her
children to answer their own homework questions by using their resources. She encourages them
EXPERIENCES OF LATINA STUDENT-MOTHERS 50
to review their notes. Her two boys look to her for knowledge, but she wants them to utilize their
research skills before giving them the answers.
Similarly, Ashley discussed the importance of homework time. She makes sure that her
boys do their homework first and then she does hers. Her significant other, a former student at
the selected community college, contributes to her children’s study strategies as well. She
discussed how they spend their time together:
We’ll go to the park and we’ll both study. Yesterday I just got a California king bed
because me and my mom traded, so now all of us can fit on there. So, we’re all on there.
He and I are both with our laptops and the kids are on our backs, or whatever, because we
do their homework first. His thing is like; let them eat, straight to homework, and then
games. He’s not like mean, he’s just…he tells me. But he never takes it upon himself to
tell my kids anything (personal communication, February 26, 2016).

By selecting a partner that also values education, she is setting a standard for her children. Her
significant other has already transferred into the accounting school at the nearby private research
institution, a prestigious institution.
Creating Higher Education Awareness. All participants identified college awareness
for their children as a value. Each participant encouraged her child/children to commit to
performing well in school. The four participants with school age children are conscious of the
education their children are currently receiving. Jessica encourages her children to embrace their
musical talents and makes homework time a priority, as previously mentioned. Ashley’s oldest
son is enrolled at a charter school and she hopes to enroll her younger son in the same school
soon. She expressed her appreciation for the college awareness and extracurricular activities the
charter school offers:
They do like, arts and theater. They do STEM. It’s a very college focused school. They
introduce you. The classrooms are called [UCs]. So it’s really, really good. They tell
them, where do you want to go? It’s all about going to college for them (personal
communication, February 26, 2016).

EXPERIENCES OF LATINA STUDENT-MOTHERS 51
College awareness is a big part of the school’s curriculum. Amanda’s children are also in charter
schools and she expressed the same sentiment Ashley did. She described her approval of the
school and how it’s motivated her:
Mostly all the schools, especially the charter schools, are all about college prep. My
daughter’s school, her classroom is [a private school and Cal State]. You know, they’re
all about colleges, but I kind of was like, I’m not being a very good example if I’m not...I
didn’t finish college. How am I going to push college on her if I didn’t finish (personal
communication, February 26, 2016).

Amanda is doing everything she can to promote college for her children by enrolling them in a
college-focused school and going back to school herself.
Finally, Sarah’s oldest son is at the local elementary school, a California Distinguished
School. Because the elementary school is located across the street from the community college,
she is able to go to school events easily. She explained:
He now goes to school across the street... I moved him closer because when he was going
to school where we live, if he had an event, I would have to miss an entire day to make it
because I’ve always been, whatever you want to do, just do it and I support you. So if he
came out in anything, I was always there. I would always make it.

This is important because it shows how much she supports her son and his education. Her two
youngest children are in a local daycare, a program that provides pre-kindergarten support and
preparation, which she is pleased with. These participants expressed a lack of college awareness
when they were young. However, they have each made an effort to overcome their struggles and
ensure their children will have the most fruitful education possible.
Gender Equity. All participants mentioned the importance of female empowerment
and/or gender equity. Brittany’s single mother set the example for her that women can
accomplish anything. She teaches this to her two-year-old daughter through example, by
obtaining her degree, and by word of mouth. Although her daughter is young, she speaks to her
EXPERIENCES OF LATINA STUDENT-MOTHERS 52
in a positive manner and holds high hopes for her future. She described how she talks to her
daughter:
I always pray and I tell her that she needs to go to preschool, kindergarten, elementary,
middle school, high school, she needs to go to a university, she needs to get her PhD. I’m
already telling her, you need to go further than what I’m going for (personal
communication, February 26, 2016).

Brittany knows that her daughter is not too young to hear positive statements. She is already
setting educational standards for her daughter and empowering her to reach higher.
Ashley identified feeling empowered to correct the gender gap through the knowledge
she is gaining from her major, sociology. Ashley is currently writing a paper on gender inequity
for a sociology class. When she and her sons walked through a toy store, she purposefully took
them to the baby doll section. She explained to them that baby dolls are not just for girls. She
said that one day, they could have babies too, so therefore, they could also play with baby dolls.
Similarly, Jessica took the opportunity to spread knowledge with her extended family. She
explained the situation:
My husband’s side of the family, my niece, she’s twenty right now. I remember a couple
years...when I barely started, which was back in 2012, she was actually starting her
career, going to college over there, in their country and my father-in-law was like, well, I
don’t know why she’s going to school. She’s going to end up married anyway and just
end up having kids. So when I heard that, I got really offended, and I was like, why is
your dad saying that? Who cares, you can have a family and a career. So I was telling my
husband, well, if they don’t want to help her, I’ll help her (personal communication,
February 26, 2016).

