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Échale ganas: the transition experiences of first-generation Latinx students and their parents to college

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Échale ganas: the transition experiences of first-generation Latinx students and their parents to college

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Content Échale Ganas: The Transition Experiences of First-Generation Latinx Students and their
Parents to College
Lucy Alejandra Rinard
Rossier School of Education
University of Southern California
A dissertation submitted to the faculty
in partial fulfillment of the requirements for the degree of
Doctor of Education
May 2024

© Copyright by Lucy Alejandra Rinard 2024
All Rights Reserved

The Committee for Lucy Alejandra Rinard certifies the approval of this Dissertation
Rick Trevino
Patricia Tobey
Sheila Bañuelos, Committee Chair
Rossier School of Education
University of Southern California
2024

iv
Abstract
This study aimed to understand the transition experiences of first-generation Latinx
undergraduate students and their families from high school to a highly selective private
university after participating in a college access program. Additionally, this study sought to
understand the different forms of cultural capital that may have supported the transition
experiences of these students. This study was informed by Schlossberg’s transition theory and
Yosso’s community cultural wealth (CCW) model. This study revealed that the college access
program students and parents participated in influenced their middle school, high school, and
college experiences. Additionally, parental involvement significantly impacted students’
academic aspirations. The university’s support affected the students’ and parents’ transition to
college, and seeking support played a crucial role in participants’ transition experiences. These
findings indicate the need for more robust support for first-generation Latinx students and their
families once they are in college.
Keywords: first-generation Latinx students, Latinx parents, college access programs,
transition to college

v
Dedication
Para mis padres. Gracias por siempre creer en mí y apoyar mis sueños. Los quiero mucho.

vi
Acknowledgments
It takes a village to complete a dissertation, and I would like to acknowledge all the
people who were part of my village and got me to the finish line. First, I want to thank my
committee for supporting me on this journey. Thank you, Dr. Rick Trevino, for being the best
supervisor and cheerleader I could ask for. I will never forget those weekly work check-ins that
turned into dissertation coaching sessions. I would not have gotten to the finish line without you.
Many thanks to Dr. Patricia Tobey for agreeing to serve on my committee. You have been a
source of inspiration since my time as a master’s student. I am so honored that you agreed to be
part of my committee. To my chair, Dr. Sheila Bañuelos. Thank you for agreeing to be my chair!
You are the most selfless person I know. You were always available to give me feedback and to
reassure me that I was on the right track, even when you were experiencing your own personal
challenges. Thank you for being so invested in my journey to doctorahood. I could not have
done this without you!
I would also like to thank my colleague, Dr. Sarah Holdren, for helping me develop my
participant recruitment strategy. I am also eternally grateful to Dr. Ally Hong for not just taking
the time to edit my work but for providing advice and encouragement when I was unsure if I
could keep going. I am forever in your debt.
To my friends, Bridget and Adhish, thank you for being there since freshman year of
college and keeping me sane through this process. I love you both so much and I am so blessed
to call you my friends.
I am so grateful to my parents, Lucio and Zenaida, for not only supporting my dreams but
for agreeing to let me interview them for this study. Mami y papi: ustedes fueron la inspiración

vii
para este estudio. No hay suficientes palabras para describir lo agradecida que estoy de tener
unos padres que me apoyan tanto. Se los agradezco de todo corazón.
Thank you to my siblings, Cary and Tony, my brother-in-law, Josi, and my nieces and
nephews, Nayeli, Stephanie, Alex, Jason, and Rafita. Thank you for being patient with me.
Auntie Lucy loves you!
I am incredibly grateful for my mother and father-in-law, Ron and Anna. Thank you so
much for all your support. You truly are my bonus parents. Anna, I will never forget the time
you took to edit this dissertation and how touched you were by the stories participants shared.
You are the most fantastic mother-in-law and friend a woman could ask for. I would also like to
thank Lily and Gene, my husband’s maternal grandparents, who were so excited at the prospect
of having a doctor in the family. I am so sorry that you are not physically here to see my journey
to the end, but I know that you are here with me in spirit.
To my husband, Ryan. You are the reason why I decided to pursue this degree in the first
place. You are truly the MVP of this marriage, and I cannot imagine doing this without you.
Thank being the most amazing partner and for believing in me when I did not believe in myself.
There are not enough words to express my gratitude to you. I love you.
Finally, I would like to thank the eight participants who were brave enough to share their
stories with me. To the students: You matter, and you are worthy. Do not let anyone tell you
otherwise. Para los padres que participaron en este estudio: mil gracias. Son padres increíbles y
sus hijos tienen suerte de tenerlos como un ejemplo para seguir.

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Table of Contents
Abstract.......................................................................................................................................... iv
Dedication........................................................................................................................................v
Acknowledgments.......................................................................................................................... vi
List of Tables ................................................................................................................................. xi
List of Figures............................................................................................................................... xii
Chapter One: Overview of the Study...............................................................................................1
Background of the Problem .................................................................................................2
Statement of the Problem.....................................................................................................3
Purpose of the Study ............................................................................................................5
Significance of the Study.....................................................................................................6
Definition of Terms..............................................................................................................8
Organization of the Study ..................................................................................................10
Chapter Two: Review of the Literature .........................................................................................11
The Role of Family on the Educational Aspirations of Latinx Students...........................11
Latinx Students and College Readiness.............................................................................16
The Transition Experiences of First-Generation Latinx Undergraduate Students.............21
The Experiences of First-Generation Latinx Students and Their Families in College ......27
Conceptual Framework......................................................................................................33
Summary............................................................................................................................44
Chapter Three: Methodology.........................................................................................................46
Research Design.................................................................................................................46
Data Collection ..................................................................................................................51
Data Analysis.....................................................................................................................52
Researcher’s Role ..............................................................................................................53

