University of Southern California Dissertations and Theses

Intent vs. impact: exploring how community-based organizations support Latino/a/e students through their educational journeys

(USC Thesis Other)

Intent vs. impact: exploring how community-based organizations support Latino/a/e students through their educational journeys

PDF

Download a page range

Download transcript

Copy asset link

Request this asset

Transcript (if available)

Content INTENT VS. IMPACT: EXPLORING HOW COMMUNITY-BASED ORGANIZATIONS
SUPPORT LATINO/A/E STUDENTS THROUGH THEIR EDUCATIONAL JOURNEYS
by
Edna Jasmin Garcia
A Thesis Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
MASTER OF EDUCATION
(EDUCATIONAL COUNSELING)
May 2024
Copyright 2024 Edna Jasmin Garcia

ii
© Copyright by Edna Jasmin Garcia 2024
All Rights Reserved

iii
The Committee for Edna Jasmin Garcia certifies the approval of this Thesis
Kortney Hernandez
Sheila Banuelos
Atheneus Ocampo, Committee Chair
Rossier School of Education
University of Southern California
2024

iv
Dedication
To my fellow comunidad, it is not a matter of questioning what we are doing wrong but rather
asking what are they doing to serve us. You belong and you matter.

v
Table of Contents
Dedication .................................................................................................................................iv
List of Tables...........................................................................................................................viii
Chapter 1: Introduction............................................................................................................... 1
Statement of the Problem........................................................................................................................................................... 3
Research Question......................................................................................................................................................................... 5
Theoretical Framework ............................................................................................................................................................... 6
Brief Description of the Methodology.................................................................................................................................. 6
Organization of the Thesis......................................................................................................................................................... 7
Definitions........................................................................................................................................................................................ 7
Chapter 2: Literature Review...................................................................................................... 9
Latino/a/e Students in Higher Education............................................................................................................................. 9
Latino/a/e Student Demographics.........................................................................................................................................10
Educational Ambitions..............................................................................................................................................................11
Racism and Stereotypes............................................................................................................................................................12
Gender..............................................................................................................................................................................................13
Cultural Differences....................................................................................................................................................................14
Familial Differences...................................................................................................................................................................15
Access...............................................................................................................................................................................................15
Enrollment......................................................................................................................................................................................17

vi
Persistence ......................................................................................................................................................................................18
Post-graduation.............................................................................................................................................................................19
Community-based Organizations..........................................................................................................................................20
Transactional Networks............................................................................................................................................................22
Resort to Savior Mentality.......................................................................................................................................................23
Culturally Relevant Practice....................................................................................................................................................24
Chapter 3: Methodology ........................................................................................................... 28
Rationale for Testimonios........................................................................................................................................................28
Site and Participant Selection.................................................................................................................................................29
Recruitment....................................................................................................................................................................................31
Data Collection.............................................................................................................................................................................32
Interviews........................................................................................................................................................................................32
Data Analysis.................................................................................................................................................................................33
Delimitations..................................................................................................................................................................................34
Researcher’s Background and Biases..................................................................................................................................34
Methodology Concluding Remarks........................................................................................... 35
Chapter 4: Findings .................................................................................................................. 36
Participant Characteristics........................................................................................................................................................36
Alex ...................................................................................................................................................................................................38
Patricia..............................................................................................................................................................................................42

vii
Edgar.................................................................................................................................................................................................49
Sarai...................................................................................................................................................................................................54
Conclusion......................................................................................................................................................................................59
Chapter 5: Discussion ............................................................................................................... 60
College Access and the Community Cultural Wealth of Latino/a/e.......................................................................60
Analysis of Findings and Theoretical Framework.........................................................................................................61
Utilizing Thrive Up.....................................................................................................................................................................65
Gap Between CBOs & Latino/a/e Students......................................................................................................................66
Implications and Recommendations....................................................................................................................................66
Culturally Sustaining CBOs: A framework for supporting Latino/a/e students................................................66
Implications for CBOs...............................................................................................................................................................69
Conclusion......................................................................................................................................................................................70
References................................................................................................................................ 71
Appendices............................................................................................................................... 76
Appendix A: Recruitment Flier .............................................................................................................................................76
Appendix C: Interest Survey...................................................................................................................................................79
Appendix D: Interview Protocol ...........................................................................................................................................80

viii
List of Tables
Table 1. Participant Characteristics.............................................................................................. 43
Table 2. How participants leveraged Thrive Up to support their educational journey................. 64

1
Chapter 1: Introduction
I am a first-generation Latina woman whose positionality in society has allowed me to
navigate the complexities of higher education and continue to break away from stereotypes often
portrayed among Latina women. I grew up in the San Fernando Valley, which is predominantly
comprised of Latino/a/e’s. In contrast to the perception that people of color were considered
minorities, I grew up seeing Latino/a/e as the majority. Growing up, I witnessed vibrant
classrooms filled with students from diverse cultural backgrounds, grocery stores stocked with a
rich array of foods and products representing my heritage, the lively sounds of Spanish music
echoing through my neighborhood, and streets filled with paleteros selling Mexican ice cream on
hot summer days. The valley always felt like home because I would see my ethnic and cultural
background represented in all parts of my life, which made me feel a sense of belonging. This
feeling quickly changed when I moved away from home to pursue a higher education.
Transitioning to a predominantly white institution brought to the forefront the stark differences
associated with being a Latina woman in a new environment - an environment that I did not see
myself represented in.
In the heart of the San Fernando Valley are many immigrant families who call this place
their home. These same individuals navigate the many challenges that come with immigrating to
a new country while embodying hope and resilience in their pursuit of a better future. These
shared experiences echo through countless families in the valley, mirroring the realities to those
in my own upbringing. Given the composition of my community—coming from a mixed-status
family and low-income household—I have observed numerous organizations aimed at
supporting families like mine, ranging from food banks and after-school programs to initiatives

2
focused on college readiness. Similarly, these same programs helped shape my own journey this
far. My initial encounter with a college access program involved securing an office assistant
position in 9th grade with a program designed to steer youth away from street-related activities.
This was a valuable experience as it gave me the opportunity to envision a potential future that
included college and careers that I had never thought of. It was at this age that I was exposed to
the concept of college and what that could mean for me and my family. After that, going to
college was not a matter of “if” but of “when.” I experienced, firsthand, the impact of a college
access program and how it has helped shape my own experience, along with those around me.
As such, my early experiences with these types of organizations and programs made me
want to go back and support these initiatives. I valued that education can be a platform for
students of color to leverage towards improved living conditions and I saw these organizations in
alignment with my own values. In my initial work, I was filled with hope relevant to my own
experiences being a product of these organizations. Thus, I approached my work with great
excitement. However, as I became more involved in my work within these organizations, I began
to notice a significant difference between their stated mission and the reality of what was
occurring. The people on the ground doing the work did so with much passion and care. But as
you moved up the hierarchy in the chain of command within these organizations, it was readily
apparent that those in charge of making decisions were the priority. In that regard, I started to see
the foundation of these institutions as being grounded in a transactional model. In many
instances, participants within these programs were asked to speak on why they were deserving of
funds from donors and were often referred to as “success stories”. This demand often led
participants to showcase their experiences and achievements, almost like a public exhibition.
This seemed a little off to me and in the way it dehumanized the program participants as merely

3
stories that allowed donors to feel good about their donations versus highlighting the lived
experiences of someone’s life.
This observation has impacted my views on college access programs and their alignment
to deficit frames of charity. As I grow in my own wisdom as an educator I came to understand
that more so it is the system that needs to adjust to fit the needs of our communities instead of the
communities needing to consistently devalue themselves to assimilate into the system. Thus, my
hope is that this study will provide a space for the students impacted by these dehumanizing
frames to voice their needs and provide a safe space to share about their experiences to inform
how these organizations function. Grounded in testimonios, this study will utilize a humanizing
approach highlighting the strengths of Latino/a/e students.
Statement of the Problem
Over the past decades, the number of Latino/a/e students entering college has increased
within the United States (Moreno, 2021). The demographics of this country are changing and
colleges are starting to reflect those changes. According to the U.S. Census Bureau (2015),
81.8% of the population with a bachelor’s degree identify as White and 15.5 % identified as
Latino/a/e. In comparison, 22.5% of the population with a bachelor’s degree identify as Black
students and 53.9% identify as Asian (U.S. Census Bureau, 2015). Evidently, the rate at which
Latino/a/e students are graduating with a Bachelor's degree is four times lower than their White
counterparts. Research has shown that there are multiple factors that affect the graduation rates
among Latino/a/e students within colleges and universities. According to Arbelo Marrero (2016),
Latino/a/e students face a multitude of challenges that are rooted in cultural, racial, and systemic
issues that significantly impact their educational journeys. Also, racism perpetuates stereotypes

4
and biases, affecting how Latino/a/e students are perceived within our higher education colleges
and universities (Urbina & Wright, 2015). Gender also plays a crucial role, with self-identifying
Latina women navigating cultural expectations, while Latino males may internalize obstacles and
face challenges in seeking support (Cammarota, 2004). Furthermore, cultural and familial
differences hinder Latino/a/e students' educational journeys as their values clash with those of
higher education. These are seen as unwelcoming environments reflecting Eurocentric values.
Commonly seen in most Latino/a/e students' educational journey, a deficit frame perpetuates
disparities which limits access to higher education. Evidently, enrollment and persistence rates
remain stagnant and of concern, influenced by financial worries, cultural mismatch, and a hidden
curriculum within higher education. Recognizing this educational equity gap, community-based
organizations have implemented programs to support Latino/a/e students, but their effectiveness
and impact remains an area that requires continued and further evaluation and exploration.
Two common themes emerged when researching the Latina/a/e population in higher
education and the support among Community-based organizations (CBO) provide this student
population throughout their educational journeys: Latino/a/e students face a myriad of challenges
when navigating the complexities of higher education and the current structure of CBOs doesn’t
align with the intention of providing college access and completion support for Latino/a/e
students. In my literature research, I found that some of the challenges Latino/a/e students face
are categorized as cultural, racialized, and systemic (Gloria et. al., 2005; Urbina & Wright, 2015;
Tatum, 2018). These challenges are observable and impact Latino/a/e students across the entirety
of their educational experience, from accessing education to post-graduation endeavors. Due to
the lower enrollment and degree attainment rates among Latino/a/e students, initiatives have
been implemented to reduce the gap in enrollment and persistence through supplementary

5
programs (Harris & Kiyama, 2015). Further, the literature suggests that although these programs'
goal is to provide college preparation and completion support, they have not shown to function in
such a manner.
Purpose and Significance of the Study
The purpose of this study is to highlight the experience of Latino/a/e students in
education as they strive for college access and completion. Further, we investigate the current
structure of CBOs and their alignment with the intention of actually providing college access for
Latino/a/e students. This study is significant as its intention is to move towards a humanizing
approach of CBOs structures and approaches as they support Latino/a/e students. This study aims
to further explore the relationship between CBOs, Latino/a/e students, and college access and
completion. Furthermore, the objective of this study is to contribute to the literature on Latino/a/e
students' experiences in relation to access and completion, specifically addressing a gap in
literature about the role CBOs have in the expansion of humanizing practices and development
of tailored programs.
Research Question
My research is guided by the following research questions:
1. What has the role been historically for community-based organizations in cultivating
college access for Latino/a/e students?
○ As it relates to their college access and completion, what do Latino/a/e students
perceive as effective support(s) from CBOs in their college journey?

6
Theoretical Framework
Much of Yosso’s Community Cultural Wealth (CCW) model derived from Critical Race
Theory (CRT). Yosso (2005) applied Critical Race Theory in creating CCW to challenge the
idea that communities of color lack resources. Thus, this challenge suggested a shift toward
recognizing the cultural richness within these communities instead (Yosso, 2005). In such a
manner, Yosso defined CCW as “an array of knowledge, skills, abilities and contacts possessed
and utilized by Communities of Color to survive and resist macro and micro forms of
oppression” (p. 77). Within this model there are six forms of CCW outlined as: aspirational,
navigational, social, linguistic, familial and resistant capital.
Utilizing Yosso’s (2005) model of Community Cultural Wealth, I will explore how
Latino/a/e students from historically marginalized communities have utilized their capital
through their college journey. In Chapter Two, I will touch upon four of the most prevalent
forms of capital and its importance- familial, social, navigational, aspirational. Limiting the focus
to four capital types enhances the depth of analysis and allows more insights into the specific
strengths and challenges faced by Latino/a/e students. This framework was chosen as it
highlights the multitude of strengths that Latino/a/e students possess as a means to reclaim their
voices/power.
Brief Description of the Methodology
I will be utilizing testimonios as the methodology for my research to understand how
Latino/a/e students engage their Community Cultural Wealth to navigate their educational
journey. For this study, the use of testimonios is utilized to bring to life Latino/a/e students'
voices and provide them with the safe space to speak their truths. Testimonios serve as a means

7
through which historically marginalized communities can reclaim their narratives, share their
experiences, and find empowerment in their own truths (Huber, 2009). I intend to use
testimonios as the methodology that aligns as tools to help understand how CBOs mediate the
educational experiences of Latino/a/e students. With this methodology in mind, I aim to amplify
the unfiltered authenticity of my participants, elevating their voices to platforms they might not
typically reach.
Organization of the Thesis
Chapter One provides an overview of the study, problem statement, purpose of the study,
research question, overview of Yosso’s Community Cultural Wealth, methodology, and
definition of terms. In Chapter Two, I start by highlighting the experiences of Latino/a/e students
in education as they strive for college access and completion. I then looked at the current
structure of CBOs and analyzed their alignment with providing support for Latino/a/e students.
Next, I investigated and sought to understand the ways that CBOs support Latino/a/e students in
their educational journey towards completion. I then adopted a Community Cultural Wealth
theoretical framework to guide how support can be provided to these students. Further discussion
is made on Yosso’s (2005) model of Community Cultural Wealth. In Chapter Three, I outlined
my research plan and data collection. In Chapter Four, I discussed the data collected and
findings. Lastly, in Chapter Five I discussed the implication and recommendations, practice and
policy implementation for CBOs.
Definitions
For this study, I define the following terms as follows:

8
Latino/a/e- is used as an inclusive term representing all people identifying as Cuban, Mexican,
Puerto Rican, South or Central American, or other Spanish culture or origin regardless of race
(U.S. Census Bureau, n.d.)
Community-based Organizations (CBOs)- Community-based organizations are non-profit or
social service agencies that provide services or programs to help populations access life
opportunities (Harris & Marquez Kiyama, 2013).
Institutional agents—Institutional agents are individuals in positions of high-status or authority
that can facilitate the transmission of institutional support or highly-valued resources (Harris &
Marquez Kiyama, 2013; Stanton-Salazar, 2011).
Community Cultural Wealth (CCW)- A model that stems in response to the limitations of
Bourdieu’s traditional idea of capital and sees a student from marginalized communities through
an asset (capital) based lens vs a deficit-based lens (Yosso, 2005).