Jessica’s niece lives outside of the United States, but Jessica said she would do anything in her
power to learn about higher education in her niece’s country to support her. Each participant
recognized the urgency to spread gender equity knowledge to her child/children. For those that
witnessed gender inequity in the past, they expressed a need to educate their children about
gender equity.
EXPERIENCES OF LATINA STUDENT-MOTHERS 53
Other Themes
The researcher found three themes that contribute to answering the research questions:
How do Latina student-mothers perceive their dual parent and student roles? How does a Latina
student-mother’s role as a mother influence her roles as a student? The findings reflect that the
role of mother has largely influenced the role of student, especially in relation to scheduling, lack
of friendships, and university choice.
Scheduling
All participants discussed elements of their schedule with the researcher. Many reflected
scheduling their classes around their children’s schedules. Jessica described her strategy, “It’s
hard. I try to get classes during the day when they’re in school, so then once I get out, well right
now it’s work and classes, so I get out and I could be at home with them.” She makes an effort to
take classes during the day so that she can be home in time to help her children with their
homework and provide them support. Similarly, Brittany tailors her class schedule to her
partner’s schedule or her mother’s schedule because they help take care of her daughter. She
described her technique:
I go based around [my boyfriend’s] schedule or my mom’s schedule. So I basically try to
get two days to go to school and the other days, just be with [my daughter]. I would get
all of my classes, like two on Monday and then two on Tuesday, and from there, just rush
back home, take care of her, and that’s about it (personal communication, February 26,
2016).

Because she is a mother and the primary caregiver of her daughter, she must be conscious of her
school schedule. Classes that only meet twice a week compliment her schedule. However, this
limits her ability to take certain classes that meet more than twice a week.

EXPERIENCES OF LATINA STUDENT-MOTHERS 54
Lack of Friendships
All participants expressed their schedules keep them busy. Not many have created
relationships with other students on campus. When asked about friendship with other students,
Ashley explained the lack of time she has for friendships:
I don’t have any [girlfriends]. I guess you can say, well, sometimes I run across girls who
don’t have kids, so they’re really like, they can go anywhere, anytime. So those girls, I
really don’t bother. But the girls who do have kids, they’re just as busy as I am, so when
we try to meet up, something always happens, and on top of that, I understand if we like,
lie to each other, saying we have to do something, when really, we’re tired. We have busy
schedules. So, that’s pretty much what it is, and I find that most of the women that I meet
that are mothers, they don’t have a lot of friends either, so I don’t feel too bad (personal
communication, February 26, 2016).

Student-mothers must maximize their time. They split time between care giving, class,
homework, and sometimes work. Past research suggests that women with children under the age
of four tend to have small networks (Lin, 2000). The participants confirmed this idea. Although
those that participate in special programs are required to attend workshops or events and
therefore have contact with other students in the programs, they still do not form lasting
relationships because of other commitments and lack of time.
University Choice
The participants have the goal of transferring to the local CSU, or have already
transferred, and two have the goal of transferring to the University of California (UC). CSU is in
close proximity to the general are that most participants live in. The UC is further and might
require participants to move, if they are accepted. Ashley explained the challenge she is facing:
[The UC], if I do get accepted, I don’t want to move because I’m doing the exact same
thing [moving] but for different reasons and I need to understand that. I don’t want to feel
guilty. It will be for very good reasons, not a dumb reason (personal communication,
February 26, 2016).