ix
Credibility and Trustworthiness.........................................................................................55
Summary............................................................................................................................57
Chapter Four: Findings..................................................................................................................58
Participants.........................................................................................................................58
The Transition Experiences of Students and Parents.........................................................63
Forms of Cultural Capital That Supported the Transition Experiences of Students..........91
Consejos...........................................................................................................................103
Summary..........................................................................................................................106
Chapter Five: Discussion .............................................................................................................109
Review of the Findings....................................................................................................109
Limitations and Delimitations..........................................................................................116
Recommendations for Leaders in Higher Education.......................................................117
Implications for Practice ..................................................................................................119
Recommendations for Future Research...........................................................................123
Conclusion .......................................................................................................................125
Chapter Six: Epilogue..................................................................................................................127
Researcher’s Positionality and Testimonio......................................................................127
My Parents’ Testimonio...................................................................................................129
Final Thoughts.................................................................................................................131
References....................................................................................................................................132
Appendix A: Recruitment Email .................................................................................................150
Appendix B: Recruitment Flyer...................................................................................................151
Appendix C: Screening Survey....................................................................................................152
Appendix D: Study Information Sheet for Students....................................................................155
Appendix E: Study Information Sheet for Caregivers.................................................................158

x
Appendix F: Study Information Sheet for Caregivers (Spanish).................................................160
Appendix G: Student Testimonio Guide......................................................................................163
Introduction......................................................................................................................163
Questions (With Transitions)...........................................................................................164
Closing .............................................................................................................................168
Appendix H: Caregiver Testimonio Guide (English)..................................................................169
Introduction......................................................................................................................169
Questions (With Transitions)...........................................................................................170
Closing .............................................................................................................................174
Appendix I: Caregiver Testimonio Guide (Spanish) ...................................................................175
Introducción .....................................................................................................................175
Preguntas (Con Transiciones)..........................................................................................176
Cierre................................................................................................................................179

xi
List of Tables
Table 1: Participant Information 59
Table 2: Consejos 103

xii
List of Figures
Figure 1: Schlossberg’s Transition Theory 36
Figure 2: Yosso’s Community Cultural Wealth Model 38
Figure 3: An Adaptation of Schlossberg’s Transition Theory and Yosso’s CCW Model 43

1
Chapter One: Overview of the Study
Latinx are one of the fastest-growing ethnic groups in the United States, accounting for
approximately 20% of the total undergraduate student population in 2020 (Mora, 2022). A report
by Excelencia in Education (2023) found that the Latino population is so vital that, in order for
the United States to regain the top ranking in the world for college degree attainment,
approximately 6.2 million Latinos will need to obtain college degrees by 2030. Notably, Latinx
college students are more likely to be first-generation than any other ethnic group; approximately
four out of every 10 Latinx undergraduates fall into that category (Excelencia in Education,
2019). As such, these students would need to earn many of those degrees. The available data
show that these students’ success is critical to the future of higher education.
Although Latinx first-generation students are more likely to be admitted to higher
education institutions than ever before and comprise a significant percentage of the overall
college student population, their graduation rates still lag behind their White counterparts (The
Education Trust, 2017; U.S. Census Bureau, 2019). These students are also the least likely to
earn a bachelor’s degree, even 8 years after high school graduation. Most first-generation Latinx
students who do not earn a degree leave college after their 1st year (Latino et al., 2020). In fact,
according to Latino et al. (2020), these undergraduates have the lowest 1st- to 2nd-year retention
rate in college of all racial/ethnic groups. As such, retaining these students requires a successful
college transition.
This study explored the transition experiences of first-generation undergraduate Latinx
students from high school to a highly selective private research institution located in the
southwestern region of the United States after participating in a college access program. The
study also examined their families’ experiences during that transition. This chapter will present

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the background of the problem as well as the purpose and significance of the study. It will also
cover important definitions and an overview of the organization of the study.
Background of the Problem
The Latinx population has grown exponentially in the last several decades. According to
a report by the National Center for Education Statistics (2023), the percentage of Hispanic
students attending public schools increased from 22% to 28% between 2009 and 2020.
Additionally, the Latinx population has seen rapid growth in college attendance, from 1.5 million
in 2000 to 3.8 million in 2019 (Mora, 2022). Nonetheless, Latinx students face many barriers in
higher education. One is their lack of college readiness or preparation to succeed in college (Gao,
2016; Strayhorn, 2011; Venezia & Jaeger, 2013). According to the literature, these students are
among the least college-ready in the United States (Gao, 2016; National Center for Education
Statistics, 2019). Several factors contribute to this relative lack of college readiness. For one,
Latinx students are more likely than other students to come from low-income backgrounds and
attend high schools in areas with fewer resources (Fry, 2005; Reardon et al., 2019; Venezia &
Jaeger, 2013; Zarate & Burciaga, 2010). Therefore, they are less likely to have access to
academically rigorous coursework, such as Advanced Placement (AP) courses, designed to
prepare students for college coursework (Atherton, 2014; Zarate & Burciaga, 2010). Even when
Latinx students attend schools with AP courses, they are less likely to be encouraged by teachers
and administrators to take this coursework compared to their White counterparts (Witenko et al.,
2017).
College access programs are one intervention that can support the college readiness of
Latinx students from disadvantaged backgrounds (Alhaddab & Aquino, 2017; Atherton, 2014;
Cates & Schaefle, 2011; Seftor et al., 2009; Vega et al., 2015). While these programs vary in