9
Chapter 2: Literature Review
This chapter will review and analyze relevant literature related to the historical role
community-based organizations (CBOs) have had in cultivating college access for Latino/a/e
students. The purpose of this study is to highlight the experience of Latino/a/e students in
education as they strive for college access and completion. Further, we investigate the current
structure of CBOs and their alignment with the intention of actually providing college access for
Latino/a/e students. It’s significant to note the connection in the work of CBOs between college
access and retention. As such, this work will also seek to explore and gain greater understanding
on the ways that CBOs support Latino/a/e students in their educational journey towards
completion. The following chapter will lay out literature to provide context to the experience of
Latino/a/es in education. We progress by reviewing the work of CBOs in relation to the
previously mentioned intention of this project. As such, the initial section will focus on the
experience of Latina/o/e students. We will then introduce the historical context of CBOs.
Subsequently, literature will be reviewed that highlights the work that CBOs are doing in
education. Diving deeper into this topic, we then explore the work of CBOs and its implications
working with Latino/a/e student populations specifically unpacking the concept of transactional
networks (Galaskiewicz, et al., 2006). Here we discuss the challenges and potential that CBOs
have in supporting Latino/a/e students through their educational journey. We then close with a
discussion on the theoretical framework that will guide this study.
Latino/a/e Students in Higher Education
Over the past several decades, the number of Latino/a/e attending postsecondary
institutions have increased drastically (National Center for Education Statistics, n.d.). Although

10
research shows significant improvements in college access and completion, a notable gap exists
between college enrollment and persistence rates among Latino/a/e students. Data from the
National Education Longitudinal Study (NELS), indicates that in 2018, Hispanic 18- to 24-yearolds had the lowest college enrollment rate at just 36 percent, trailing behind Asian, White, and
their Black peers. Similarly, research has shown that postsecondary institutions have become
more stratified by race and socioeconomic status which has caused a large disparity in degree
type and earnings among college graduates (Perna, 2006). Thus, this disparity continues to
contribute to differences in earnings and barriers associated with upward social mobility among
Latino/a/e college graduates (Taggart & Crisp, 2011).
Latino/a/e Student Demographics
In 2020, 21.8% of U.S. undergraduate college students identified as Latino/a/e, the
second largest ethnic group enrolled at the undergraduate level (National Center for Education
Statistics, n.d.). According to the National Postsecondary Student Aid Survey, in 2016 there were
69% of Latino/a/e students enrolled in public institutions, a higher percentage than any other
race/ethnicity group (National Center for Education Statistics, n.d.). Additionally, 54% of all
Latino/a/e undergraduates were enrolled in Hispanic-Serving Institutions (HSI) in the Fall of
2020 (National Center for Education Statistics, n.d.). Despite increases in enrollment rates, there
remains gaps in degree attainment among Latino/a/e students. Data shows that Latino/a/e
students comprised 16% of all bachelor’s degrees conferred, compared to 61% of their white
students (National Center for Education Statistics, n.d.). Although Latino/a/e students are
enrolling at a higher rate, their completion rates are almost four times as low as their white
counterparts.

11
Data shows that Latino/a/e’s are much more likely to be first-generation college students
than other racial/ethnic groups (Ross et al., 2010). In the 2015–16 academic year, almost half of
Latino/a/e’s (44%) were the first in their family to attend college (Excelencia in Education,
2019). Furthermore, Latino/a/e students are more likely to experience financial barriers as a
significant percentage enter college as low-income students (Excelencia in Education, 2019).
Compared to other ethnic groups, Latino/a/e students are the largest population to receive some
form of financial aid with 60% of Latino college students receiving a Pell Grant (Excelencia in
Education, 2019).
Educational Ambitions
Despite the lower percentages of Latino/a/e students graduating from U.S. colleges,
Latino/a/e students in the United States have diverse and ambitious educational aspirations.
Some of these aspirations include to attain higher education degrees to create better opportunities
for themselves and their families (Ayers & Torrez, 2022). Their educational ambitions often
reflect a strong commitment to overcoming challenges and disparities that they may face in their
educational journeys. They value education as a means to achieve social mobility and economic
stability, with a focus on careers that can make a positive impact on their communities (Ayers &
Torrez, 2022). Despite various obstacles, including linguistic and socio-economic challenges,
Latino/a/e students frequently display determination and resilience in pursuing their educational
goals (Contreras & Kiyama, 2022). Their ambitions not only reflect a commitment to personal
growth but also the desire to contribute to the broader society by bridging gaps and fostering
inclusivity within the educational system and beyond.

12
Racism and Stereotypes
Latino/a/e students in the United States encounter a range of cultural, racialized, and
systemic challenges that can impact their educational experiences and outcomes. Racism has a
historical context that has impacted how Latino/a/e students are perceived and perpetuates
stigmas within higher education. Racism is a system that uses white supremacy to establish
power and control, assigning value on individuals based on perceived differences such as skin
color or linguistic differences (Pérez Huber & Solorzano, 2015). This process is used to justify
the dominance of the majority. As explained by Urbina, “racism is an ideology, often an
unacknowledged force shaping the way we learn to understand the world and our deepest beliefs
about race and equality” (Urbina & Wright, 2015, p. 137). Because racism is deeply ingrained in
society it often goes unacknowledged and is perpetuated through systems such as higher
education. Often, there exist covert and overt forms of racism that can be seen through the
different racial stereotypes held about Latino/a/e students. Many Latino/a/e students are
perceived as under qualified, lacking intelligence, and have been made to feel welcomed within
academia (Von Robertson et al., 2016). These blatant forms of racial stereotyping are a form of
oppression meant to keep power among the dominant culture. Evidently, perceived beliefs of
Latino/a/e students are a form of oppression that negatively impacts their experiences in
navigating college.
In looking at Latino/a/e students' experience in navigating higher education, we must
consider how institutions like colleges and universities perpetuate different forms of oppression.
To understand oppression is to understand where it originated from and how it manifests in
today. Oppression refers to the deep injustices some groups suffer as a consequence of
unconscious assumptions and people's reactions in everyday interactions (Young, 2018). Within

13
higher education we can see that students of color face racism in the classroom and outside the
classroom. Evidently, the impact of racism begins early even in preschool years when students
are exposed to misinformation about people different from themselves (Von Robertson et al.,
2016). Racism is also enacted at multiple levels simultaneously: institutional, cultural,
interpersonal, and individual (Tatum, 2018). For instance, indigenous people were forced into
reservations and others have been racially segregated into under-resourced schools by laws.
Social justice requires not the melting away of differences, rather institutions that promote
reproduction of and respect for group differences without oppression.
Gender
Research has suggested that Latino/a/e students face a diverse set of challenges and may
have different college experiences based on their gender (Saenz et al., 2013). For self-identifying
women, they are often expected to balance cultural gender roles and expectations while
navigating the multifaceted responsibilities of college. The competing priority impacts Latino/a/e
students ability to focus on their academic and educational experiences (Oseguera et al., 2009).
Additionally, research has demonstrated Latino/a/e females perceive postsecondary education as
a way to escape from oppressive gender expectations within a patriarchal society, while some
Latino males have experienced institutions of higher education as racially oppressive
(Cammarota, 2004). For example, Cammarota (2004) found that Latino male college students
internalized their educational and social obstacles and did not seek resources or support. Thus,
when faced with challenges males were more likely to leave college rather than seek support. In
the next section, we will take a further look at how the challenges encountered by Latino/a/e

14
students manifest across key stages of their educational journey such as access, enrollment,
persistence, and post-graduation.
Cultural Differences
All students experience obstacles throughout college but Latino/a/e college students
encounter additional obstacles as a result of adapting to various cultural differences and
encountering an unwelcoming environment (Gloria et al., 2005). In order to understand the
experience of Latino/a/e college students, we must first understand how this unwelcoming
environment and cultural differences unfold within these campuses. Because colleges and
universities in the United States generally reflect White, Eurocentric culture, Latino/a/e students
are put in a position where they feel like they have to assimilate in order to succeed in this
environment (Ojeda et al., 2014). As noted by George Lipsitz (2018), “As the unmarked
category against which difference is constructed, whiteness never has to speak its name, never
has to acknowledge its role as an organizing principle in social and cultural relations” (p .87).
The cultural differences and unwelcoming environment Latinx students encounter is a product of
the Eurocentric values colleges are founded on. Because these values are deeply embedded in
these institutions, it is hard for students to pinpoint where these differences stem from. In part,
these cultural differences stem from policies enacted to racialized groups as seen in the United
States since the Great Depression (Lipsitz, 2018). For instance, The Federal Housing Act of 1934
allowed certain groups of people to obtain home loans but excluded communities of color
(Lipsitz, 2018). As seen with the Housing Act, there have been policies, laws, and systems
emplaced that fosters differences among people of color and white folks. Thus, Latinx students
entering spaces that have been historically occupied and made for white folks are placed in such

15
an environment. In order to navigate cultural differences, first-generation Latinx students are
forced to find ways to cope with these challenges.
Familial Differences
Historically speaking, the Latino/a/e community relies on family, including extended
family, as a primary support system (Rodriguez et al., 2021). Latino/a/e students may experience
feelings of alienation or cultural mismatches between their culture and the institution (Rodriguez
et al., 2021). One study found that Latino/a/e college students do involve their families in their
coping processes, but students cope in different ways, and the family’s level of influence can
vary (Rodriguez et al., 2021). Several themes emerged regarding how students engaged their
families in coping. Some students used family as an emotional support system, some separated
family from the process, and others sought emotional, informational, and practical support from
chosen “families” (Rodriguez et al., 2021). Another study found that although families supported
students in higher education it was but to an extent. Because these students were the first in their
family to pursue a degree, most family members were only able to provide limited support. Thus,
most conversations began with messages of support but followed with questions and concerns
around their degree (Mosier, 2021). In the end, most messages around higher education were
contradictory to family support.
Access
College access is a gateway for many students but when it isn't available for all it
becomes an issue of educational disparities that cultivate inequities (Nunez, 2014). Research has
shown that students of color experience both racial and social barriers in accessing higher

16
education (Sólorzano et al., 2005). As noted, college access requires students to successfully
navigate through three stages listed as: developing a desire towards college, searching for
potential colleges, and applying to and enrolling in college (Carolan-Silva & Reyes, 2013). For
many Latino/a/e students, obstacles to accessing college arise at multiple stages of their K-16
educational journey (Carolan-Silva & Reyes, 2013). These obstacles are described as a lack of
support in nurturing college aspirations, accessing college-bound coursework, obtaining
adequate information about higher education opportunities, and successfully completing the
required applications for college enrollment and financial aid (Carolan-Silva & Reyes, 2013).
Any absence of appropriate support and resources in turn hinders Latino/a/e students' ability to
access college resources.
College access for Latino/a/e students is influenced by the negative narrative that often
frames the Latino/a/e community as a deficit or a problem. Much of the narrative surrounding
Latino/a/e experience in education is based on the idea that Latino/a/e’s are a threat to American
society. The “Latino Threat Narrative” has been documented in the media, which Massey and
Pren (2012) argue is connected with increases in negative public opinion towards Latino/a/e’s.
As such, the “Latino Threat Narrative” has brought forward a detrimental influence on college
access for Latino/a/e students. Such stereotyping not only undermines the confidence and selfesteem of Latino/a/e students but also affects how they are perceived within educational
institutions (Massey & Pren 2012). The deficit framing can lead to lowered expectations,
unequal access to resources, and a lack of support in their educational journey. It perpetuates
disparities in educational opportunities and perpetuates systemic inequalities, making it more
challenging for Latino/a/e students to get their foot in the door and have access to higher
education.

17
As seen, these broader frames can impact the way we view individuals and sets of
communities and this applies to how we view Latino/a/e students in relation to education. These
challenges, coupled with the persistence of stereotypes and biases, contribute to the racialized
disparities in college access for Latino/a/e students. To address this issue and promote equitable
college access, this study is about supporting the counter narrative of the Latino/a/e community
within the mainstream frame.
Enrollment
In recent years, the number of students who have directly matriculated from high school
to college has increased drastically, but the number of Latino/a/e direct matriculates has
remained stagnant or declined (Nuñez & Kim, 2012). Since Latino/a/e’s are expected to compose
over half of the college-age population within the next decade, concerns have been raised on the
enrollment rates. Data shows that of 100 Latino/a/e students three enrolled into a University of
California, 30 enrolled into a California Community College, and 7 enrolled into a California
State University (Carolan-Silva & Reyes, 2013). Compared to other ethnic groups, Latino/a/e’s
compose a low percentage of students who have continued any form of postsecondary education
(Nuñez & Kim, 2012). Data shows that only 54% of Latino/a/e college students enrolled in fouryear institutions, as compared to 73% of their white counterparts (Carolan-Silva & Reyes, 2013).
Evidently, there is a disparity in enrollment rates among Latino/a/e compared to other student
populations. In part, because marginalized communities have historically been denied access to
college; students from these groups (i.e. Latino) are unaware of the information that could
connect them to important college preparatory resources (Dumais & Ward 2010). One study
highlighted that many Latino/a/e students and families perceived beliefs of affording college

18
impacted their enrollment. That is, Latino/a/e students who enrolled into college were more
concerned about their ability to pay for their college education rather than focusing on their
academics (Nuñez & Kim, 2012). Another study found that challenges in enrollment were tied to
students picking the best fit college. In this manner, college enrollment is not limited to whether
a student gets into college but rather if they get into the right college (Carolan-Silva & Reyes,
2013). This means that they have access to an institution that matches their academic, social, and
personal interests and potential (Roderick et al. 2008).
Persistence
Students' experiences in preparing for college not only influences their enrollment but
can also influence their persistence and graduation (Perez & McDonough 2008). According to
Solorzano et al. (2005), the educational pipeline indicates that of 100 Latino/a/e students only
eight graduate with a bachelor's degree. The disparity in enrollment and persistence among
Latino/a/a/e students can be attributed to cultural mismatch and the hidden curriculum within
higher education. As noted, Latino/a/e students often live a life of multiple identities in which
they have to deal with the clashes of the values and expectations of their families and that of
American culture. A case study by Reyes, Valles, and Salinas (2011), discussed the difficulty
Latino/a/e students experienced in navigating two different cultures; familial and higher
education culture. It found that Latino/a/e’s come from a world in which relationships and
human ties were more important than options or choices in things such as choosing to go to
college, having a career, and so on (Reyes et al., 2011). Whereas, the ideals within American
culture promote individualism and assimilation of academics, personal, and professional success