EXPERIENCES OF LATINA STUDENT-MOTHERS 55
Although the UC is her top choice school, moving to the campus is not something she prefers.
She is the primary caregiver for her sons, but receives help from her parents. Therefore, moving
would eliminate their assistance. Not being able to live on campus will exclude her from the full
experience of being a UC student. Therefore, being a mother affects her student role because she
cannot have certain experiences.
Reflection of Results
The results indicate that although being a student-mother is a difficult role, the
participants find empowerment in their student role. They see hope for a bright future through
transferring to a four-year university, and for some, pursuing a graduate degree in the helping
field. Many are motivated to help others in similar situations. Those participants who have dealt
with past hardships find strength in their pursuit of education and see it as a way to set an
example for their children. A majority of the participants utilize the student support services
offered on campus, such as Calworks, EOP&S/CARE, tutoring, and the Latina Completion
Program. All participants are highly motivated individuals who are motivated through
motherhood to set an example of educational excellence for their children.
Community cultural wealth tells the researcher that Latina student-mothers are
empowered by their experiences and are determined to rise above adversity. Aspirational,
linguistic, familial, social, navigational, and resistance capital are strong forces in the lives of
Latina student-mothers. Community cultural wealth is an appropriate lens to examine this
population. Furthermore, the daily demands of being a parent are salient themes for all
participants. Many of the experiences of the participants highlight align with multiple capitals.
Having social skills, a commitment to family, and a commitment to the community are all
EXPERIENCES OF LATINA STUDENT-MOTHERS 56
elements that enable student-mothers to succeed. The next chapter consists of a summary of the
findings, limitations, recommendations, and possible future research.

EXPERIENCES OF LATINA STUDENT-MOTHERS 57
Chapter Five: Discussion
The goal of this qualitative research study was to answer the following questions: How do
Latina student-mothers perceive their dual parent and student roles? How does a Latina student-
mother’s role as a mother influence her roles as a student? Community cultural wealth is the
framework that guided the researcher throughout the study (Yosso, 2005). This chapter will
discuss a summary of the findings, recommendations, and future research.
Summary of Findings
This study focuses on the experiences of Latina student-mothers in the community
college system. The researcher referred to literature on Latina/o students, nontraditional students,
and teenage mothers. However, the researcher did not locate any specific research on Latina
student-mothers in community college. Therefore, this study contributes to the lack of
information on this specific population.
The findings are consistent with the framework of the study, community cultural wealth.
Community cultural wealth suggests that underrepresented minorities are empowered through
their cultural richness (Yosso, 2005). Students from underrepresented minorities can empower
themselves to succeed by drawing on the six capitals of community cultural wealth. The
participants expressed feeling empowered through education. They see their student role as a
way for them to expand their horizons and make comfortable lives for their children. Two
participants described giving back to their community through community service as a form of
empowerment because they are able to help others in similar situations. The findings are
organized by capital, with subthemes attached to the respective capitals. The findings are
organized as follows:

EXPERIENCES OF LATINA STUDENT-MOTHERS 58
Table 2
Community Cultural Wealth and Subthemes

Community Cultural Wealth Capitals Subthemes
Aspirational Capital • Transferring
• Helping Profession
Linguistic Capital • Connection to Multiple Languages
• Language of College
Familial Capital • Instability/Emotional Distress
• Single Motherhood
• Education
• Christianity
Social Capital • Professors as Mentors
• Campus Mentors
Navigational Capital • Campus Resources
Resistance Capital • Survivors
• Community Service
• Postsecondary Choice
• Creating Higher Education Awareness
• Gender Equity

Additional themes of scheduling, lack of friendships, and university choice were found. The five
participants had a multitude of experiences related to their college pathways, but were aligned by
the common themes of hope and education. Four of the five participants career goals are aligned
with serving their communities, a finding consistent with past research that suggests that re-entry
women typically pursue careers in the helping profession (Padula, 1994). Although each
participant has experienced a number of hardships, they are all still motivated to excel.
Participants that identified personal family hardships were able to reframe those experiences and
identify how those experiences have motivated them to commit to education.
EXPERIENCES OF LATINA STUDENT-MOTHERS 59
The researcher aimed to answer questions related to the participant’s perception of their
dual roles as student and parent. When answering the first question: How do Latina student-
mothers perceive their dual parent and student roles? The researcher found that the participants
see their dual parent and student role as a necessity. The participants view their education as an
investment and a choice. Additionally, the student-mother role allows the participants to set an
example for their children.
The researcher drew similar positive conclusions for the second question, which was:
How does a Latina student-mother’s role as a mother influence her roles as a student? The role
of mother greatly influences the role of student. Many of the participants expressed their
intention of setting a positive example for their children and already creating opportunities for
their children to succeed academically. Jessica specifically mentioned that her daughter’s charter
school is a big college promoter. She felt like she could not push college on her daughter if she
never finished a degree. Multiple participants explain to their children that when she transfers, it
will help the entire family. Therefore, the participants see their education as an opportunity to
create a better life for their children and a way to promote education by example. Additionally,
four out of five of the participants are interested in entering the helping field after completing
either an MFT or MSW. The participants highlighted their interest in helping others in similar
situations. Some participants added that spreading knowledge was important to them. Therefore,
the researcher has concluded that the mother has a big impact on the student role and serves as a
form of empowerment.