3
approach, one of their hallmarks is providing supplemental academic preparation to students
through tutoring, exam preparation, and mentoring. Additionally, they build on the capital that
students already possess and instill in them the knowledge and confidence to navigate the college
application process and develop the skills to succeed in college (Alhaddab & Aquino, 2017;
Cates & Schaefle, 2011; Nava et al., 2023). However, these students face several challenges in
their transition to college that make it difficult for them to persist beyond the 1st year, even when
they participate in college access programs, due in large part to the lack of continuity of support
services to students’ post-college acceptance. A challenge that first-generation Latinx students
face in their transitions to college is the lack of effective transition programs at higher education
institutions to meet their needs (Dorimé-Williams et al., 2022; Murphy et al., 2010; Strayhorn,
2011; Todorova, 2019; Winograd et al., 2018), insufficient financial support (Latino et al., 2020;
Piedra et al., 2011), and hostile campus climates that damage their self-efficacy or their belief in
their ability to achieve goals (Bandura, 1995) and make them feel unwelcome (Arana et al.,
2011; Castro et al., 2022; Sanchez, 2019; Storlie et al., 2014; Yosso et al., 2009).
Statement of the Problem
As previously stated, first-generation Latinx students are being admitted to higher
education institutions in record numbers but are not graduating at the same rates as their White
counterparts (The Education Trust, 2017; U.S. Census Bureau, 2019). In fact, according to a
report by Excelencia in Education (2023), Hispanics’ college graduation rate is 13 percentage
points lower than their White counterparts at 4-year institutions. Colleges and universities often
overlook the significance of family as a support system that can facilitate students’ transition to
college and, ultimately, enhance their chances of staying in college and earning degrees (Arana
et al., 2011; Jimenez et al., 2022; Moreno, 2021; Piedra et al., 2011; Storlie et al., 2014;

4
Vasquez-Salgado et al., 2015). Although not always involved in traditional Eurocentric ways in
their children’s education due to unfamiliarity with the U.S. education system, a language
barrier, and outside obligations, Latinx families care deeply for their children’s education and
instill the importance of education from an early age. Several studies have found that firstgeneration Latinx college students often credit their families for inspiring them to attend college
(Ceja, 2004; Chlup et al., 2018; Espino, 2016; Nava et al., 2023; Palomin, 2020; Vega, 2016).
Additionally, many Latinx students consider their family as a central factor in their
decision to attend college due to the cultural value of familismo, which prioritizes the family
unit, particularly when making life decisions (Alvarez, 2010; Azpeitia & Bacio, 2022; Martinez
et al., 2013; Strangfeld, 2022). Familismo also includes the belief that one should honor the
sacrifices made by one’s family. Thus, attending college is a way to show gratitude for parents’
sacrifices and make them proud (Alvarez, 2015; Ceja, 2004; Espino, 2016; Luedke & Corral,
2023; Marrun, 2020; Strangfeld, 2022; Vega, 2016). Additionally, Latinx families encourage
their children to pursue higher education and actively participate in their college selection
(Alvarez, 2010, 2015; Martinez et al., 2013; Palomin, 2020; Pérez & McDonough, 2008).
Latinx families encourage their children to pursue higher education and play a central
role in the experiences of first-generation students once they are in college. Several studies have
found that familial support is key to these students’ degree completion (Arana et al., 2011;
Jimenez et al., 2022; Moreno, 2021; Piedra et al., 2011; Storlie et al., 2014; Vasquez-Salgado et
al., 2015). Additionally, family members can offer various types of support, including financial
and emotional. However, higher education institutions often fail to see the importance of family
and rarely create student support systems that incorporate family (Brazil-Cruz, 2015; Brazil-Cruz
& Martinez, 2016; Harper et al., 2020; Ocampo, 2022).

5
This failure on institutions’ part especially affects Spanish-speaking families because
institutions do not typically create programming with them in mind. For instance, few 4-year
institutions offer orientation programs for Spanish-speaking families. Examples of institutions
that do offer parent programming, particularly during orientation, for Spanish-speaking families
are the University of California, Riverside (n.d.), Washington State University (n.d.), and the
University of Wisconsin, Milwaukee (n.d.). Higher education institutions often overlook that
families of first-generation Latinx undergraduates also undergo a significant transition when
their children pursue higher education, especially when they move away from home (Harper et
al., 2020). However, by actively seeking to comprehend and facilitate the transition for the
students and their families, institutions could enhance these students’ overall college experiences
and retention rates.
Purpose of the Study
This study aimed to understand the transition experiences of first-generation Latinx
undergraduates and their families from high school to a highly selective private university after
participating in a college access program. While there are many definitions for “highly selective
universities,” for this study, these are institutions that admit less than 15% of applicants.
Additionally, this study sought to understand the forms of cultural capital that may have
supported the transition experiences of these students to college. Two research questions guided
this study:
1. How do first-generation Latinx undergraduate college students and their families
experience the transition from high school to a highly selective private university
after participating in a college access program?