19
(Reyes et al., 2011). The contrasting values of both cultures creates a push and pull effect for
Latino/a/e students leaving them to feel pressure to fit one or the other world.
Latino/a/e college students are often forced to navigate educational institutions that lack
the proper resources to enable their success (Delagado, 2023). In particular, part of these
resources includes navigating the hidden curriculum within higher education. The hidden
curriculum has a significant impact on Latino/a/e college students, often resulting in disparities
in their higher education experiences. This covert set of norms, values, and unwritten rules
within the academic environment can create hidden barriers that impedes their success (Delgado,
2023). For Latino/a/e students, unspoken norms can manifest into difficulties with learning
course material, hinder access to opportunities, and lead to struggles with their own ethnic
identity (Reyes et al., 2011). Given the great impact the hidden curriculum can have on
Latino/a/e students’ educational outcomes, it is important to pay attention to how Latino/a/es
students are already working to transmit knowledge on navigating the higher education system.
Post-graduation
Research continues to show that educational attainment is correlated with a lower poverty
rate (Guzman & Kollar, 2023). The Latino/a/e population make up the second largest share of
both the total and poverty populations. According to the U.S. Census (2022), poverty rates are
the second highest for the Latino population at 10.1 percent. One report highlighted the
importance of education as a driver of economic growth and financial well-being for individuals
(Cheeseman & Bauman, 2000). The report showed increased earnings at almost double the rate
with a degree and professional certification compared to no degree (Cheeseman & Bauman,
2000). Evidently, concerns about educational attainment are grounded in projected future needs

20
of the United States workforce. Some economists shared that 35% of California jobs require a
Bachelor’s degree or higher, up from 24% in 2010 (Kolluri & Tierney, 2020).
Because Latino/a/e students are enrolling and obtaining degrees at a lower rate than their
white counterparts, efforts have been made to decrease the enrollment and persistence gap
through supplemental programs. These programs have focused on college preparation and
completion (Ahn, 2010). Recognizing this need, community-based organizations have made
significant investments in programs geared towards bolstering college outcomes for students of
color. This paper will now look at the effectiveness and evaluate community-based organizations
efforts being made to close the educational equity gap for Latino/a/e students of these programs.
Community-based Organizations
Community-based organizations (CBOs) dedicated to college access and completion
form a crucial part of the educational landscape, addressing the specific needs of students from
historically marginalized communities in their pursuit of higher education. In this paper, I define
community-based organizations (CBOs) as nonprofit organizations or social service agencies
that provide services to help students of color access educational opportunities (Harris &
Kiyama, 2013). These organizations exist to reduce disparities in access to college and to ensure
that individuals from historically marginalized communities have an equal opportunity to
achieve their educational goals (Perna, 2002). The history of such CBOs can be traced back to
the Civil Rights Movement and the push for equal educational opportunities (Harris & Kiyama,
2013). They emerged as a response to systemic inequalities in the education system and as a
means to empower marginalized communities.

21
To understand how Community-Based Organizations (CBOs) facilitate connections for
students, consider the following image (see Figure 1) of an education pipeline. This model
illustrates various layers of "insulation" shaping and influencing an individual's educational
journey (Pathways to College Network, 2012). CBOs can operate within the second, third, and
fourth layer of this model, offering vital support to students as they navigate their educational
and potential career trajectories.
Figure 1.
The Ready by 21 Insulated Education Pipeline

Pathways to College Network. (2012). The Ready by 21 Insulated Education Pipeline [Image].
https://files.eric.ed.gov/fulltext/ED539741.pdf
The primary mission of these CBOs is to promote educational equity and increase college
access and completion rates among students who may face barriers such as socioeconomic
disadvantages, underrepresentation, or limited access to resources (Harris & Kiyama, 2013).
They are committed to leveling the playing field and ensuring that all students, regardless of their

22
background, have access to the benefits of higher education (Pathways to College Network,
2012). Often some CBOs are sponsored not only by the federal government (i.e. TRiO programs)
but also by state governments (i.e. Gear-Up), colleges and universities, schools and school
districts, foundations and other philanthropic organizations, and private business and industry
(Harris & Kiyama, 2013).
The support provided by these CBOs is comprehensive and tailored to the specific needs
of their targeted populations (Harris & Kiyama, 2013). This support typically includes college
preparation programming, assistance with the college application process, guidance on financial
aid and scholarship opportunities, test preparation, and mentorship programs (Pathways to
College Network, 2012). They also often offer academic tutoring, counseling, and workshops on
study and life skills to help students succeed in college once they enroll (Pathways to College
Network, 2012). Their mission revolves around breaking down barriers and ensuring that all
students have support and resources needed to pursue and complete higher education (Pathways
to College Network, 2012). Through their diverse range of services and advocacy, these
organizations play a vital role in empowering students from historically marginalized
communities to pursue their educational aspirations.
Transactional Networks
Due to the given nature of CBOs, many Latino/a/e students have turned to these types of
supplementary academic programs to support and foster their educational success. Much
research has shown that participation in college access programs shows a positive relationship
with college enrollment rates (Alhaddab & Aquino, 2017). These results indicate a relationship
between participation in CBOs and college access patterns (Alhaddab & Aquino, 2017).

23
However, participation in these types of programs has not often resulted in increased persistence
and completion for Latino/a/e students. One study found that only one fourth of programs,
targeting students of color, contained five of the most critical components associated with
enrollment and persistence (Perna, 2002). Another study found that only a fraction of CBOs
address what research shows are the most important predictors of college enrollment (Cabrera &
La Nasa, 2001). These predictors are described as intervention strategies that are comprehensive
and holistic (Cabrera & La Nasa, 2001). Evidently, these findings highlight the inconsistency
among these programs' intended goals and true outcomes. In part, this discrepancy can be
explained by the way CBOs operate. Although CBOs have done work to close equity gaps, they
still function as a system that mirrors transactional networks (Gould & Fernandez, 1989;
Galaskiewicz, et al., 2006). Researchers pointed out that agencies, like nonprofits, are brokers
within a larger system where they mimic brokerage behavior in observable social structures
(Gould & Fernandez, 1989). Because these types of organizations play a critical role in how
power is distributed, any imbalance of power creates inequities. Similarly, CBOs have lost sight
of what their mission is and that is because of a similar process of being associated with the
higher education system. There needs to be a level of resistance to ensure that integrity and ethic
of CBOs mission is still aligned.
Resort to Savior Mentality
In their efforts to support Latino/a/e students in their educational journey, CBOs
unintentionally adopt a savior mentality (Walsh, 2020). Although their approach can stem from
good intentions, it can position these organizations as a group whose responsibility is to “rescue”
Latino/a/e students from educational challenges (Walsh, 2020). As stated, “When the people they

24
have chosen to rescue tell them they are not helping, they think those people are mistaken. It is
almost taken as evidence that they need more help” (Walsh, 2020, pp. 17–18). The savior
mentality can reinforce stereotypes and undermine the agency of Latino/a/e students by framing
them as passive recipients of assistance rather than active participants in their educational
journey. One way these organizations display a savior mentality can be seen by their approach to
how they support Latino/a/e students. As described, CBOs have historically focused on
addressing gaps rather than exploring how they can leverage and support the inherent strengths
of students (Cabrera & La Nasa, 2001). Providing Latino/a/e students with meaningful
experiences allows them to have control over their future (Bloom, 2008). By centering support,
programming, and services on the students' experience and needs rather than deciding what is
best for them, CBOs can create more effective and holistic support.
Culturally Relevant Practice
Because CBOs have come to take a business-like approach, it is important to center the
work to one that is holistic and humanizes Latino/a/e educational experiences. Thus, CBOs need
to take a culturally responsive approach. The literature indicates that these programs often
present stages, contextual layers, or a pipeline approach that fails to account for the extra
resources and skills these students need to navigate their educational pathways (Pathways to
College Network, 2012). As noted, CBOs have incorporated traditional interventions that focus
too narrowly on the financial barriers associated with college enrollment and persistence (Perna,
2002). This limited focus overlooks any cultural context that may influence students' educational
experiences. Additionally, the lack of culturally sensitive support systems can leave Latino/a/e
students feeling alienated and unsupported, contributing to lower graduation rates (Gloria et al.,

25
2005). Therefore, prioritizing the experience of Latino/a/e students is essential to offering
sufficient support.
Conceptual Framework
For this study, I will be using Community Cultural Wealth (CCW) as my theoretical
framework. This study is grounded in an asset-based perspective recognizing the strength
Latino/a/e students carry and how they can utilize their cultural assets in navigating higher
education. Furthermore, this study will provide suggestions on how CBOs can be intentional
about providing culturally relevant support. CCW is important to this study as it aims to
understand how Latino/a/e students can utilize their assets as they navigate higher education.
Furthermore, this study explores the untapped resources that Latino/a/e students carry from their
homes and communities into their educational paths by highlighting how Community Cultural
Wealth (CCW) can be used to reshape the way Community-Based Organizations (CBOs)
operate.
Diverting from Bourdieu's conventional framework, Yosso, a critical race scholar,
reconceptualized the notion of capital through the Community Cultural Wealth model
(Fernández et al., 2020). The traditional notion of cultural capital pertains to those who come
from privileged, non-marginalized communities that belong to the middle and upper classes of a
majority racial group (Yosso, 2005). As noted, these individuals possess privileged knowledge
that grants them access to more information (Yosso, 2005). In turn, this phenomenon reproduces
a power and privilege between the marginalized and non-marginalized communities. The
dominant ideology suggests that people of color lack the social and cultural capital to achieve
upward mobility. Contrary to Bourdieu's conventional framework, CCW highlights that people
of color possess the resources and assets that they can leverage to obtain new opportunities

26
(Yosso, 2005). CCW is a framework that can be utilized as a way to focus on the asset’s students
of color carry from their homes and communities. Yosso (2005) outlines the six forms of capital
that people of color can employ to leverage their experiences and knowledge while navigating
the broader world.
The six forms of capital are social capital, familial capital, navigational capital,
linguistic capital, resistant capital, and aspirational capital. Social capital are the networks and
social resources that can assist individuals in gaining new opportunities (Yosso, 2005). Familial
capital acknowledges the cultural insights grown within the family that carries a collective
history, memory, and cultural intuition (Yosso, 2005). Navigational capital refers to the skills
individuals gain to navigate spaces not created for people of color (Yosso, 2005). In the instance
of Latino/a/e students, it looks at how they navigate higher education. Linguistic capital involves
the intellectual and social abilities gained from communicating in different languages and/or
styles (Yosso, 2005). Resistant capital indicates that people of color possess the skill and
knowledge that are grown from the inequalities they have faced (Yosso, 2005). In many
instances, students of color have come to challenge hegemonic ideologies within academia
(Yosso, 2005). Aspirational capital refers to the skill of nurturing hopes and aspirations for the
future, even when there are actual or perceived challenges (Yosso, 2005).
CCW is relevant to this study as it seeks to inform how CBOs can focus on the untapped
assets Latino/a/e students carry with them. There are many challenges Latino/a/e students face
amidst adversity. Nevertheless, each student carries the skills and potential to prevail in their
educational journey. In many instances, Latino/a/e parents encourage their children with
consejos and other strategies that may be invisible to CBOs (López, 2001). As shared previously,
Latino/a/e students face racial, cultural, and gendered challenges making it difficult to navigate

27
higher education. Although a substantial amount of literature that examines the experience of
Latino/a/e students in higher education takes a cultural deficit model, CCW seeks to explore the
talents, strengths and experiences that students of color bring with them to their college
environment. CCW is important to this study as it seeks to understand how Latino/a/e students
can utilize their assets to navigate higher education and inform how CBOs can best support this
population.

28
Chapter 3: Methodology
This study utilized a qualitative, narrative-based approach and testimonios to uplift the
voices and experiences of Latino/a/e students navigating higher education with the support of
community-based organizations. This study sought to explore the historical role of communitybased organizations in facilitating college access for Latino/a/e students and to understand the
perceptions of Latino/a/e student’s regarding the effectiveness of the various forms of support in
their academic persistence. The Latino/a/e community in the United States has faced unique
challenges in accessing higher education, and community-based organizations have often played
a crucial role in bridging gaps and providing support (Escamilla & Trevino, 2014). By
investigating the historical context and the perspectives of Latino/a/e students, this research
aimed to contribute valuable insights into the evolving dynamics of educational access and
persistence within this demographic. In doing so, this study aimed to shed light on the role of
community-based organizations and the factors that Latino/a/e students themselves consider
essential in their academic journey.
Methods
Rationale for Testimonios
This study utilized a qualitative narrative based approach of testimonios. The utilization
of testimonios was intentional as such research methodology aims to challenge the common
narrative of knowledge within academia (Huber, 2009). Historically speaking, other forms of
study perpetuate suppression and conceal the voices and experiences belonging to historically
marginalized communities (Huber, 2009). Evidently, to gain back the power and voices of those
who have been oppressed testimonios aims to “denounce injustices'' that oppressed groups have

29
faced and continue to face (Huber, 2009). In this study, I used testimonios to provide Latino/a/e
students a space to unapologetically share their experiences; one that has often been undermined
by those in power. The use of testimonios is intended to bring to light the inequities Latino/a/e
students have faced in higher education and within community-based organizations. Through
testimonios and the use of my theoretical framework, I share how these marginalized students
have utilized CCW as they navigate higher education and how CBOs can truly support their
educational goals.
Site and Participant Selection
The participants from this study were recruited from a community-based organization in
Southern California, which will be referred to as Thrive Up, a pseudonym to protect the privacy
of the agency and its participants. Thrive Up serves more than 1,515 college students and a little
over 2,000 high school students from communities throughout California and the greater U.S.
Over 48% of its student population identifies as Latino/a/e/ or Hispanic. The criteria for students
to participate in the Thrive Up program includes: being in the 9th grade at the time of
application, be considered first-generation and/or from an underserved household, and
committed to earning a bachelor’s degree. Thrive Up is divided into five regions - Los Angeles,
Colorado, Northern California, D.C. Metro area, and New Orleans- and comprises twelve sites.
Some of the services offered by Thrive Up include: scholarship assistance, working with a
dedicated advisor, and career readiness support. Students who participate in the after-school
program while in high school are able to accumulate funds which they can then access in a form
of scholarship while in college.
Participant recruitment was grounded in purposive sampling. According to the National

30
Center for State Courts (n.d.), purposive sampling is the process of intentionally selecting
participants who may have direct experience with the study’s topic. Due to the given nature of
the study, it was essential to utilize interpersonal connections to the established community.
Through my connection with the program, I recruited students who met the following
parameters:
- Self-identified as Latina/o/e
- Currently or have been enrolled in the Thrive Up program
- 18 years or older
- Utilized resources from the Thrive Up program at some point in their educational journey
- Currently enrolled in college/university
Central to the study was researching Latino/a/e students’ experiences, so it was important
that participants self-identify themselves as Latino/a/e students. Participants needed to be active
participants, meaning be enrolled in college and be in communication with their advisor at
Thrive Up. The third requirement helped to support the study’s second research question, in
understanding what resources this student population deems necessary to work toward their
college goals. As noted the research questions are as follows:
1. What has the role been historically for community-based organizations in cultivating college
access for Latino/a/e students?
○ As it relates to their college access and completion, what do Latino/a/e students
perceive as effective support(s) from CBOs in their college journey?
It is important to note that I am currently employed by Thrive Up. As a result, I had the
opportunity to work with potential participants and build rapport with students before inviting

31
individuals to take part in the study. Furthermore, age and gender were not variables that
impacted a student’s ability to participate in the study. As such, the criteria listed above were
used as the central factors for selection.
Recruitment
There were two rounds of recruitment for this study. In the first round, I invited students
who I have previously been in contact with through my role as an advisor for Thrive Up. To be
transparent, I am currently a staff member at Thrive Up which provided me a level of access to
the program and its student population. I will discuss later in my positionality statement my
intention to mitigate any power dynamics inherent in any previously held relationships with the
program and its students. Invitations were sent out to students via email with a detailed
description of the study with a flier included that contains criteria to participate. Participants
were then screened by filling out a questionnaire.
To mitigate power dynamics in the study, I verbally explained the study's objectives and
its purpose to the students. Additionally, students in my current caseload were excluded to
prevent any biases or skewed data collection. I assured the students that they weren’t obligated to
participate. I also let them know that they could remove themselves at any point in the study.
Their removal from the study did not harm their standing in the program. I was also intentional
in my recruitment of students to not recruit any of my own student caseload as to ensure
participants have the freedom to express themselves with no fear of repercussions.