EXPERIENCES OF LATINA STUDENT-MOTHERS 60
Recommendations
Five key recommendations will be discussed in this section. These recommendations
include: more publicity for special programs, faculty and staff training, extension of childcare
services, the creation more on campus job opportunities for student-mothers, and the creation of
Facebook group.
Publicity for Special Programs
The results of the qualitative interview highlight the valuable experiences provided by
special programs on campus such as Calworks, EOP&S, and CARE have had on the participants.
However, more publicity and awareness needs to be created. Two participants highlighted the
need for more publicity. They indicated that even more signs and banners would help create
awareness for students of the resources available to them. More publicity will lead to more
students taking advantage of the programs meant to assist them.
Community College Counselors in High Schools
The researcher suggests placing community college counselors at local feeder high
schools. All of the participants expressed their lack of college knowledge when they started at
the community college. Some participants did not even meet with counselors before taking their
first classes. The majority of the participants expressed that their high schools did not provide
them with enough information about how to make the transition into college. Therefore, if
counselors from the community college are located at the high school, they are easily accessible
to all students; especially students with children who may not have time to visit the community
college on their own because of child care responsibilities.

EXPERIENCES OF LATINA STUDENT-MOTHERS 61
Faculty and Staff Training
The researcher recommends that institutions host specific training for faculty and staff
regarding this specific population. Not only do faculty and staff need to know how to assist this
special population, they must be aware of what resources to refer student-mothers to. This level
of understanding is important because many student-mothers create relationships with professors
that they see multiple times a week in class. If professors are aware of the resources, they can
point students in the right direction, even if there is a lack of publicity.
One participant specifically discussed the campus environment. She described the
campus as welcoming and empowering. Additionally, she referred to a counselor in the EOP&S
office that genuinely cared about the students. She made students feel comfortable. She recently
retired. It is important to train all faculty and staff proper in best practices when working with the
student-mother population. If all faculty and staff use best practices, student-mothers will feel
confident they can reach their educational goals and feel comfortable utilizing their campus
resources.
Extended Childcare Opportunities
All participants in this study have young children and are the primary caregiver. Many
participants indicated that their scheduled works around their children’s school hours. When the
school day is over and the children are home, the participant is the main caregiver. A majority of
the participants are full-time students. Therefore, their school day is typically filled with classes,
tutoring time, and work, if they are employed. If a student-mother needs to make an appointment
with a counselor or wants to attend a workshop but does not have childcare, the student-mother
most likely cannot make it to the appointment or the workshop. Therefore, an equitable solution
is offering drop-in childcare by extending the child care services on campus. If the childcare
EXPERIENCES OF LATINA STUDENT-MOTHERS 62
center opens its doors to students enrolled in Calworks, EOP&S/CARE, for drop-in services,
these students would have more opportunities to engage in necessary activities on campus. The
center could require proof of participation in one of the special services and documentation of
the event on campus the student is attending in order to combat overuse of the drop-in hours.
On Campus Job Opportunities
Two of the five participants were employed. One participant was actively seeking an on
campus job. One participant works full-time on campus in a classified position. She discussed
the convenience of working on campus. If she has classes during the day, she attends class and
makes up her missed work hours at another time. Her job has enabled her to make connections
with faculty members and even have her children connect with faculty members. Calworks is
dedicated to helping students locate jobs. However, creating jobs on campus specifically for
students with dependants would be beneficial. Student-mothers juggle so many responsibilities
that range from dropping their children off at school, to helping their children with their
homework, to studying for their classes. Additionally, the participants disclosed that maintaining
friendships is difficult because their time is strictly budgeted. However, if more student-mothers
worked together, it would be easier for them to create relationships and support one another.
Creating friendships would not be an additional task to juggle because it would happen
organically during work hours. Having an on campus job could ease their stress and provide
them with a convenient way to make money and network with potential faculty mentors.
Facebook Group
Because the participants expressed having a limited amount of time to foster friendships,