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2. What forms of cultural capital support the transition experiences of first-generation
Latinx students attending a highly selective private university?
This study used a qualitative approach by employing testimonios, a methodological tool
founded on LatCrit, feminism, and the oral traditions of Latin America, to collect these students’
lived experiences (Delgado Bernal et al., 2012; Pérez Huber, 2009b). I collected four testimonios
from participants who identify as first-generation Latinx sophomores and seniors at West Coast
University (WCU, a pseudonym) and graduates of Pathways to Success (pseudonym), a college
access program affiliated with WCU. Additionally, I collected the testimonios of one person per
participant who identified as a primary caregiver. Participants were sampled purposefully and
recruited via email solicitation sent through Pathways to Success and academic advisors at
WCU. I recorded, transcribed, and analyzed the testimonios for themes.
The interview questions were informed by Schlossberg’s transition theory, which served
as a theoretical framework for this study due to its comprehensive depiction of transitions that
individuals experience (Schlossberg, 1981). Specifically, questions were based on the 4S system
for coping with transitions: situation, self, support, and strategies. Yosso’s CCW model also
informed interview questions, as it encompasses six interconnected forms of capital: aspirational,
linguistic, familial, social, navigational, and resistant (Yosso, 2005). I chose Yosso’s CCW
model to frame this study because it challenges deficit-focused depictions of people of color. I
will go into further detail about both theories in Chapter Two.
Significance of the Study
This study is significant because it contributes to the broader field of higher education,
specifically to the literature on first-generation Latinx students. A better understanding of these
students is necessary because they are a growing population in colleges and universities

7
nationwide, and their numbers are expected to grow exponentially in the next few years
(Excelencia in Education, 2023). While many studies have focused on the experiences of firstgeneration Latinx undergraduates, few studies focus on 4-year, highly selective research
institutions. Much of the literature on this population focuses on their experiences at public, 4-
year Hispanic-serving institutions (HSIs) or community colleges. However, examining the
setting of a private, highly selective institution provides further insight for scholars and
practitioners who study and/or work with these students. This study also contributes to the
scholarship related to college access programs. Several studies have examined the benefits of
participating in a college access program. Still, there has been comparatively limited research on
the transition to college for students who have graduated from a college access program.
Additionally, few studies have focused explicitly on Latinx students, disaggregating them from a
broader population (e.g., low-income students, students of color, etc.).
Finally, this study also contributes to the limited literature on Latinx families and their
experiences with the U.S. higher education system. It is evident from a review of the literature
that Latinx families play an important role in shaping their children’s academic aspirations
(Alvarez, 2010; Ceja, 2004; Delgado, 2020; Espino, 2016; Hines et al., 2019; Luedke, 2020;
Luedke & Corral, 2023; Strangfeld, 2022; Vega, 2016). Additionally, family is a key support
system for first-generation Latinx students once in college (Arana et al., 2011; Jimenez et al.,
2022; Moreno, 2021; Piedra et al., 2011; Storlie et al., 2014; Vasquez-Salgado et al., 2015).
However, only a handful of studies examine the experiences of Latinx parents with children in
college, and only two studies in my search included students and their guardians (Brazil-Cruz &
Martinez, 2016; Ocampo, 2022). Although those studies involved both students and parents, they
were conducted at public institutions. It is important to note that the perspectives and

8
contributions of families have been largely absent from the body of research concerning firstgeneration Latinx students at private institutions. I hope this study has amplified those voices and
will raise awareness of the significant role that family plays in these students’ transition
experiences and that it can lead to greater recognition of the power of family in this context.
Definition of Terms
It is important to acknowledge that this study uses the term “Latinx” to refer to students
and families who may identify as Latino/a/, Hispanic, or Chicano/a. Although the term is
divisive, I chose to use it because it “acknowledges people’s lives, gender, histories, cultures,
languages, and bodies in the United States” (Salinas & Lozano, 2021, p. 251). In other words, I
use this term because it is inclusive of people’s lived experiences. Additionally, the term is
commonly used in academia. Since this study is written for those in academia, such as
researchers, staff, and administrators, I believe it is the most appropriate term. However, I will
use other terms to describe studies where researchers use other terms, such as Latino/a, Hispanic,
and Chicano/a.
The following paragraphs present the terms and key concepts utilized in this study.
Aspirational capital is “the ability to maintain hopes and dreams for the future” even
when faced with barriers (Yosso, 2005, p. 77).
College access programs are programs that prepares students for college while still
attending high school by providing additional academic and social support. College access
programs typically offer tutoring services, exam preparation, and workshops to prepare students
and families for college application and college transition (Alhaddab & Aquino, 2017). They are
also referred to as precollege or college preparation programs.

9
College readiness refers to the “the level of preparation a student needs to enroll and
succeed in a college program (certificate, associate degree, or baccalaureate) without requiring
remediation” (Venezia & Jaeger, 2013, p. 118).
Familial capital refers to the cultural knowledges nurtured by family. Familial capital
also highlights the importance of maintaining a strong connection to family and community. This
form of capital can be nurtured through involvement in community activities, such as school,
religious ceremonies, etc. (Yosso, 2005).
A first-generation college student is “an individual whose parents did not complete a
baccalaureate degree” or “in the case of any individual who regularly resided with and received
support from only one parent, an individual whose only such parent did not complete a
baccalaureate degree” (U.S. Department of Education, n.d.).
Linguistic capital refers to the communication skills developed in more than one
language. Linguistic capital also acknowledges the power of storytelling traditions in families of
color and recognizes the skills that bilingual children gain when tasked with translating for
family members (Yosso, 2005).
Navigational capital refers to the “skills of maneuvering through social institutions,”
especially those not created for people of color, such as higher education institutions (Yosso,
2005, p. 80). Navigational capital acknowledges an individual’s agency within the limitations of
institutions, but it also connects social networks that facilitate navigation through spaces.
Resistant capital is a form of capital directly tied to the knowledge and skills gained by
challenging inequities. People of color receive this form of capital through lessons taught by
families and communities and a legacy of resistance (Yosso, 2005).