32
Data Collection
Interviews
For this study, interviews were conducted via zoom. Participants were sent a Calendly
link where they were able to pick a time and date for the interview that was best suited for them.
Interviews were semi-structured and lasted about 45-60 minutes. Prior to the interview,
participants had to fill out an interest survey where they were asked to write in their pseudonyms.
Furthermore, before conducting recruitment I waited to obtain IRB approval. Upon IRB
approval, students were able to access the interest survey through a QR code located on the
recruitment flier as well as the interest email. At the beginning of each interview and before
recording, I once again asked the participant for their consent and used an information study
sheet. During this time, participants were allowed to ask questions or state any concerns that they
had. I also made certain to communicate to participants that should they decide at any point
during or after the interview that they no longer wish to participate in the study, their information
would be omitted from the study. Participants were informed to email me at any given point after
the interview if they wished to be removed from the study. For all the interviews, I used Zoom
as a tool to record the audio. To keep their identity hidden, before entering the Zoom, the
participants were given instructions on how to change their name on Zoom to their chosen
pseudonym. The flier and screening questionnaire can be found in the appendix.
Before beginning the interview, I notified participants that the interview would once
again be recorded and asked for verbal consent to record them. Additionally, participants who
were selected for an online interview were informed that they could keep their cameras off if
they felt more comfortable. Before the interview, I outlined a set of questions to guide me during

33
the interviews. Evidently, the semi-structured interview protocol was informed using the CCW
framework drawing from students’ strengths and assets. Each participant was asked similar
questions and each interview was structured slightly differently. My initial questions are listed in
Appendix A. After concluding interviews, I transcribed them and shared the transcriptions with
the participants. In sharing the transcriptions with participants, it allowed them to read the
interview, suggest edits, or redact anything that was said. At the end participants were sent an
email thanking them for their time and sharing their experiences.
Data Analysis
As previously mentioned, I will collect data from interviews known as testimonios. These
interviews will be transcribed, then analyzed for themes relevant to the four tenets of CCW that
will guide this study. By narrowing the scope to the four capital types it provides an in-depth
analysis thus providing a deeper understanding of the distinct strengths and obstacles
encountered by Latino/a/e students. This framework was selected to underscore the diverse set of
strengths inherent in Latino/a/e students which in turn empowers them to reclaim their voices
and agency. Based on my interview protocol, I will be able to identify which tenet they are
activating. I used CCW as a lens to guide me in analyzing the data as I purposefully engaged
aspirational, navigational, social, and familial capital as overarching themes in identifying
specific forms of capital. My study highlights the resiliency of Latino/a/e students and how they
become resourceful to navigate higher education. It further looks at how CBOs can better
support Latino/a/e students in their educational journey. I analyzed the data by centralizing it
around the four forms of capital I selected.

34
Delimitations
Given the timeline of the study, there were some restrictions. There were some things I
was able to control such as the recruitment. Given my relationship with the organization, I had
control over recruiting participants. Additionally, I conducted members checks throughout the
study to ensure accuracy and captured exactly what the participants hoped to share.
Researcher’s Background and Biases
As a Latina who grew up in a historically marginalized community, I have experienced
first-hand the impact community-based organizations can have on one's livelihood. Being a part
of after school and college readiness programs significantly increased my opportunities and for
that I am grateful. In part, it was for the programs that exposed me to opportunities beyond my
wildest dreams that have allowed me to be where I am today. In many ways the impact these
programs had on my life is one that is shared among many students of color. After obtaining my
Bachelor’s degree, I decided to return to these programs as an advocate. I went from being a
participant of these programs to an employee. My hope was to provide the same support and
guidance I had once received because I believed that for many these programs were a ticket to a
better future. To my surprise, I began to notice a misalignment in CBOs stated mission and
actual support provided. Oftentimes, it felt like the participants of these programs had to beg or
explain why they needed the services or support. This was off putting to me as it portrayed CBOs
to hold a savior mentality. Because Latino/a/e students make up a big percent of these programs,
I felt it was necessary to take a critical look at the impact and the intent of CBOs. Given that
CBOs have a great impact on a student’s educational trajectory, it is important to critically
examine if their impact aligns with their intent. Latino/a/e students bring so much resiliency and

35
knowledge with them and are backed by a strong community. As an educator and ally, I am
committed to uplifting the voices of Latino/a/e students within these programs and renouncing
the dehumanizing approaches cultivated within CBOs. Latino/a/e students should have the
opportunity to access, navigate, and succeed in college and attain their desired careers without
experiencing the suppression of their voices along the journey.
Given my connection to the student population, I will incorporate a few strategies to keep
my biases from interfering with this study. I will maintain a level of objectivity to ensure my
biases won't influence students' responses by keeping a journal and checking in with my thesis
chair. Additionally, to ensure that I am able to capture participants' responses with utmost
accuracy, I will share the transcribed testimonios with them and allow them to suggest any edits
before finalizing the testimonios. Lastly, with the help of my thesis chair, I had my interview
questions and protocol screened before conducting any interviews. This process ensured that the
interview questions were not biased and could skew any of the participants' responses.
Methodology Concluding Remarks
Restating the purpose, this research aims to uplift the voices of students whose voices
have often been silenced by dehumanizing approaches. Narratives play a crucial role in
amplifying the voices of marginalized communities by presenting their experiences. Therefore,
conducting testimonios as the methodology in this study proves to be a powerful tool, serving to
highlight the experiences of Latino/a/e college students. The next chapters will lay out the
findings from the study and will close with recommendations.

36
Chapter 4: Findings
The goal of this study was to bring greater understanding of Latino/a/e students'
experiences navigating higher education through their testimonios. This study aimed at taking a
critical look at the work community-based organizations have done and continue to do to serve
its Latino/a/e student population. The students' testimonios functioned as both a tool for
empowerment and a means to amplify their voices. Using testimonios fosters collaboration
between participants and researchers, shedding light on the lived experiences of historically
marginalized individuals while exposing the systems of oppression that have come to shape their
lives (Huante-Tzintzun, 2020). Given that each participant carries with them unique experiences,
I wanted to take the opportunity to provide them with the space to tell their stories in this study.
Through their interviews each participant shared their experiences, their motivation for pursuing
higher education, and the positive and/or negative impact community-based organizations have
had on their educational journey. Instead of sharing portions of their stories, I believe it is crucial
to present their entire narrative. Each participant carries a unique story that embodies resilient
and determined individuals who, amidst facing adversity, prevail. Keeping this in mind, I
structure this study around the participants, dedicating sections to showcase the unique stories of
each individual. This approach allows them to have their own space within this study,
emphasizing pivotal moments as they navigate their college education and work towards their
goals. Finally, each participant section will conclude with recommendations for how communitybased organizations can better support its Latino/a/e student population.
Participant Characteristics
A total of four participants partook in this study. The participants took part in semi-

37
structured interviews during the Spring of 2024. In alignment with the study’s requirements, all
participants identified as Latino/a/e students. Additionally, all were a part of the Thrive Up
program since high school. All participants joined the Thrive Up program during their freshman
year of high school and are still active participants of the program. Two participants identified as
male and two identified as female. Furthermore, all participants have accessed support or
resources from Thrive Up while in college.
In regard to their enrollment, two participants enrolled in a California State University
and two enrolled in a University of California. All participants went directly to a university after
high school. Of the two who initially enrolled into a University of California, one reverse
transferred to a community college. Below is a table highlighting the characteristics of the
participants. These characteristics were either directly addressed in the prepared questions or
mentioned by the participants as part of their testimonios.
Table 1:
Participants Characteristics
Participant Sex Total Years Total Years in College Area of study Hometown
in College Thrive Up
Alex Male 3 7 CSURB Business Watts, CA
Administration
Patricia Female 3 7 UCBE Political San Francisco,
Science CA

Edgar Male 4 8 CSURB Business Watts, CA
Administration
Sarai Female 2 6 LAS
Mathematics Watts, CA

38
Alex
Alex is a first-generation student and the oldest child in a family of four. He is currently
in his third year at CSURB, pursuing a degree in Business Administration with an emphasis in
Sports, Entertainment, and Hospitality. He is a local native to the community of Watts and lives
with his younger sister and both parents. Prior to making his decision to attend CSURB he was
unsure where he wanted to go to college. Alex shared that his initial choice was California State
University, Northridge but given that he would have to move out of his parent’s house, they did
not allow him to leave. Therefore, he decided to attend his local Cal State. Although he was not
excited about the college he chose, he felt that it was for the best because of the affordable cost.
Alex shared:
When we were applying I didn't know what college to apply to, more like I was going to
apply to community college, but the people I was applying with and then I had my
advisor to help. I felt like I had only two options, which were Northridge and CSURB.
But CSURB was closer and cheaper. So that's why I went with CSURB…I kind of want
the dorm. That's why I wanted to go [to] Northridge. But at the time, apparently, my
mom mainly didn't want to let me dorm, so I kind of was forced to stay home. I didn't
mind to stay home. I didn't really choose. I was kind of just told I'm gonna stay home.
Alex's journey into higher education was initially a process handled by his parents.
Despite his uncertainty, Alex enrolled into college to pursue a four-year degree.
Self-Motivation
Having been involved with Thrive Up for over seven years, Alex's journey with the
organization began during the summer before ninth grade. Initially prompted by his parents to
attend college, he admits he initially participated out of obligation rather than genuine interest.

39
However, his perspective shifted as he recognized the importance higher education played on his
future goals and aspirations. After obtaining his Bachelor's degree, Alex hopes to work within
the sports industry. He spends most of his free time playing sports video games and hopes to
merge his passion for sports with his career goals. When asked… Alex shared:
I have been a part of Thrive Up I wanna say, since freshman year of high school. So
probably like seven years close to eight years...[I] really wasn't motivated. I was kind of
pushed to go into [college] by my parents but after being in it, and like my first, so years
of exploring it. I kind of hung around a lot of people. They influenced me to do business
and major in business administration and continue going to school… I'd be honest again.
This should really never happen. I was kind of running with the ball. I just kind of
adapted with them, like you know what I'm already here and have already made it this far
I need to continue to prove it to myself that I can do this… Like why would I quit now if
I made it halfway to it? I can't. You know, it's an investment now. [It’s] not about my
parents, but also myself… When you invest, you gotta like, be smart with your
investments. I am my own investment. High risk, high reward.
Though Alex wasn't interested in going to college initially, his friends through the
program influenced him to pursue a career in Business Administration.
Challenges
In navigating college, Alex’s journey has come with its set of challenges. In the
beginning of this semester he experienced burnout due to the demands of college which impacted
his mental health and well-being. Though challenges have come his way, Alex has found it
within himself to keep pushing through. When I asked Alex, what has helped him to overcome
these challenges he shared the following:

40
Dealing with the workload is alot. I feel like sometimes people overlook it, but there's
days where you have work stacked up or work caught up to you. Also, I will say the
stress of classes like right now adds up. I think this is the most mentally tough semester I
had just because it's more classes I cannot fail in. And also, it's more with other stuff that
I deal with. It's more compacted right now with school and other responsibilities and as
of now, I'm more burned out quicker… there's those days I don't even go to class. I just
stay home. People don't tend to realize that, though they'll push hard for the first two
months and after that you know you get burned out, and that happened to me this
semester. I tried to actually do better, but really, after two months I was just burned out. I
was tired. I was done… So now I'm just trying my best to keep up with the classes. And
not go on under [burnout].
Resources
When I asked Alex if he had accessed program resources from Thrive Up, while in
college, he shared he used the financial support and career resources available. Then he went on
to share that at the time of the interview he has not felt supported by Thrive Up. When I asked
him to elaborate, Alex shared the following:
I wanna say last summer, when I was talking with June, when he became my advisor.
He brought up the topic of my career goals and talked about one of different
companies… I kind of was like, you know what he kind of pushed me along with the
Rams [internship] and after that, I was kind of like, you know what I wanna work in this
field because it's interesting to me is something I'm comfortable with. But I also want to
engage more in sports business and it was kind of that moment. You know what I even
thought I didn't like college that much [but] I do understand the importance of it. I do

41
understand the importance of a degree. So, with the summer externship, I feel like that
was the moment that kind of switched to me to like want to major more in this business
[in] this degree… I must say I don't feel supported at the moment again that I choose not
to get support, but I guess [that’s] my own choice. Besides the scholarship? Not much
like, I said. I just use what I need honestly. The rest I do with them myself. But that
[scholarship] has come in clutch. Sometimes, when I had to pay like this semester, I
barely got enough from FAFSA so the money from Thrive Up was enough to pay off
some books and also to pay for my food.
Alex had a pivotal moment during a conversation with June, his Thrive Up advisor,
where he was encouraged to pursue his career goals, particularly in the sports business field.
Despite feeling unsupported at times, Alex acknowledges the importance of education and
credits an internship opportunity, along with financial support from Thrive Up, for helping him
afford educational expenses and solidify his career aspirations.
Recommendations for Community-based Organizations
I also asked Alex if he had any recommendations for community-based organizations to
better serve Latino/a/e students. Alex’s recommendation included:
That's tough. Honestly [to] pick from experience I noticed that Latino college experience
is different from any other group. When I ask my other friends [about] their experience
[it] is way more calmer, [it] is different than what mine is. Probably having people who
understand that, who can relate because there's moments where you want… when they
relate to that [experience], who you can talk to that can understand it also keep an open
mind, because everyone experience is different. I think that's also the point, because,
from my experience, college has been different than other than my friends. I have to