Facebook can help student-mothers engage with one another easily. The findings align with past
research that suggests that men have larger networks than women (Lin, 2000). However,
EXPERIENCES OF LATINA STUDENT-MOTHERS 63
Facebook can help mitigate this problem because of its easy access. This group should be closed
so that it can remain a safe space for student-mothers to engage with one another. New members
must be invited or approved by the group administrator, which can be either a current student-
mother, or a staff member from a special program like CARE or Calworks. This group is
essential for the population because of its continuous availability. If members are up late and
want to chat, they can post to the group and see if anyone else is up and can offer support.
Although student-mothers may not have time to spend with friends, they will still be able to
foster friendships through Facebook.
Future Research
This study is relied on Yosso’s (2005) theory of community cultural wealth as a lens for
analysis. The findings are aligned with the theory. The participants reflected an overarching
theme of hope and an understanding that their education is an investment for their families. The
interview questions focused on the participant’s educational experience during elementary
school, high school, and college. The participants answered questions about the support they
receive from their family and the support they receive on campus. A majority of the participants
were part of special programs such as CARE and Calworks. Therefore, further research on
student-mothers who are not part of special programs might offer additional insight to the
experiences of the population. Furthermore, each participant briefly mentioned a significant
other. Therefore, the relationship between student-mothers and significant others should be
explored in the future to offer more insight on how those relationships have affected their
education.
Participants briefly touched on their relationships with the fathers of their children and
current significant others. One participant is married to the father of her children. Another
EXPERIENCES OF LATINA STUDENT-MOTHERS 64
participant is not married, but lives with the father of her child. These participants briefly
described the support they get in their relationships. One participant does not have contact with
the father of her children but is in a significant relationship where she feels supported. Finally,
another participant discussed a healthy co-parenting relationship with one child’s father, but an
unhealthy relationship with the other child’s father. One participant did not discuss her
relationship in detail, but indicated she did not live with a significant other. It is important to
explore the participant’s relationship with their significant other because research suggests that
nontraditional students rely heavily on their partners for emotional support (Carney-Crompton &
Tan, 2002). Therefore, exploring this relationship will contribute to a better understanding of the
population and potential best practices for educators when assisting the population.
Conclusion
This research study aimed to understand the experiences of Latina student-mothers in
community college. Yosso’s (2005) community cultural wealth was used as the framework for
the study. The researcher used the following two research questions to frame the study: How do
Latina student-mothers perceive their dual parent and student roles? How does a Latina student-
mother’s role as a mother influence her roles as a student? This qualitative study required
participants to engage in one interview with the researcher. The researcher asked questions
loosely based on previous research from Patricia Gándara (1995). Five students at the selected
community college participated. One participant was a former student at the community college
and had already transferred to the local university. The findings suggest that the experiences of
Latina student-mothers align closely with community cultural wealth.
The researcher connected subthemes to each element of community cultural wealth. The
researcher identified transferring and interest in the helping profession as subthemes of
EXPERIENCES OF LATINA STUDENT-MOTHERS 65
aspirational capital, cultural appreciation as the subtheme of linguistic capital,
instability/emotional distress, single mothers, education, and Christianity as the subthemes of
familial capital, professors as mentors and campus mentors as the subthemes of social capital,
campus resources as the subtheme of navigational capital, and survivors, community service,
choosing education, education promotion, and gender equity as the subthemes of resistance
capital. Scheduling, lack of friendships, and university choice were additional themes found. The
interviews reflect an overarching theme of hope and motivation. The researcher hopes that this
study will inform educators about this specific population and their needs.

EXPERIENCES OF LATINA STUDENT-MOTHERS 66
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EXPERIENCES OF LATINA STUDENT-MOTHERS 68

Appendix A: Recruitment Flyer

Eligibility:

1. Must be a current or former
student-mother at this
community college
2. Must be of Latina descent
3. Must participate in one 90
minute interview in-person or
via telephone, Skype, or
Facetime
If you are interested, please email
studentparentstudy@gmail.com to
schedule an interview

Participation is Voluntary!