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Social capital refers to the networks of people and community resources that one has
access to. Communities of color use their social capital to receive education, legal justice, work,
and healthcare (Yosso, 2005).
Transitions are events or non-events that “result in a change in assumptions about oneself
and the world and thus require a corresponding change in one’s behavior and relationships”
(Schlossberg, 1981, p. 5). According to Schlossberg (2008), transitions have three stages:
moving in, moving through, and moving out. Chapter Two will discuss these stages.
Organization of the Study
In Chapter Two, I review the literature on the role that family plays in Latinx students’
educational aspirations, college readiness, transition experiences, and college experiences, as
well as their families’ experiences. Additionally, I will introduce the conceptual framework that
drove this study. In Chapter Three, I describe the study’s methodology, including sample and
population, instrumentation, data collection, and data analysis. Chapter Four will provide a
presentation of the study’s findings. In Chapter Five, I will discuss the findings and their
implications for practice and future research. Finally, Chapter Six, the epilogue, includes my
testimonio and that of my parents and a summation of my thoughts regarding the research
process.

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Chapter Two: Review of the Literature
This study sought to understand how first-generation Latinx undergraduate students and
their families experience the transition from high school to a large, highly selective private
research university after participating in a college access program. The study also explored the
forms of cultural capital that support these students’ transition experiences. This chapter will
provide a discussion of the literature related to the study, including an examination of the
literature related to the role of family in Latinx students’ educational aspirations, the factors that
affect their college readiness, their transition to college, and the experiences of these students and
their families once in college. This chapter will conclude with an overview of the conceptual
framework guiding this study.
The Role of Family on the Educational Aspirations of Latinx Students
Better understanding first-generation Latinx undergraduates entails contextualizing their
families’ role in their educational aspirations and, ultimately, their decision to attend college.
Prior research has found that family is significant to these students’ educational aspirations and
that input from parents, siblings, and other family members plays a decisive role in whether they
attend college (Alvarez, 2010; Ceja, 2004; Delgado, 2020; Espino, 2016; Hines et al., 2019;
Luedke, 2020; Luedke & Corral, 2023; Strangfeld, 2022; Vega, 2016). Family input regarding
college choice is also important to these students (Alvarez, 2010, 2015; Martinez et al., 2013;
Palomin, 2020; Pérez & McDonough, 2008).
Familial Involvement in K–12 Education
Familial involvement is one of the most critical factors in children’s educational success
and is positively associated with college readiness (Leonard, 2013) and enrollment (Ross, 2016).
Parents, for example, can encourage students to attend college by promoting education early in

12
childhood and holding their children to high educational standards, such as by asking for good
grades and telling them that they are college material (Bui & Rush, 2016; Hines et al., 2019;
McCarron & Inkelas, 2006; Mitchall & Jaeger, 2018; Vega, 2016). In a report that used data
from the National Education Longitudinal Study and analyzed the connection between parental
involvement in middle school and college-going behavior, Bui and Rush (2016) found that the
only predictor of college attendance in first-generation students was the educational expectations
parents placed on them.
Latinx families have high academic expectations for their children (Chlup et al., 2018;
Quiocho & Daoud, 2006). However, they do not always involve themselves in their children’s
education in traditional, Eurocentric ways (Kiyama, 2011; Pstross et al., 2016). Traditional
examples of familial involvement include attending parent-teacher conferences and school
events, volunteering at the children’s schools, reading, and helping children with homework.
Nevertheless, these familial engagement activities may not be feasible for all families, especially
for those who do not speak English and/or have work/financial responsibilities that make it
challenging to take time off work.
However, Latino mothers, especially, are often involved in their children’s education
through practices that some educators and researchers do not consider legitimate (Chlup et al.,
2018). In a study of Mexican American families participating in an outreach program for
students in Grades K through 5, Kiyama (2011) found that parents were involved in their
children’s academic experiences through everyday practices like encouraging them to play
educational computer games and experimenting with learning and skills. Kiyama also noted that
parents tapped into social networks (e.g., other parents) to make decisions about their children’s
education. This example shows many Latinx parents place a high value on education and are

13
invested in their children’s educational success, but they may find it challenging to navigate the
education system, particularly if they did not grow up in the United States (Chlup et al., 2018;
Pstross et al., 2016). Navigating this system can be especially difficult for parents whose first
language is not English since they may feel excluded by the school community (Chlup et al.,
2018; Pstross et al., 2016; Quiocho & Daoud, 2006). Despite this, Latinx parents support their
children’s educational aspirations and hold high expectations for their children in
different/multiple ways (Quiocho & Daoud, 2006).
Familial Influence on Decision to Attend College
Latinx parents’ high expectations for their children’s academic achievement are a
significant factor in many first-generation Latinx students’ decision to attend college (Ceja, 2004;
Strangfeld, 2022; Vega, 2016). Several studies show that these students frequently speak of the
importance that their parents placed on attending college. The parents transmit this importance
through dichos (sayings or proverbs) and consejos (advice-giving; Espino, 2016; Luedke &
Corral, 2023; Marrun, 2020). Many Latinx parents instill the significance of pursuing higher
education by conveying their belief that it can pave the way for better employment and create
opportunities for their offspring to surpass their own achievements in life (Ceja, 2004; Chlup et
al., 2018; Espino, 2016; Nava et al., 2023; Palomin, 2020; Vega, 2016). This belief that a college
degree can lead to better financial outcomes is one that first-generation Latinx college students
often cite as an impetus to attend college (Boden, 2011; Ceja, 2004). However, many of these
students look beyond the benefits to themselves when considering attending college; they also
think about how attending college may benefit their families (Boden, 2011; Luedke & Corral,
2023).