42
juggle so many responsibilities. Like being the oldest son in my family and also going to
school. My parents expect me to hold things down back home… And again, also, I will
just say probably just… have a like a resource or a group like ready [to] help if anyone
needs it because in some moments… those people who go through stuff or like have a
struggle just want to chat. They try to find help, but they can't find it inside [college], or if
they find [help] they're like really late. When we are almost done.
Alex's testimonio illustrates the different challenges he has encountered in college, yet
also his ability to persevere. Despite external factors that continue to hinder his participation, he
has found ways to overcome them and succeed at times with the support of Thrive Up and
others.
Patricia
Patricia embodies what it means to lead with empathy and resilience. She is originally
from San Francisco, is a first-generation student, and only child to immigrant parents. Both of
her parents are from Mexico City and their highest level of education was middle school. When I
first spoke to Patricia, she was eager to participate in the study as she felt a sense of
responsibility to share her story for the betterment of the Latino/a/e community. From the
beginning of the interview, she took charge of her narrative. Patricia felt it was important for her
to share her journey beginning from high school up until college as it has all informed her
educational journey thus far. Her story begins with her experience in high school, where she
shared the following:
I attended a high school in San Francisco. It's one of 2 public high schools where you
have to take a test in order to get in. The other school was the School of the Arts, and

43
mine was more focused on academics and it was a difficult journey for me because I went
to a severely underfunded middle school in San Francisco. We did have a lot of like ESL
students, because a lot of students who were like, straight out of, like Latin American or
Middle Eastern countries and that was like an experience. Because once I got into the
environment of Lowell, I did make up 12% of the Latinx student population and I faced
the series of like the imposter phenomenon. So to go through that at like a young age of
like 13 years old was really difficult. For example, I used to play the violin for all of
elementary and middle school, but once I got to high school I was very scared of being
like one of a very few [Latinas], so I quit the violin because I had noticed that majority of
people that did not look like me at all and so it was very difficult…. I failed Biology, I
failed Algebra and it was my first time failing any classes. This happened my freshman
year at Lowell and it was extremely difficult to fathom and acknowledge that I was not
really… I guess, like I didn't feel prepared also because I had to take an hour bus ride to
get to Lowell. So that was like also another barrier, because this high school with a lot of
resources, was like on the other side of the city for me. I think you know, that was
intentional, like, you know, like, I'm sure we know about like urban planning, and like
the racism, like structures like redlining, and etc. That kind of played a factor in that as
well. And so after high school, it really was during COVID that I was able to bounce
back.
I followed up by asking her when Thrive Up first came into her life. Below, she further
discusses that interaction and the impact it had on her persistence:
After my freshman year I attended summer school, and I was ready to transfer out after
my first 2 classes I had failed. That's when Thrive Up first came into my life. During that

44
very difficult transition period from middle school to high school at Lowell… in that time
it was called La Raza… a student org led by a bunch of like Latinx students and I
remember I showed up to the club, not knowing much, but just wanting to find a sense of
community. And I'm very thankful that I did, because it was the seniors or juniors who
gave us printed out applications of Thrive Up at the time they were recruiting, and so that
was… how I was introduced to Thrive Up. I didn't know much besides them telling us to
apply, and that we wouldn't regret it. And so for me, I saw it as an opportunity being
presented. From someone that I feel like I could find comfort in just because of the fact
that we were in this space called La Raza, where it was a space for us Latinx student to
find a community within our majority, Asian and White High School… and I applied I
remember a bunch of us got in and I was like, really thankful. I didn't know much about
[Thrive Up], besides them being able to help us, and I put a lot of trust in them because I
trusted the students who referred me to it. And I remember I applied, and I started like
going, but even then I was still struggling at Lowell and part of it was because, like I
remember my Biology class, like my white male professor would always like point out
when I show up late… [he] would be like, oh, can you hear me through your big golden
hoops and things like that, just like comments in front of like the whole class. And I
would laugh it off. But in reality, like I was just… I just didn't know what to say and after
that I again I still kept going to Thrive Up… I was going to transfer out the of Lowell
cause I was like I felt so defeated of failing my classes and after that I again I kept going
to Thrive Up… I went to my college center, and there I had a Latina college advisor,
cause we only had one college coach, and she told me to not give up…. she asked me a
question she was like, Are you going to quit every time it gets hard? And I was like, Oh,

45
[I] can't, because I had never been faced with or reason to kind of like bounce back from
that. So I've been in Thrive Up since then, since then, so 7 years.
Having experienced negative moments, Patricia was able to turn those experiences into
motivation to continue pursuing a college degree. Despite initially struggling academically and
facing discrimination from her professor, she continued to attend Thrive Up sessions and sought
support from her college advisor, another Latina. This experience taught her not to give up when
faced with difficulties and instilled in her a determination to persevere through adversity.
College Involvement
Among many qualities, Patricia is hard working and has always advocated for change.
Throughout our interview, Patricia touched on different roles she has held on her college campus
of UCBE. I was especially amazed by her passion to advocate for change. Much of Patricia’s
involvement on her college campus derives from her aspirations to advocate for those who do
not often have a voice in society and is driven by her commitment to make a lasting impact.
Thus, I asked her to elaborate on the various roles she held and what that meant for her in regards
to her career goals. She shared the following:
So I think a degree it's like more than just a piece of paper, but like what comes with after
you graduate. So for me, what comes, what will be coming after I graduate? I'll be taking
all of the experiences, all of the friendships and the networks that I've created here at
UCBE. So for me to answer that I feel like I have to also talk about what I've been able to
do here… I'm Executive Vice President of student government, elected by the student
body, and for me just like what I hope to do with my degree is being able to apply all of
the knowledge and the skills that I've gotten from being involved in… I'm a Mechista, so
I'm very like politically active on campus as well. This year I'm an RA for the

46
multicultural living, learning community. So it's a lot more intentional. The work that I
do here. Im ensuring that we celebrate all cultures here. Because I very much value
multiculturalism and also like having been an intern… where I got to learn what it's like
to work within a sector of the of the of the University and institution and bureaucracy and
being kind of humbled. And I'm learning [from] my naiveness that like change can be
done through one email, through one speech that I give. That's where I learned that if I
want to see change, I can't do it from within a university title. I have to do it through a
student government title. So that was very like humbling for me. But very much needed.
And now, like being in this position, right? So I'm like executive Vice President. I'm
running to be student body president right now. So for me, like it's been a very great
experience that I want to be able to continue helping people through this degree… I
would like to just continue my advocacy in a different level, in spaces where they require
a degree in spaces where they require you to have gone through the American educational
system. So my goal is to be able to use my degree as a platform and pathway into making
changes and differences in people's lives. And so I'm hoping to continue past undergrad
and go into like law school or grad school. so that to me is what I would like to do with
my degree is to help me get my foot and do things that I wouldn't have access to without
it.
Patricia believes that her college degree represents much more than just being a piece of
paper. Rather her college degree symbolizes the experiences, friendships, and network gained
during her time at the UCBE. Her involvement in various leadership roles and campus activities,
has allowed her to hone in her advocacy skills and made her realize that she wants to use her

47
degree as a platform to make positive changes in people's lives. Drawing from her personal
experiences, she has been able to figure out her career path and aspirations.
Support Program Experiences
Since Patricia began college in the peak of COVID-19, I was interested in learning more
about how Thrive Up helped her make the transition from high school to college. I asked her to
share what that experience looked like for her.
Unfortunately, I will say, like my experience with College Thrive and the college
coaches, was difficult during the beginning of my transition period into UCBE, because
that was the year that they were experimenting on how to connect certain college coaches
with their students, and so the only sense of stability I had was with my college coach,
Janet, who I had met a in the NorCal site, and would still meet with me, regardless of her
not being my actual college coach. So she has been helping me continuously for the past
3 years, because during all those switches with college coaches, I still needed that
stability. So she's always been my go to person. But now I have my new college coach. I
started last year when I had a different college coach. I've gone through multiple ones…
Once, they added the aspect of college coaches visiting us on campus. That's when I felt
like, okay, I can start to trust you. I could build upon like our relationship, because the
whole, like only online thing I didn't like it… [it] only makes a difference like so far. So I
think the whole like carrying students with like a regional advisor is a lot better like the
system we have now. Because I'm able to meet students that go here. And to me that's so
valuable because I still see people [students] that I met with in these cohorts when they
do the Thrive Up coach visits.

48
While Patricia received support from Thrive Up during high school, she felt that the
support did not continue on while in college. Due to the changing advisors, it has not given her
an opportunity to connect with Thrive Up and has taken matters into her own hands. She further
explains that she uses her connections and voice to guide other students in the program.
Recommendations for Community-based Organizations
When asked if she had any recommendations for community-based organizations to better serve
Latino/a/e students, Patricia shared:
Advice that I would give is to definitely take a look at students' research like, literally like
this one. Because I think that the only way you can know [there's] a problem is to identify
it. And I think that like when people go out of their way to literally make research on this
like pay attention and like definitely like integrate those studies into the programs you are
making for students. And so I would say that my advice is just to do the research and the
only way to do research is by actually going out there and paying people to do it. So I
think investing in and those who are closer to like the Latinx students, and their
educational journey is the only way to really understand and support them.
Patricia's testimonio demonstrates just how motivated she is and has already done so
much during her time at the UCBE. Though she has experienced forms of racism and imposter
phenomenon, she has used those experiences to fuel her passion to advocate for change. She is
actively learning to assert herself within higher education and leverage her voice to advocate for
change. While she has felt somewhat a disconnect from Thrive Up, she appreciates the program's
efforts to support her and fellow students on their educational journeys. Instead of waiting for the
program to offer support, she proactively seeks out resources and assistance herself.

49
Edgar
Much of Edgar’s higher education journey has been shaped by his lived experiences and
motivation to be an example for others and himself. Edgar is currently in his fourth year at
CSURB where he is majoring in Business Administration and has been a part of the Thrive Up
program for over eight years. Edgar was born and raised in the Watts community and hopes to
one day start his own business. He shared:
I am currently at CSURB… I'm majoring in Business Administration, concentrating [in]
Entrepreneurship and I've been in college for about going to [be] 4 years. Yeah, going to
my senior year. I've been in the Thrive Up program since, I believe my freshman year or
sophomore year since high school. I'm the class of 2020… And when I graduate next
year I want to open up a business either in regards to being a self-contractor with a with a
semi-truck or a food truck business. Well, those are my 2 business plans, ventures that I
have… I really want to have a business someday like open up a business. And, you
know… like just having that vision about having a business of your own and people
saying that like, you know, ‘Why are you going to school for?’, like, you know, things
like that just make me want to go to school, finish school and do something with my
degree, because I have seen a lot of people go to school, and they don't do anything with
their degree.
Aspirations and Motivations
Edgar has big goals and aspirations. When I asked him, what has kept him motivated, he
expressed that his drive stems from personal fulfillment and self-improvement. In his own
words, he shared:

50
Basically, I just wanted to do something for myself. I believe a lot of students…They go
to college over, from what I've been hearing from the past college years, because all my
parents wanted me to. But I feel like it's something that has to do with yourself. I know
it's something good that you want to do it for your family, but at the end of the day I feel
like you know, it's for yourself and you know you had to keep going until you reach a
certain goal in your life, so you could feel satisfied. So I feel like what motivated me was
that that you know it's just at the end of this for myself, and to make you know [make]
myself proud rather than just, you know, just my family itself. But it's my family
included, but it's something that I wanted. You know I wanted to do as well.
Initially, Edgar did not desire to pursue a college degree but after witnessing his brother
struggle during his undergraduate experience it served as a catalyst for him to recognize the
importance of pursuing higher education. He shared:
In the beginning I didn't but then I wanted to go to college… I seen my brother that he
got accepted to a university up north… he's 2 years older than me. He went to school…
He went to UC for one year, but then he got kicked out the next [year] just for not
completing the unit. And I feel like as Hispanics, we feel like you know, that discourages
that's unmotivated, because, like he got kicked out just because he didn't have one unit
that he needed to pass to the next year, and as Hispanics that discourages us. It
discouraged him to not go back, because you know. The way he was, the way he thought
about is like, you know, if it was somebody else they would've, you know, just gave him
a chance, and you know come back from it. But he took it as the opposite way, and I
don't blame him, and you know, is the wrong way to think about. But as Hispanics we
always try to not give up. So I told him, you know, that's something that we need to keep

51
going. And for me it was just like… what if that happens to me, you know, I can't. And
then, once college started for me. I was, you know, my freshman [year] was kind of going
really bad. But I did not do the same thing he did, so I took the other route, and I never
gave up and continued pursuing college, and here I am in my senior year.
Leveraging Community and Thrive Up Resources
Edgar lives in a Community Center, where he was able to obtain a scholarship to cover
some college cost. This community support alleviated financial burdens and has contributed to
his academic success. Despite the lack of familial encouragement, he relied on his determination
and the support of friends to persevere, and believes that his efforts will ultimately lead to
success.
So where I live, I live in the Community Center, and they have provided [a] small
scholarships that could help me out. Just you know [with] anything in regards to school. I
have a scholarship right now with the community, and it's just in regards that I have to
use the funds for educational purposes. So that's been helping me a lot as well when it
comes to paying for gas, the books that I need to purchase on my own sometimes. It
covers that. The support is always there [it] is really hard when you have a Hispanic
household, when you really don't see somebody being in college for that long. And I do
not blame my family because they never had the opportunity and I wish, if they did have
opportunity, they would take advantage of it. But I feel like it, you know, it's just that
support that you need from the family to actually extra motivate you. But it's okay. And
you know, you just got yourself. You got to do it for yourself… You just gotta keep it
going, my friends they support me, they say, keep it going… Keep doing you. And at the
end of day is gonna pay off.

52
I was interested in learning if there were other resources Edgar had accessed while in
college and I quickly learned that most of the resources were not only for himself but for his
family as well. He shared the following information:
Some resources that me and my mom, always trying to look for help in the community, is
I don't remember the name of the resource, but they help us reduce the and the amount of
light bill that that we have to pay and also sometimes with the rent, but it's really hard
when it comes to the rampart, because you have to wait. possibly like 3 months to in
order if we get approve or not. And then when it comes to groceries, we always, you
know, my mom is always in the community trying to find help to, you know, just to bring
in a little bit of vegetables, fruits when it because they give out way. They give away
food and vegetables every Wednesday. So my mom always tries to make it on time so
that she could get some.
Edgar and his mother often seek community resources to alleviate financial strains, such
as assistance with electricity bills and occasional rent support. They also rely on community food
distributions to obtain fruits and vegetables, demonstrating their proactive approach to securing
basic necessities. After Edgar shared some of the resources him and his family have leveraged, I
asked him what he felt has been a barrier in his persistence. Though he has encountered
challenges, he has leaned on his community and Thrive Up for support. He shared:
Not having enough hours to work. I have you know, when it comes to being young adult,
you want all these things that are basic necessities when it comes to just, you know, being
a young adult, you know, to get to point A to get to Point B, you need, you know, have a
stable transportation. So therefore. you know, it's just really hard to actually like, you
know, work because you then you have school, and then you have other things to like.