Participants will receive a $15 gift
certificate to Target or Starbucks after
completing the required interview
EXPERIENCES OF LATINA STUDENT-MOTHERS 69

Appendix B: Informed Consent Form

EXPERIENCES OF LATINA STUDENT-MOTHERS 70

EXPERIENCES OF LATINA STUDENT-MOTHERS 71

EXPERIENCES OF LATINA STUDENT-MOTHERS 72
Appendix C: Semi-Structured Interview Questions

1. Demographics
a. Background
i. How old are you?
ii. Where were you born?
1. If you were not born in the United States, when did you come to
the United States?
b. Schooling
i. Did you attend pre-school/kindergarten?
ii. Where did you attend elementary, middle, and high school?
iii. Did you begin college immediately after graduating from high school?
1. If not, how much time did you take off before enrolling in college?
iv. How did you find out about college?
v. Did you have any mentors while in elementary, middle, or high school?
vi. How many units are you enrolled in this semester?
vii. How many units in total have you completed?
viii. Do you plan on transferring?
ix. When is your expected transfer date?
c. Personal Life
i. Are you currently employed?
ii. What is your marital status?
1. If you are married, how long have you and your partner been
together?
d. Children
i. How many children do you have?
ii. How old were you when you had your first child?
iii. What are the ages of your children?
iv. Are you the sole care giver to your child/children?
e. Family background
i. Where were your parents born?
1. If your parents were not born in the United States, when did they
come to the United States?
ii. Where were your grandparents born?
1. If your grandparents were not bron in the United States, when did
they come to the United States?
iii. How often do you see your parents?
iv. How often do you see your grandparents?
v. What is your parents highest level of education?
vi. How old were your parents when they had you?
vii. What are your parents attitudes toward education?
viii. How many silblings do you have?
ix. What is their birth order in relation to you?
x. What is the highest level of education of each of your siblings?
f. Childhood/Adolescence
i. What language did you speak at home while growing up?
EXPERIENCES OF LATINA STUDENT-MOTHERS 73
ii. Did you grow up practicing a specific religion?
iii. Did your parents assist you during your early education years?
iv. Did your parents attend parent-teacher conferences, or meet with your
teacher to discuss your progress, or volunteer?
v. Did your parents discuss college with you when you were a child?
vi. How much education did they expect you would complete?
vii. How much education did they hope you would complete?

2. How do you balance your dual roles as parent and student?

3. What are your educational goals?

4. What does being Latina mean to you?

5. Aspirational Capital
a. What was your initial reaction when you found out that you were having your first
child?
b. Have you faced any challenges during your educational career? If so, how did you
overcome those challenges?

6. Linguistic Capital
a. Are you bilingual? If so, do you believe your linguistic skills will help you secure
a job in the future?
b. Are your children bilingual?
c. Why was it important to you to teach your children a second language?

7. Familial Capital
a. What is your family’s overall perception of your dual roles as parent and student?

8. Social Capital
a. How did you acquire information about higher education?
b. Do you have any current mentors on this campus?

9. Navigational Capital
a. Are you a member of any special programs on campus? If so, how did you find
out about the service?

10. Resistance Capital
a. Has anyone ever discouraged you from doing something because you are a
woman?
b. Are there any other experiences you would like to share related to your identity as
a woman?

11. Is there anything else you would like to share?

Abstract (if available)

Abstract This research focuses on the experiences of Latina student-mothers enrolled in community college. Student-mothers refer to students that are enrolled in college coursework and have children. Yosso’s (2005) theory of community cultural wealth is used as a framework for the study. Rather than viewing the role of parent through a deficit lens, the researcher frames this role in a positive light and highlights how the role is a motivating factor. Interviews were held with participants to uncover common themes.

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Asset Metadata

Creator Ayala, Genevieve Anne (author)

Core Title Experiences of Latina student-mothers in community college: a study based in community cultural wealth

School Rossier School of Education

Degree Master of Education

Degree Program Education Counseling

Publication Date 06/21/2016

Defense Date 03/17/2016

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

Tag community college,community cultural wealth,Latina,Latino,OAI-PMH Harvest,student-mother

Format application/pdf (imt)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Venegas, Kristan (committee chair), Cornner, Ryan (committee member), Munoz, Mike (committee member), Ochoa, Vanessa (committee member)

Creator Email genayala10@gmail.com,geneviaa@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c40-256809

Unique identifier UC11279588

Identifier etd-AyalaGenev-4467.pdf (filename),usctheses-c40-256809 (legacy record id)

Legacy Identifier etd-AyalaGenev-4467.pdf

Dmrecord 256809

Document Type Thesis

Format application/pdf (imt)

Rights Ayala, Genevieve Anne

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