14
This consideration of the benefits of college on the family unit directly ties into the
concept of familismo, a cultural value that emphasizes the family unit above all, particularly
when making life decisions (Alvarez, 2010; Azpeitia & Bacio, 2022; Martinez et al., 2013;
Strangfeld, 2022). Familismo is also related to the belief that family sacrifices must be honored.
Many Latinx students note that attending college is a way to pay tribute to their parents’
sacrifices (Alvarez, 2015; Ceja, 2004; Espino, 2016; Luedke & Corral, 2023; Marrun, 2020;
Strangfeld, 2022; Vega, 2016).
Although the parents of first-generation Latinx students may not themselves have
personal experience with college-going, they frequently tap into family and social networks to
learn more about the college-going process (Kiyama, 2011; Palomin, 2020; Pérez &
McDonough, 2008). For instance, Kiyama (2011) found that the six families who completed an
extensive oral history interview had at least one person who enrolled in college classes. As such,
Latinx parents repeatedly seek the support of family members who have experience with collegegoing, such as older children or extended family, to learn more about the college-going process
(Alvarez, 2010). Latinx parents also use their extended social circles to receive information
about the college-going process for themselves or refer their children to their networks (Pérez &
McDonough, 2008). For instance, a Latino participant in a study conducted by Pérez and
McDonough (2008) mentioned that he connected with a college representative through his
mother.
Older siblings and extended family, such as cousins, who have attended college can also
influence first-generation Latinx students to attend college (Alvarez, 2010; Espino, 2016; Hines
et al., 2019; Luedke, 2020; Luedke & Corral, 2023; Nava et al., 2023; Vega, 2016). Like parents,
siblings can instill the importance of pursuing a college education by using dichos and consejos

15
to encourage their siblings to do well in school (Luedke, 2020; Luedke & Corral, 2023). Older
siblings and cousins can also demystify the college-going process for their younger siblings by
walking them through the college and financial aid application processes (Luedke, 2020; Nava et
al., 2023). Older siblings who attend college can also help younger ones believe that it is possible
for them to follow in their siblings’ footsteps (Vega, 2016). Having younger family members
such as siblings, cousins, and/or nieces/nephews can also motivate Latinx students’ decisions to
attend college because it can inspire them to serve as role models for younger family members
(Delgado, 2020; Espino, 2016; Luedke, 2020; Luedke & Corral, 2023; Vega, 2016). For
example, several participants in a study focused on first-generation Mexican American PhD
students indicated that serving as role models for younger family members motivated them to
consider higher education and, ultimately, encouraged them to pursue a terminal degree (Espino,
2016).
Familial Influence on College Choice
Latinx families’ role in their children’s academic lives goes beyond encouragement to
pursue higher education. Families also play a central part in the college-choice process (Alvarez,
2010, 2015; Martinez et al., 2013; Palomin, 2020; Pérez & McDonough, 2008). These students
often seek the advice of older siblings or other family members already enrolled in college to
decide what institution to attend (Alvarez, 2010; Ceja, 2006). Additionally, some report not
wanting to go to college in an area where they do not have any family members or would be too
far away from their parents (Martinez et al., 2013; Pérez & McDonough, 2008). In a study that
focused on the role of familismo in the college choices of 20 Latina/o high school seniors, the
majority of whom had parents who did not earn a degree, Martinez (2013) found that some
attended institutions close to home because they would have family readily available in case they

16
struggled in college. However, several participants also explained that while they had initially
wanted to go away from home for college, their parents convinced them to do otherwise.
The influence of family is a common theme in several studies regarding first-generation
Latinx students’ college choice relative to proximity to home (Alvarez, 2015; Martinez, 2013;
Pérez & McDonough, 2008). The decision to not go away for college is often multifaceted and
can include financial and familial considerations. In a testimonio of college trajectories, Nava et
al. (2023) revealed that the oldest sibling in their first-generation household chose not to attend a
4-year institution and instead attended a community college due to a lack of financial aid and the
family’s inability to pay for college. Another factor that can influence college choice is the role
in the family, such as serving as financial contributors to the family unit (Alvarez, 2015;
Martinez & Deil-Amen, 2015). As such, parental wishes for their children to stay close to home
and familial responsibilities can complicate college-going plans for students who may desire to
attend college away from home.
Latinx Students and College Readiness
According to Venezia and Jaeger (2013), college readiness is “the level of preparation a
student needs to enroll and succeed in a college program (certificate, associate degree, or
baccalaureate) without requiring remediation” (p. 118). College readiness affects a student’s
eligibility for college admission as well as retention and graduation rates for students who enroll
in higher education (Strayhorn, 2011). There are many ways to measure college readiness, but
literacy and quantitative reasoning are the most common metrics considered when determining
college readiness (Gao, 2016; Strayhorn, 2011; Venezia & Jaeger, 2013). However, the National
Assessment of Education Progress (NAEP) 2019 report shows that reading and math scores have
decreased since 2015 (National Center for Education Statistics, 2019). Additionally, the report