53
For example, I play, I play soccer, I go to the gym. I go to school, I go to work. and it's
really hard to actually like, you know, manage all these things. And then, apart from just
being, you know, the important things just work in school like you need time for yourself
to actually, you know. regroup yourself. just, you know. Take a step back and keep
going. The next day. It's just hard when it comes to. you know, just trying to have more
hours to work. So I could pay my rent so I can help my parents out when it comes to,
when my parents, when my dad is not, you know, doesn't have enough money due to the
circumstances that it's you know it's pretty bad right now for his situation. But you know
you, we have to keep it going.
Much of Edgar's journey to get to and through college has been contingent on his selfmotivation. He has witnessed first-hand how institutions can outplace people of color and used
his brother as an example of that. A significant portion of Edgar's path to college and journey
through it has relied heavily on his self-driven motivation. He has observed how institutions can
negatively outplace people of color and has used his brother's experience as an illustration of this
reality. Despite obstacles like balancing work and school, Edgar has remained resilient and
committed to his goals, drawing strength from his community and personal drive.
Recommendations for Community-based Organizations
Finally, Edgar’s recommendation is that there be intentional support provided for
Latino/a/e students within these organizations. He emphasized the importance of providing
additional support to Latino/a/e students, even when they may appear to not need it. He stresses
that individuals, especially those from Latino/a/e households like himself, often face challenges
beyond their control and may find it difficult to ask for help. Edgar appreciates the support

54
already provided but suggests offering an extra push and assistance to students who may need it
the most, as it can make a significant difference in their academic journey. He shared:
It's not really an advice, but it's just something that you know just comes from the bottom
of my heart, just like we just need that extra support when you think somebody doesn't
need it. That's when they actually most need it. Sometimes I don't like asking for help,
but then. You know, it's very hard, you know, things happen, and we just don't have
control, especially when you know you have Hispanic household. It's very hard on, just
for example, like me, you know. it's just very hard sometimes for us to just, you know,
make some type of income. I just feel like, you know, just keep doing what you guys
have, you know, been doing. And just when you see, when you guys see like a student, I
cannot say it's just, you know, when you guys see when a student don't need help. I think
he needs it the most than anybody else. You give me. we just need that extra support that
you guys are, you know, just giving us day to day. The one once it just keep. Just keep
doing what you guys have been doing. But just, you know, a little bit more extra help,
extra push. That would be highly appreciated.
Sarai
Sarai began her academic journey at the UCBE in 2022. However, in the summer of
2023, she made the decision to return home and pursue her studies at LAS community college.
Currently, she is focused on earning her associate degree in Mathematics with the goal of
transferring to a four-year institution. Sarai is interested in research and media marketing and
aspires to combine her passion for neuroscience research with the media marketing industry.
Challenging Experiences

55
Sarai has had a unique college experience. During her first year at the UCBE she began
to feel homesick and felt as though she did not belong on campus. These feelings led her to move
back home as she wanted to be close to her family. She shared the following regarding that
experience:
Being at the university itself. It was a great experience. However, I just didn't realize, like
I did need my family at that time… Certain things happened. Mental health… I just didn't
feel like I fit [in] at my university just because of the distance away from my family. So I
moved back to my community. And I now feel more surrounded by support. And yeah,
that's why I switched.
She went on to share how the transition back home was for her and highlighted the
support she received from her family. In the beginning of her transition back home Sarai
expressed feelings of guilt and uncertainty. She felt like she had let herself and her family down
but in a conversation with her mother she learned otherwise. She shared:
It was a lot of support, a lot of like understanding. So I can talk about it, but it's just like
my mom suffered with depression. And during my time there I also did and so, having
that connection of like, we've both been through it, and then also just my dad as well. He
got laid off, and so he also kind of felt into like a depressive part of it. And so, like, we
were all just able to support each other and like, Get back up…One example I can talk
about. It's I had a conversation with her and I basically told her, like I felt like such a
failure cause I had to move back home. But then she's like she's like, you're not a failure
like you made it like you did an entire year over there like And so she was like she just
told me, like she just wanted me to get better. And then she's like, eventually, like school
is going to be there, no matter what. So that conversation to me it was like a turn to like,

56
be like, Okay, it's fine, like I can continue doing school here like and I felt less pressured
into like not feeling so overwhelmed that I didn't, that I'm disappointed them in some
way.
Though Sarai’s educational path has been non-linear, the support and reassurance she has
received from her parents has allowed her to continue her education. The sense of guilt and
shame she experienced underscored the immense pressure Sarai felt to stay at a four-year
institution and in turn shamed herself for transitioning to a community college. Being able to
resonate with her mother’s mental health experience allowed Sarai to feel seen and understood.
This gave her the motivation and comfort to continue her education.
Motivation
Sarai’s motivation to go to college stems from her commitment to make her parents'
sacrifices worth it. She initially shared that both of her parents immigrated from Mexico and
have had to overcome many challenges. She briefly elaborated why she wanted to continue her
education. She shared:
Ever since like middle school I always knew that I wanted to go to college. It was more
just cause my sisters didn't do it. And so I was like, I'm gonna do it then because we have
to make our parents sacrifices worth it kind of thing. So that was also part of like my
drive to attend college.
Support at Thrive Up
After learning about Sarai’s educational journey, I was curious about how Thrive Up
supported her during her college transitions and beyond. Given the changes she encountered
during her academic journey, Sarai shared that she had received support from her Thrive Up
advisor. She shared:

57
It's just like he has been supportive throughout my entire career, and so like when I
bounce back from UCBE. And then I was there for the time, and then he was like,
Alright, how are we gonna help you get back on to like UCBE And then continuing on
my process with like community college. And he's been there. He's like, alright like, what
class are you taking? All right? It's like, make sure to get into like these opportunities,
you know, cause it can help you a lot. And I'm like, Okay, and then, now then, it's like
my transition to like wanting to go to a different school, but also getting my associates.
he's been helpful as well. He was like, yeah. He answers my questions of like financial
aid. And like sometimes, you know, being worried about that. And then he's just like,
Yeah, he's like, you have time like, don't worry about it too much like he's like, just
continue on. He's like, I'll be here, no matter what.
Given that Sarai had transitioned to a community college, I followed up by asking her if she
continues to receive support from Thrive Up. She responded with the following:
Well, currently, I haven't been using them. I know they have like a newsletter and they do
have other career things. but right now, I haven't been using them just because I'm not at
the place where I'm currently finding like a specific career. I just want to get like a job
and so that's why I haven't been using them. But I do have my eyes on them, and I
sometimes I scroll through them like, Oh, there's they're so good, but I'm like, Oh, but I'm
doing school to like. I cannot like it just clashes but they do have a lot of opportunities
that I wish I could be part of. It's just like my time. Currently, it's just like it, doesn't fit
my schedule. I feel like the opportunities are more for students who aren't in community
college.
Recommendations for Community-based Organizations

58
Sarai feels like there's a lot of value in having connection with others and feeling a sense
of belonging. As part of her recommendations she hopes community-based organizations could
provide more opportunities for other students to connect with one another. She feels this can
foster a supportive environment and sense of community among students. She shared:
It's more just like allowing the students to connect more and it's not just like specifically
from one site. But it's just like from. I know they're all around the world so like they
started doing it now. But it's like kind of awkward just because of like, we've never met
them. We've never like had any social like interactions with them. So it's been, it's been,
really. we're like, awkward. Yeah. And so I think my advice is just to like, include them.
More like, make sure like, have at least in high school, make them like at least interact or
like, give that support kind of and just be like, oh, I'm doing this, but I'm from this place,
and so it allows us to like, have more of like, they're from different areas. But they have
similar stories as well. And so I think that can help the students as well with going into
higher education, just being like having a support system with the students as well.
Below is a table that highlights how all four participants of this study described have received
support from Thrive Up.
Table 2:
How participants leveraged Thrive Up to support their educational journey.
Name Type of support received Motivation Challenges
from Thrive Up
Alex Career readiness, Self Mental health, competing
financial priorities
Edgar Career readiness, Self, family Financial, competing
financial priorities

59
Patricia Mentorship Self, family, advocate Imposter phenomena,
for change racism

Sarai Mentorship Family Mental health, homesick
Conclusion
Each participant has faced challenges as they navigate college but have managed to
overcome them. The testimonio of each participant provided them with the opportunity to shed
light on what they perceived to be effective support from CBOs. It disrupts power dynamics and
fosters change by naming what they believe to be effective. One common theme I noticed in the
testimonios was the determination to preserve despite the many challenges they have had to
overcome. All students share the common desire to make a difference whether that was for
themselves and/or those around them, including their families. Each participant was able to tap
into their resourcefulness to persist in their educational journey. Some leverage the Thrive Up
program and others found external support/resources. Nonetheless, each participant kept moving
forward. Furthermore, these testimonios act a testament to their desire and fire to break the cycle.
The next chapter will draw on these findings utilizing the Community Cultural Wealth
framework.

60
Chapter 5: Discussion
The purpose of this study was to understand the experience of Latino/a/e students as
they navigate their college education with the support of Thrive Up. Through a qualitative
approach, utilizing testimonios and engaging Community Cultural Wealth as my framework, I
aimed to explore the following questions:
1. What has the role been historically for community-based organizations in cultivating
college access for Latino/a/e student’s?
○ As it relates to their college access and completion, what do Latino/a/e students
perceive as effective support(s) from CBOs in their college journey?
The overall findings indicate that students utilize different forms of Cultural Capital to
navigate and achieve their educational goals. The initial section of this chapter will address the
first research question, while the implications section will address the second research question.
Ultimately, the participants of this study provided insightful discussions and exploration of the
research questions.
College Access and the Community Cultural Wealth of Latino/a/e
As the literature review suggested, college access for Latino/a/e students has been
steeped in marginalizing practices and deficit frames (Sólorzano et al., 2005). Latino/a/e students
face various cultural, racial, and systemic obstacles that influence their educational journeys and
achievements. Many of the experience’s Latino/a/e students encounter in this process includes
forms of racism, cultural mismatch within institutions, and negative stereotypes (Tatum, 2018;
Gloria et. al., 2005; Von Robertson et al., 2016). All of these elements have perpetuated a deficit
frame for the Latino/a/e student experience. The following sections, grounded in the testimonios

61
of the participants, seeks to provide a counternarrative to these deficit frames. As such, in
alignment with the strengths-based framework of this study, we highlight the community cultural
wealth that radiates from this community.
Analysis of Findings and Theoretical Framework
The theoretical framework used in the study was Yosso’s (2005) Community Cultural
Wealth Model. Aligned with the objectives of this paper, to amplify student voices, CCW will
highlight the strengths of the participants and acknowledge their cultural assets, which play a
crucial role in fostering access and persistence for them. In this study, I focus on aspirational,
navigational, familial, and social capital. Though the six capitals outlined by Yosso, Chapter 4's
findings reveal that these forms of capital were prominent in the participants' responses.
Aspirational
The participants all shared a common mindset, one underscored by their determination to
reach their goals. Each participant was determined to turn their goals into reality, highlighting
their drive and commitment to complete their education. As noted, aspirational capital refers to
the ability to be hopeful even in the face of adversity (Yosso, 2005). Subsequently, these
individuals hold onto that hope often without the means to make their dreams a reality (Yosso,
2005). For many Latino/a/e students, accessing and navigating higher education comes with its
set of challenges and barriers (Carolan-Silva & Reyes, 2013). However, despite these barriers, all
participants exhibited hope in their responses to adversity. Grounded in the findings, there was
one theme that emerged among all participants; they all had dreams to pursue a career. Two of
which, their aspirations derived from their desire to support their families and the other two
derived from within. As such, most of the participants mentioned that their dreams began either

62
in high school or developed further during college. They knew they wanted to obtain a college
degree, and were committed to finding a way forward despite the self-doubt or barriers they were
confronted with.
As shared in the beginning of this chapter, Patricia’s professor's negative comments on
her appearance displayed forms of stereotyping and racism. In her statement, Patricia illustrates
her aspiration to continue pursuing a college degree despite facing microaggressions within the
class from her professor. Despite encountering challenges, such as being singled out by her
professor with comments that belittled her identity, she persevered. Furthermore, Edgar, being
first-generation and a Latino student weighed heavily on him. Although he was motivated to
succeed in college, he couldn't help but feel the weight of not having familial role models in
academia. Rather than viewing this as a setback, Edgar decided to take matters into his own
hands and do everything in his power to get through college. Being a college student is difficult
as it is, let alone being a Latino/a/e student. Edgar and Patricia’s experiences demonstrate how
their aspirations act as a catalyst for hope. Whether facing experiences of racism or uncertainties,
the participants remained dedicated in their determination towards their pursuit of their degree.
Navigational
Navigational capital refers to the skills one possesses to navigate spaces not made for
people of color such as social institutions (Yosso, 2005). In this study, navigational capital
highlights how all participants have faced opposition when navigating college. All the
participants have had to navigate institutions that were not inclusive to them. Nonetheless, they
found the means to succeed and as such serve as examples of students’ aspirations and ability to
thrive. During her educational journey, Patricia experienced forms of racism and
microaggressions. As seen in the above statement, her white male professor made a comment on

63
her appearance exclaiming, ‘oh, can you hear me through your big golden hoops’. Rather than
letting this encounter deter her, she used this experience to fuel her drive and commitment to
advocate for justice and change. Additionally, though Edgar felt the weight of the cost of college,
he was determined to find the means to afford it. He sought out community resources to support
his educational journey and was able to obtain support from his community by securing a
scholarship to help fund his expenses. Furthermore, when Alex initially began college he felt that
he did not have an earned right to be there. As he stated, ‘I'd be honest again. This should really
never happen.’ Alex went on to explain that although he felt like he didn't belong on his college
campus, he was determined to graduate. Lastly, while at UCBE, Sarai experienced feeling like
she did not belong on campus. This feeling made her feel isolated and disconnected from her
college experience, initially impacting her mental health. Despite these challenges, Sarai was
able to seek support and transition to a college that provided her with the adequate support and
sense of belonging. The skills highlighted in the participants' navigational capital consist of
resourcefulness, wit, and strength. Their determination, proactive approach, and persistence
illustrate how they exercised their agency to navigate through the institutions they attended.
Overall, the participants' stories show how important navigational capital is, as it
provides them with the resiliency to navigate spaces that weren't created for them. Navigational
capital acknowledges the experiences of People of Color and how these experiences can serve as
motivation when navigating environments such as higher education (Yosso, 2005). All
participants have encountered moments where they felt that their circumstances placed them at a
disadvantage. Nonetheless, they have demonstrated resilience and determination in finding their
place within higher education and asserting themselves in these spaces.
Familial