17
indicates that the divide between Black and Latino students, English learners, and low-income
students is only getting wider compared to their peers. While college readiness is an issue for
many students, Latinx students are considered to be some of the least college-ready students
(Gao, 2016; National Center for Education Statistics, 2019). While these students face several
barriers to becoming college-ready, college access programs can support these students and their
parents in doing so.
Barriers to College Readiness
Latinx students face individual, relational, and systemic barriers to college readiness and
access (Gonzalez, 2015). In a literature synthesis regarding barriers to college access, Gonzalez
(2015) identified individual barriers such as English language skills, math proficiency, and study
skills. Additionally, Gonzalez found that the literature indicates that Latino/a students experience
less confidence and motivation to attend college even if they are considered college-ready.
Relational barriers, on the other hand, were primarily due to a lack of familiarity with higher
education due to low parental education completion and an absence of college-educated role
models. Several systemic barriers keep Latinx students out of colleges and universities
(Gonzalez, 2015). For instance, access to rigorous coursework is central to college readiness and
preparation (Gao, 2016), yet Latinx students are more likely to come from low-income
backgrounds and attend larger high schools in urban areas with fewer resources (Fry, 2005;
Reardon et al., 2019; Venezia & Jaeger, 2013; Zarate & Burciaga, 2010). As such, they are less
likely to have access to AP courses, perform lower on standardized tests, and are less
academically prepared for college than students of other races/ethnicities (Atherton, 2014; Zarate
& Burciaga, 2010).

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Even in schools that offer AP courses, Latino students are less likely to enroll in those
courses because systemic barriers make it difficult for Latinx students to enroll in these courses
(Patrick et al., 2022). For instance, in their report on Black and Latino student participation in AP
science, technology, engineering, and math (STEM) courses, Patrick et al. (2022) stated that high
schools generally use GPA and test scores to determine who will have access to AP courses,
measures which can leave these students out of AP courses.
Other reasons for the low enrollment numbers of Latinx students in AP courses include
unsupportive school climates that make students feel unwelcome in these courses (Patrick et al.,
2022; Witenko et al., 2017) as well as the additional costs associated with AP coursework
(Walker & Pearsall, 2012). Indeed, in a study at a high school where 64% of the student body
identified as Latino, Walker and Pearsall (2012) found that only 14% of AP students were Latino.
Participants indicated they did not take AP courses because of the costs associated with the
program, such as exam fees and a lack of understanding about financing a college education. As
such, some students saw participation in AP courses as a waste of time if college was not a
realistic option for them.
Other systemic barriers to college readiness include high school faculty and staff.
Although Latinx families often see school officials as partners in preparing students for college,
they can also be perceived as guilty of stifling Latinx students’ college readiness by failing to
disseminate college opportunities, information, and support in a timely and equitable manner
(M. A. Martinez et al., 2013). In some cases, high school teachers, staff, and administrators can
act as gatekeepers and discourage students from applying to college even when motivated to do
so (G. Martinez & Deil-Amen, 2015; Vega et al., 2015). For instance, in a qualitative study of 18
African American and Latino public high school students, Vega et al. (2015) found that most

19
participants felt that their teachers and counselors did not care about them and had low
expectations of them. Ten participants indicated that they made course selection decisions on
their own without consulting with a school counselor. Consequently, they might have missed
important information and resources related to academic progress and college access.
College Access Programs and Their Role in College Readiness
Even when Latinx students are exposed to college-for-all messaging, they report feeling
deceived when they enter college if they are not academically prepared for college-level
coursework (G. Martinez & Deil-Amen, 2015). However, according to several studies, college
access programs can help mitigate some of the barriers to college that Latinx students experience
(Alhaddab & Aquino, 2017; Atherton, 2014; Cates & Schaefle, 2011; Seftor et al., 2009; Vega et
al., 2015). For one, these programs provide additional academic preparation through tutoring and
exam preparation, which students may not receive at their schools and may be needed to improve
college readiness (Alhaddab & Aquino, 2017). College access programs also encourage Latinx
high school students to apply to college and pursue majors in fields in which they are
underrepresented, such as STEM (Stavrianeas & Stewart, 2022). One such program is STEM
Access and Training for Underserved Students (STATUS). According to Stavrianeas and Stewart
(2022), this precollege model includes hands-on investigative activities in various STEM fields
to instill a sense of belonging and excitement for discovery in STEM among Latinx students.
College access programs also teach the navigational skills and cultural capital needed to
apply to college by using advising to demystify precollege requirements, financial aid, and the
college application process (Alhaddab & Aquino, 2017; Cates & Schaefle, 2011; Nava et al.,
2023). Results from studies conducted by Alhaddab and Aquino (2017) and Seftor et al. (2009)
show that participation in college access programs increased the likelihood of enrollment in 4-