64
Familial capital refers to the cultural knowledge that is fostered among families that carry
a sense of community history, memory and cultural intuition (Yosso, 2005). Historically
speaking, the Latino/a/e community relies on family, including extended family, as a primary
support system (Rodriguez et al., 2021). For the Latino/a/e community, this familial capital
oftentimes is what keeps them grounded to their college journey. Several themes emerged
regarding how participants engaged their families in coping. Some students used family as an
emotional support system, some separated family from the process, and others sought emotional
and informational support from chosen “families' '. For instance, while making the transition
from a four-year institution to a two-year college, Sarai felt like she had let herself and her
family down. Consequently, the burden of feeling like a failure took a toll on her mental health,
affecting her overall well-being. After expressing her concerns and feelings to her mother, she
was able to receive emotional comfort as Sarai’s mother provided her with words of affirmation.
Whereas, Edgar and Alex obtained intellectual and emotional support from their peers. In times
when Edgar felt like giving up he had his peers to uplift him and so did Alex.
Social
Social capital refers to a network of people and community resources (Yosso, 2005).
Evidently, these peers and other social contacts can provide emotional support to navigate
through institutions (Yosso, 2005). All the participants have built a network around them that has
supported them through their educational journey. Edgar built a network within his community
that gave him access to resources such as food banks, rent, and light bill subsidy programs. In
accessing these resources, Edgar was able to reduce financial stressors and in turn focus on
completing his education. He also leveraged his social network at Thrive Up when applying to
internships and was able to secure a summer internship in his field of interest. Very similar to

65
Edgar, Alex utilized his connections at Thrive Up to secure a summer internship with the Rams.
This experience solidified his passion for pursuing a career in Business Administration with a
focus on the sports industry. While at UCBE Patricia built a network that has motivated her and
connected her to resources to help her get to where she is now. Lastly, Sarai found a network of
people who understood her transfer journey and provided her with resources to navigate the
process.
Utilizing Thrive Up
As described above, Latino/a/e students have been able to persist along their college
journey by tapping into various forms of social capital. There lie many opportunities for CBOs to
have an impact on the college access process for Latino/a/e students. In some instances,
participants sought out support and resources from Thrive Up. For example, in the face of
discrimination, Patricia leaned on Thrive Up to feel seen and supported. After connecting with
the Thrive Up staff, she felt like she could handle anything that came her way. Additionally,
Sarai and Alex leveraged the support and resources within Thrive Up when faced with adversity.
In moments of uncertainty, Alex sought out guidance from his advisor at Thrive Up. As for
Sarai, she sought out support from her advisor in her transition from transferring from a
university to a community college. The support she received from her Thrive Up advisor made
her feel confident in her decision. These experiences demonstrate the role Thrive Up plays in the
students' navigational capital by acting as a catalyst for support. Lastly, Edgar and Alex utilized
Thrive Up's professional resources to secure summer internships, contributing to their
educational advancement. It is also important to note that despite these positive experiences with

66
the program, there were instances where the participants didn't feel supported by the program
while in college.
Gap Between CBOs & Latino/a/e Students
As indicated by the literature, CBOs were intended to support in closing equity gaps in
educational access and opportunity (Harris & Kiyama, 2013). One of the underlying aims of this
study was to examine if the implementation matched the intention. The testimonios of the
participants of this study have corroborated the ways in which CBOs have aligned with their
intention. Specifically, CBOs have served as a catalyst in nurturing and activating the
navigational capital and social capital of students. Yet, gaps still exist in the working from good
intention to positive impact. Of significance is the ways that deficit frames continue to be
perpetuated as highlighted by the minimal engagement of familial and aspirational capitals of
students. In that regard, CBOs have some work to do to ensure that their actions align with their
mission. CBOs historically have cultivated college access in a manner that continues to
perpetuate power imbalances between those with privilege and those born into social
disadvantages. CBOs now need to be much more responsive to the needs of the students they
intend to support.
Implications and Recommendations
Culturally Sustaining CBOs: A framework for supporting Latino/a/e students
I utilize the term of Culturally Sustaining CBOs as a framework for community-based
organizations to use as a way to support and uplift their Latino/a/e students. The idea of
Culturally Sustaining CBOs is a multifaceted framework approach. The first part consists of

67
flipping the narrative of the Latino/a/e students participating in these programs as much of the
narrative surrounding Latino/a/e students is informed by a deficit frame. One way to do that is by
establishing a platform for them to access education in ways they should already be deserving of.
Aligned with CCW and further supported by the testimonios of participants in this study, it is
evident that Latino/a/e students embody resiliency and empowerment. As such, the following
characteristics aim to acknowledge the strengths inherent in Latino/a/e students. While not
mutually exclusive, these four qualities serve as an initial acknowledgment of the significant
resilience possessed by Latino/a/e students.
1. Resiliency- The students exhibit resilience in the face of adversity by drawing strength
from their personal experiences to overcome obstacles.
2. Determination and perseverance- Despite the many obstacle’s students faced, they
remained determined to pursue their educational goals. When faced with challenges they
adapted and found alternative ways to move forward.
3. Resourceful- Ability for students to creatively navigate challenges and barriers in their
educational journey by leveraging their determination, resilience, and available resources.
4. Courageous- The willingness to confront and overcome challenges and systemic barriers
in their pursuit of their educational journey. Despite facing forms of racism, lack of sense
of belonging, or financial hardships students demonstrate resilience. Students advocate
for themselves and their community in environments that may not always be inclusive or
supportive. It involves facing uncertainty and hardship with determination, and a
commitment to achieving success despite the odds.
As highlighted above, Latino/a/e students hold many strengths. However, the
responsibility of tackling the challenges imposed by institutions should not rest on their

68
shoulders. Given that CBOs intended goal is to narrow equity gaps in educational access and
opportunity, they have a role to play in shouldering that responsibility. Thus, the other layer of
this approach includes principles CBOs can adhere to and implement strength-based approaches
into their practices. Informed by the testimonios, the strengths, and the determination of the
participants, I outline five principles for Culturally Sustaining CBOs that should be implemented
in CBOs practices.
1. Humanize Latino/a/e students- Leadership and staff working in CBOs must contextualize
the lived experiences of Latino/a/e students. In many ways, Latino/a/e students' lives are
around the idea of breaking barriers in hopes of a better future. Much of the responsibility
that is placed on Latino/a/e students is to be the first in their family to get a degree and
move up the social ladder; not only for themselves but for their families. As such, these
programs should provide a space for students to be able to move past survival mode to
thrive mode. In that regard, it is the responsibility of CBOs to be aware of responsibilities
held outside of being a student and meet them with compassion and care.
2. Community care- Expanding on the first principle, it is important to humanize Latino/a/e
students' experience but also provide resources and opportunities so students can focus on
being students. This can be done by CBOs partnering with community resources and
other programs outside of education. By doing so it provides students with a direct
referral to obtain resources and support.
3. Live in partnership- Much of the work that is currently being done within these programs
perpetuates power imbalances. As highlighted in their testimonios, Latino/a/e students
carry many skills and qualities that have allowed them to navigate systems not made for
them. Instead, this idea minimizes power structures within education and provides the

69
space for students to act as partners in their learning process. It also honors the wisdom
these students come into these spaces with.
4. Culturally relevant programming- Since part of the work CBOs do is grounded in
programming, it is important that the programs and services they offer to their students
are culturally relevant and responsive to students' needs. Commonly, programs tend to
take a ‘one size fits all’ model but this approach does the opposite. It caters to the needs
and experiences of Latino/a/e students by incorporating their cultural and identity into the
programs content and services.
5. Asset mapping- CBOs must provide the space for students to identify their strengths and
assets. Not commonly associated with academic success but rather life success.
Implications for CBOs
The findings of this study suggest that Latino/a/e students receive some level of support
and guidance from CBOs during their educational journey. However, it is evident that support is
not uniformly available in all areas of their lives. To address this disparity, it is crucial to allocate
resources and support to meet the students where they are at. In many ways, this means setting
funds aside to provide students with financial assistance in times of economic hardship.
Additionally, providing culturally relevant training for staff would enhance the support provided
to Latino/a/e students. This type of training can significantly enhance the support and assistance
provided to Latino/a/e students within CBOs. The training would involve equipping staff with
the knowledge, skills, and awareness needed to understand and effectively engage with the
experiences of Latino/a/e students and other diverse groups.

70
Conclusion
Latino/a/e students continue to face challenges and barriers in their pursuit of a college
degree. Nonetheless, they have leveraged their cultural capital to continue moving forward. The
purpose of this study was to get a better look at the role community-based organizations were
playing facilitating college access and success for Latino/a/e students. With the use of
testimonios, I found that students leveraged their navigational, familial, aspirational, social
capital in their educational journey. Furthermore, Thrive Up emerged as a crucial support
system, providing emotional, informational, and professional assistance to students. However,
there are gaps that still exist in addressing the diverse needs of Latino/a/e students, and
highlighted the need for CBOs to adopt a culturally sustaining approach.

71
References
Ahn, J. (2010). The role of social network locations in the college access mentoring of urban
youth. Education and Urban Society, 42(7), 839–859.
https://doi.org/10.1177/0013124510379825
Alhaddab, T. A., & Aquino, K. C. (2017). An examination of relationships between precollege
outreach programs and college attendance patterns among minority participants. Journal
of the First-Year Experience & Students in Transition, 29(1), 33–55.
Arbelo Marrero, F. (2016). Barriers to school success for latino students. Journal of
Education and Learning, 5(2), 180-. https://doi.org/10.5539/jel.v5n2p180
Ayers, E., & Torrez, E. (2022). Exploring cultural wealth with latinx youth: Interweaving
testimonios as a youth participatory action research practice. Journal of Latinos and
Education, ahead-of-print(ahead-of-print), 1–16.
https://doi.org/10.1080/15348431.2022.2107520
Bloom, J. (2008). The pedagogy of college access programs: A critical analysis. ASHE/Lumina
Policy Briefs and Critical Essays No. 5. Ames: Iowa State University, Department of
Educational Leadership and Policy Studies.
Bock, M. (1999). Early intervention programs: Opening the door to higher education [Review of
Early intervention programs: Opening the door to higher education]. Journal of College
Student Development, 40(2), 197–199. Johns Hopkins Univ Press.
Cabrera, A. F., & La Nasa, S. M. (2001). On the path to college: Three critical tasks facing
America's disadvantaged students. Research in Higher Education, 42(2), 119-149.
Cammarota, J. (2004). The gendered and racialized pathways of latina and latino youth:
Different struggles, different resistances in the urban context. Anthropology & Education
Quarterly, 35(1), 53–74. https://doi.org/10.1525/aeq.2004.35.1.53
Carolan-Silva, A., & Reyes, J. R. (2013). Navigating the Path to College: Latino Students’ Social
Networks and Access to College. Educational Studies (Ames), 49(4), 334–359.
https://doi.org/10.1080/00131946.2013.808199
Contreras, L. R., & Kiyama, J. M. (2022). “There are obstacles... but we can do it”: Latina/o/x
activate community cultural wealth and funds of knowledge in the college transition.
Journal of the First-Year Experience & Students in Transition, 34(1), 9–26.
Day, J. Cheeseman., & Bauman, Kurt. (2000). Have we reached the top? : Educational
attainment projections of the U.S. population. Population Division, U.S. Census Bureau.

72
Delgado, V. (2023). Decoding the hidden curriculum: Latino/a first-generation college students’
influence on younger siblings’ educational trajectory. Journal of Latinos and Education,
22(2), 624–641. https://doi.org/10.1080/15348431.2020.1801439
Dumais, S. A., & Ward, A. (2010). Cultural capital and first-generation college success. Poetics,
38, 245–265.
Escamilla, A., & Trevino, N. G. (2014). An investigation of the factors contributing to successful
completion of undergraduate degrees by the students enrolled in the college assistance
migrant program. Journal of Hispanic Higher Education, 13(3), 158–176.
https://doi.org/10.1177/1538192714527314
Excelencia in Education. (2019). Latinos in higher education: Compilation of fast facts.
Washington, D.C: Excelencia in Education.
Galaskiewicz, J., Bielefeld, W., & Dowell, M. (2006). Networks and organizational growth: A
study of community based nonprofits. Administrative Science Quarterly, 51(3), 337–380.
https://doi.org/10.2189/asqu.51.3.337
Gloria, A. M., Castellanos, J., & Orozco, V. (2005). Perceived educational barriers, cultural fit,
coping responses, and psychological well-being of Latina undergraduates. Hispanic
Journal of Behavioral Sciences, 27, 161-183.
Gould, R. V., & Fernandez, R. M. (1989). Structures of mediation: A formal approach to
brokerage in transaction networks. Sociological Methodology, 19, 89–126.
https://doi.org/10.2307/270949
Guzman, G., Kollar, M. ( 2023, September 12). Income in the united states:2022. United States
Census Bureau. https://www.census.gov/library/publications/2023/demo/p60-279.html
Harris, D. M., & Kiyama, J. M. (2015). The role of school and community-based programs in
aiding latina/o high school persistence. Education and Urban Society, 47(2), 182–206.
https://doi.org/10.1177/0013124513495274
Huber, L. P. (2009). Challenging racist nativist framing: Acknowledging the community cultural
wealth of undocumented Chicana college students to reframe the immigration debate.
Harvard Educational Review, 79(4), 704-730.
https://doiorg.libproxy2.usc.edu/10.17763/haer.79.4.r7j1xn011965w186
Kolluri, S., & Tierney, W. G. (2020). Understanding college readiness: The limitations of
information and the possibilities of cultural integrity. The Educational Forum (West
Lafayette, Ind.), 84(1), 80–93. https://doi.org/10.1080/00131725.2020.1672003
Lipsitz, G. (2018). The possessive investment in whiteness. Adams, M., Blumenfeld, W. J.,
Catalano, D.C.J., DeJong, K.S., Hackman, H. W., Hopkins, L.E., Love, B.J., Peters,

73
M.L., Shlasko, D., Zuniga, X. (4th Ed.), Readings for diversity and social justice (pp. 87-
96). New York: Routledge.
Massey D. S., Pren K. A. (2012). Origins of the new Latino underclass. Race and Social
Problems, 4, 5–17. Crossref. PubMed.
Moreno, R. (2021). The guilt of success: Looking at latino first-generation college students’
experience of leaving home. Journal of Hispanic Higher Education, 20(2), 213–231.
https://doi.org/10.1177/1538192719849756
Mosier. (2022). “We Support You … to an Extent”: Identities, Intersections, and Family
Support Among First-Generation Students in a School of Social Work. Affilia, 37(2),
250–265. https://doi.org/10.1177/08861099211054103
National Center for Education Statistics. (n.d.). Bachelor's degrees conferred by postsecondary
institutions, by race/ethnicity and sex of student: Selected years, 1976-77 through 2019-
20. https://nces.ed.gov/programs/digest/d21/tables/dt21_322.20.asp?current=yes
National Center for Education Statistics. (n.d.). Total fall enrollment in degree-granting
postsecondary institutions, by level of enrollment, sex, attendance status, and
race/ethnicity or nonresident alien status of student: Selected years, 1976 through 2020.
https://nces.ed.gov/programs/digest/d21/tables/dt21_306.10.asp
National Center for State Courts. (n.d.). Purposive and Convenience Sampling.
https://www.ncsc.org/consulting-and-research/areas-of-expertise/communications,-
civics-and-disinformation/community-engagement/toolkit/purposive-and-conveniencesampling#:~:text=Purposive%20sampling%20refers%20to%20intentionally,contact%20o
n%20a%20practical%20level.
Nunez, A.-M. (2014). Employing multilevel intersectionality in educational research: Latino
identities, contexts, and college access. Educational Researcher, 43(2), 85–92.
https://doi.org/10.3102/0013189X14522320
Nuñez, A.-M., & Kim, D. (2012). Building a Multicontextual Model of Latino College
Enrollment: Student, School, and State-Level Effects. Review of Higher Education,
35(2), 237–263. https://doi.org/10.1353/rhe.2012.0004
Ojeda, L., Castillo, L. G., Rosales Meza, R., & Piña-Watson, B. (2014). Mexican Americans in
higher education: Cultural adaptation and marginalization as predictors of college
persistence intentions and life satisfaction. Journal of Hispanic Higher Education, 13, 3-
14.
Oseguera, L., Locks, A. M., & Vega, I. I. (2009). Increasing latina/o students’ baccalaureate
attainment: A focus on retention. Journal of Hispanic Higher Education, 8(1), 23–53.
https://doi.org/10.1177/1538192708326997

74
Pathways to College Network. (2012, October). The role of community-based organizations in
the college access and success movement. Institute for Higher Education Policy.
https://files.eric.ed.gov/fulltext/ED539741.pdf
Pathways to College Network. (2012). The ready by 21 insulated education pipeline [Image]. In
The Role of Community-Based Organizations in the College Access and Success
Movement. Institute for Higher Education Policy.
https://files.eric.ed.gov/fulltext/ED539741.pdf
Percy Calaff, K. (2009). Latino students’ journeys toward college. Bilingual Research Journal,
31(1–2), 201–225. https://doi.org/10.1080/15235880802640680
Pérez Huber, L., & Solorzano, D. G. (2015). Racial microaggressions as a tool for critical race
research. Race, Ethnicity and Education, 18(3), 297–320.
https://doi.org/10.1080/13613324.2014.994173
Perez, Patricia A., and Patricia M. McDonough. (2008) Understanding latino and latino college
choice: A social capital and chain migration analysis.” Journal of Hispanic Higher
Education. 7: 249–265.
Perna, L. W. (2002). Precollege outreach programs: Characteristics of programs serving
historically underrepresented groups of students. Journal of College Student
Development, 43(1), 64–83.
Roderick, Melissa, Jenny Nagaoka, Vanessa Coca, Eliza Moeller, Karen Roddie, Jamiliyah
Gilliam, and Desmond Patton. 2008. “From High School to the Future: Potholes on the
Road to College.” Chicago, IL: Consortium on Chicago School Research. Accessed
January 2, 2024. http://ccsr.uchicago.edu/publications/CCSRPotholesReport.pdf.
Rodriguez, Garbee, K., & Martínez-Podolsky, E. (2021). Coping with college obstacles: The
complicated role of familia for first-generation mexican american college students.
Journal of Hispanic Higher Education, 20(1), 75–90.
https://doi.org/10.1177/1538192719835683
Reyes, R., Valles, E., & Salinas, C. (2011). The evolution of luz: A case study of gendered
tensions of romance and domesticity in the life of a former migrant, chicana college
student. Journal of Hispanic Higher Education, 10(2), 147–160.
https://doi.org/10.1177/1538192710382040
Ross, A. D., Rouse, S. M., & Bratton, K. A. (2010). Latino representation and education:
Pathways to latino student performance. State Politics & Policy Quarterly, 10(1), 69–95.
https://doi.org/10.1177/153244001001000104
Saenz V. B., Bukoski B. E., Lu C., Rodriguez S. (2013). Latino males in Texas community
colleges: A phenomenological study of college experiences. Journal of African American

75
Males in Education, 4, 82–101
Sólorzano, D. G., Villalpando, O., & Oseguera, L. (2005). Educational inequities and latina/o
undergraduate students in the united states: A critical race analysis of their educational
progress. Journal of Hispanic Higher Education, 4(3), 272–294.
https://doi.org/10.1177/1538192705276550
Stanton-Salazar, R. D. (2011). A social capital framework for the study of institutional agents
and their role in the empowerment of low-status students and youth. Youth & Society,
43(3), 1066–1109. https://doi.org/10.1177/0044118X10382877
Tatum, D.B. (2018). Defining racism. Adams, M., Blumenfeld, W. J., Catalano, D.C.J., DeJong,
K.S., Hackman, H. W., Hopkins, L.E., Love, B.J., Peters, M.L., Shlasko, D., Zuniga, X.
(4th Ed.), Readings for diversity and social justice (pp. 74-77). New York: Routledge.
Urbina, M. G., & Wright, C. R. (2015). Latino Access to Higher Education: Ethnic Realities and
New Directions for the Twenty-First Century (1st ed.). Charles C. Thomas Publisher,
Limited.
U.S. Census Bureau. (2015). Educational attainment in the United States: 2015. Retrieved from
https://www.census.gov/content/dam/Census/library/publications/2016/demo/p20-
578.pdf
U.S. Census Bureau. (n.d.). Hispanic or Latino Origin.
https://www.census.gov/quickfacts/fact/note/US/RHI725222#:~:text=People%20who%2
0identify%20with%20the,indicate%20that%20they%20are%20%E2%80%9Canother
Von Robertson, R., Bravo, A., & Chaney, C. (2016). Racism and the experiences of latina/o
college students at a PWI (Predominantly White Institution). Critical Sociology, 42(4–5),
715–735. https://doi.org/10.1177/0896920514532664
Walsh, G. M. (2020). Challenging the hero narrative: Moving towards reparational citizenship
education. Societies (Basel, Switzerland), 10(2), 34-.
https://doi.org/10.3390/soc10020034
Yosso, T. (2005). Whose culture has capital? A critical race theory discussion of community
cultural wealth. Race Ethnicity and Education 8(1) p 69-91.
https://doi.org/10.1080/1361332052000341006
Young, I.M. (2018). Five faces of oppression. Adams, M., Blumenfeld, W. J., Catalano, D.C.J.,
DeJong, K.S., Hackman, H. W., Hopkins, L.E., Love, B.J., Peters, M.L., Shlasko, D.,
Zuniga, X. (4th Ed.), Readings for diversity and social justice (pp.49-59). New York:
Routledge.

76
Appendices
Appendix A: Recruitment Flier

77
Appendix B: Information Sheet
Study Information Sheet
My name is Edna Garcia, and I am a student at the University of Southern California. I also hold
a role as a College Thrive Coach at College Track.
I am conducting a research study to highlight the experience of Latino/a/e students in education
as they strive for college access and completion. The name of this research study is “Intent vs.
Impact: Exploring how Community-based Organizations Support Latino/a/e Students " I am
seeking your participation in this study.
Your participation is completely voluntary, and I will address your questions or concerns at any
point before or during the study.
You may be eligible to participate in this study if you meet the following criteria:
1. Self-identified as Latina/o/e
2. Currently or have been enrolled in the Thrive Up program
3. 18 years or older
4. Utilized resources from the Thrive Up program at some point of their educational
journey
If you decide to participate in this study, you will be asked to do the following activities:
1. Complete an online survey for 5 minutes
2. Participate in a 1:1 online interview over Zoom for 45-60 minutes
3. Review your interview transcript via email for 10-15 minutes

78
I will publish the results in my thesis and I will be sharing the results with the Director of
Programs within College Thrive. Participants will not be identified in the results. I will take
reasonable measures to protect the security of all your personal information. All data will be deidentified prior to any publication or presentations. I may share your data, de-identified with
other researchers in the future.
If you have any questions about this study, please contact me: edngarcia@usc.edu. If you have
any questions about your rights as a research participant, please contact the University of
Southern California Institutional Review Board at (323) 442-0114 or email hrpp@usc.edu.

79
Appendix C: Interest Survey
Survey
1. Are you interested in participating in the study?
a. Yes, or no?
2. Do you meet all the requirements to participate in the study?
3. Please share either phone number or email, where I may contact you.
4. Please write in your chosen pseudonym, I will refer to you by this name for the duration
of the study.

80
Appendix D: Interview Protocol
Interview Questions:
Semi- Structured Matrix
Rapport Building Questions Alignment with RQ Alignment with Capital
(Familial, Navigational,
Aspirational, & Social)
1) Please share about your
educational journey, how long
have you been a part of
Thrive Up and have been in
college?
MQ
2) What motivated you to
enroll in college, how did you
decide on your current
college? Did you always want
to go to college?
MQ Aspirational
3) What resources and/or
support have you accessed at
Thrive Up? Any support from
family, friends, community?
SQ Familial
4) Have you encountered any
challenges when it comes to
navigating college?
4b) Have you accessed
resources/support within
Thrive Up and/or outside
during these times?
MQ Navigational
5) What are you currently
studying? What do you hope
to do with your degree?
Aspirational
6) What has helped you stay
engaged in college?
SQ Social
7)What other services or
resources within Thrive Up
have you used? Have they
MQ Navigational

81
been helpful, and
can you elaborate on why or
why not?
8) During your time at Thrive
Up have you experienced any
negative moments
(comments or interactions)
regarding your persistence?
Have you experienced a time
when you felt unsupported
within the program?
SQ
9) Can you share a time when
you felt supported at Thrive
up? How did that experience
change your perspective or
motivation in any
why?
SQ Aspirational
10) How do you navigate
college systems, such as
financial aid, academic
advising, and course
registration?
SQ Navigational
11) What advice would you
give to Community-based
organizations to better
support Latino/a/e students in
their educational journey?

Abstract (if available)

Abstract Over the past decades, the number of Latino/a/e students entering college has increased within the United States (Moreno, 2021). The demographics of this country are changing and colleges are starting to reflect those changes. According to the U.S. Census Bureau (2015), 81.8% of the population with a bachelor’s degree identify as White and 15.5 % identified as Latino/a/e. In comparison, 22.5% of the population with a bachelor’s degree identify as Black students and 53.9% identify as Asian (U.S. Census Bureau, 2015). Evidently, the rate at which Latino/a/e students are graduating with a Bachelor's degree is four times lower than their White counterparts. Research has shown that there are multiple factors that affect the graduation rates among Latino/a/e students within colleges and universities. According to Arbelo Marrero (2016), Latino/a/e students face a multitude of challenges that are rooted in cultural, racial, and systemic issues that significantly impact their educational journeys. Also, racism perpetuates stereotypes and biases, affecting how Latino/a/e students are perceived within our higher education colleges and universities (Urbina & Wright, 2015). Gender also plays a crucial role, with self-identifying Latina women navigating cultural expectations, while Latino males may internalize obstacles and face challenges in seeking support (Cammarota, 2004). Furthermore, cultural and familial differences hinder Latino/a/e students' educational journeys as their values clash with those of higher education. These are seen as unwelcoming environments reflecting Eurocentric values. Commonly seen in most Latino/a/e students' educational journey, a deficit frame perpetuates disparities which limits access to higher education. Evidently, enrollment and persistence rates remain stagnant and of concern, influenced by financial worries, cultural mismatch, and a hidden curriculum within higher education. Recognizing this educational equity gap, community-based organizations have implemented programs to support Latino/a/e students, but their effectiveness and impact remains an area that requires continued and further evaluation and exploration.

Linked assets

University of Southern California Dissertations and Theses

Conceptually similar

PDF

Planting the seeds of change: a journey of resilience and challenges faced by men of color in community colleges

PDF

Breaking the silence: testimonios of undocumented Latino men of color students navigating higher education in California

PDF

Who’s taking care of our graduate students? The impact of the onboarding process for first-generation students transitioning into graduate school during the COVID-19 pandemic

PDF

Navigating the unknown: uplifting the experiences of mixed-status families in higher education

PDF

Humanizing career development for international graduate students: an exploration of career development support offered by a higher education institution

PDF

Culturally responsive advising in regards to Native American college students

PDF

Redefining mattering in STEM: an autoethnography examining ways to improve persistence in marginalized STEM communities through holistic support

PDF

And I'm bring'n my kid's too: an examination of barriers to success for Single Mother Scholars of Color transferring from Los Angeles Community Colleges to 4-year universities

PDF

"Sino ka ba?" The impact of community gatherings on Pilipinx American students' identity formation and sense of belonging in higher education

PDF

Testimonios of part-time enrolled Latina students: the challenges and experiences at a Hispanic-serving California community college

PDF

Student support professionals: drivers of community cultural wealth aligned practices through support programs for first-generation college students of color amidst institutional shortcomings

PDF

Assessing the impact of the Puente Project on Latino males in California community colleges

PDF

UndocuStrength: testimonios from undocumented Latinx students financing their education at a community college in Southern California

PDF

Well-being and healing as resistance: testimonios of Latina students’ arrebatos in California community colleges

PDF

Engineering my community cultural wealth: testimonios of male Latino community college engineering students

PDF

Struggles build character: the impact of developmental math and the psychological, social and cultural factors that influence Latino males' persistence in STEM

PDF

Latino male community college students' persistence to transfer

PDF

Struggles to paths of success: voices of 10 first-generation Latino male students

PDF

¿Dónde están todos los hombres latinos? A qualitative exploration of barriers to and enablers of participation in study abroad for first-generation Latino male college students

PDF

Examining the influence of new student orientation on graduate international students’ campus involvement, intent to persist, and sense of belonging

Asset Metadata

Creator Garcia, Edna Jasmin (author)

Core Title Intent vs. impact: exploring how community-based organizations support Latino/a/e students through their educational journeys

School Rossier School of Education

Degree Master of Education

Degree Program Educational Counseling

Degree Conferral Date 2024-05

Publication Date 04/08/2024

Defense Date 03/29/2024

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

Tag College,college access,community-based organizations,first-generation,Higher Education,Latino,non-profits,OAI-PMH Harvest

Format theses (aat)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Ocampo, Atheneus (committee chair), Banuelos, Sheila (committee member), Hernandez, Kortney (committee member)

Creator Email ednagarc@usc.edu,ednaj.garcia96@gmail.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-oUC113871108

Unique identifier UC113871108

Identifier etd-GarciaEdna-12769.pdf (filename)

Legacy Identifier etd-GarciaEdna-12769

Document Type Thesis

Format theses (aat)

Rights Garcia, Edna Jasmin

Internet Media Type application/pdf

Type texts

Source 20240408-usctheses-batch-1136 (batch), 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 author, as the original true and official version of the work, but does not grant the reader permission to use the work if the desired use is covered by copyright. It is the author, as rights holder, who must provide use permission if such use is covered by copyright.

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

Repository Email cisadmin@lib.usc.edu