20
year institutions among low-income students from historically underrepresented groups. Most
importantly, college access programs serve as a transitioning tool to postsecondary institutions
by supporting the development of skills and knowledge needed to succeed in college, thus
increasing the likelihood of college completion (Alhaddab & Aquino, 2017).
College Access Programs and Family Engagement
College access programs support Latinx students’ college readiness and prepare their
families for the college application process and, ultimately, their children’s transition to college
by demystifying the college and financial aid application processes and helping parents build
social capital (Auerbach, 2004; Stavrianeas & Stewart, 2022). Programs like the Puente Project
and the USC Leslie and William McMorrow Neighborhood Academic Initiative (NAI) include a
family component (King, 2019). The Puente Project engages with families by offering them
workshops to support their children’s college goals. The NAI has the Family Development
Institute (FDI), which requires family representation at 12 to 16 FDI meetings per year. The
institute offers parents and caregivers support in creating positive learning environments at
home, the college application process, and financial aid. Additionally, family members elect a
leadership committee from their ranks to coordinate communication with families. It is important
to note that no research was found on these programs with family engagement components.
One bilingual college access program with a family engagement component that has been
studied is Futures and Families (F&F), an outreach parent program attached to an experimental
college access program (Auerbach, 2004). This program engaged Latinx parents in the college
preparation process through voluntary monthly meetings. Auerbach (2004) found that parent
participants expressed having a better sense of the steps they and their children needed to take to
become college-ready and had increased social capital. Auerbach also noted that hearing from

21
other parents was particularly impactful to participants because they could relate to the
experiences that the guest speakers shared, including the challenges they faced as their children
transitioned to college and their experience with financial aid, including loans.
Like the F&F program, the STATUS program also has a family component called College
Knowledge, consisting of sessions with families on topics such as the college admission process,
financial aid, campus life, academics, and careers (Stavrianeas & Stewart, 2022). These sessions
took place with the help of Spanish-speaking students who shared their experiences. A unique
feature is that families with younger children were offered childcare so that the entire family
could attend. Most college access programs with family engagement components have yet to
include this element. In fact, in a qualitative study on Latino/a parent participants in a college
access program, Dávila et al. (2020) found that some parents with younger children could not
attend Saturday family engagement meetings due to a lack of daycare access. Other challenges
were the inability to take time off work and a lack of transportation. While several other college
access programs have a family engagement element, many do not partner with parents in a
substantial way (King, 2019). Additionally, much of the literature on parent engagement and
college access programs is limited and is over 10 years old, so it is challenging to determine the
current state of family engagement in college access programs today.
The Transition Experiences of First-Generation Latinx Undergraduate Students
While college access programs can support first-generation Latinx students’ college
readiness, the transition to college can shake the confidence of even the most college-ready
individual. This transition can be a vulnerable period due to the stress associated with academic
and social changes (Castro et al., 2022). Social changes include changing family and peer
relationships and adjustments to newfound personal responsibilities. The transition can be

22
particularly challenging for first-generation Latinx undergraduates, who are most at risk of
leaving their studies in the 1st year of college (Latino et al., 2020). In fact, according to Latino et
al. (2020), these undergraduates have the lowest 1st to 2nd-year retention rate in college of any
racial/ethnic group. As such, the transition from high school to college is critical to their degree
completion. First-year Latinx students can struggle to adapt to college, which can make them feel
overwhelmed and unprepared to meet the academic expectations set by their institutions
(Duncheon, 2018). Factors such as access to transition programs and financial support, campus
climate, and a student’s self-efficacy can positively affect the transition to college for firstgeneration Latinx undergraduate college students.
Transition Programs
One factor that can support first-generation Latinx undergraduates in their transition to
college is access to transition programs that address these students’ specific academic and social
needs (Gutzwiler, 2020). Examples of transition programs may include 1st-year experience
programs, learning communities, the Puente Project and Extended Opportunity Programs and
Services at community colleges, Educational Opportunity Programs (EOP), and summer bridge
programs. A quantitative study conducted by Huerta and Bray (2013) about the First-Year
Learning Community Program at Texas A&M University-Corpus Christi revealed that
participation in the program positively affected students’ first-semester GPAs. In addition, EOP
programs have been shown to support the transition experiences of students of color (Todorova,
2019; Winograd et al., 2018).
The EOP exists in various forms across higher education institutions. However, one of its
hallmarks is that it provides additional support to students who have been historically excluded
from higher education, including students of color and those who are financially disadvantaged,

23
in their transition to college and beyond (Todorova, 2019). One such program is the Search for
Education Elevation and Knowledge (SEEK) program offered at the 11 campuses of the City
University of New York system. In a qualitative study by Todorova (2019), SEEK participants
indicated that the program offered them the emotional, financial, and academic support needed to
transition to college.
Like learning communities and EOP, summer bridge programs are also intended to
address the unique challenges that undergraduate students may experience in their transition to
college (Grace-Odeleye & Santiago, 2019). These programs have become a tool for colleges and
universities seeking to increase the academic readiness and retention of historically
underrepresented students, such as first-generation, low-income, academically underprepared
students and students of color (Barnett et al., 2012; Grace-Odeleye & Santiago, 2019; Strayhorn,
2011). Although some studies indicate that the effectiveness of summer bridge programs is
unclear (Barnett et al., 2012; Grace-Odeleye & Santiago, 2019; Gutzwiler, 2020), several studies
suggest that they can be an effective tool to support the transition experiences of students
(Dorimé-Williams et al., 2022; Murphy et al., 2010; Strayhorn, 2011). Strayhorn (2011) found
that participation in a summer bridge program improved academic skills and self-efficacy among
students of color, low-income students, and first-generation college students.
Increased academic self-efficacy also positively predicted first-semester grades in
summer bridge program participants. Murphy et al. (2010) examined the effects of a 5-week
summer bridge program on graduation rates of underrepresented minority students (e.g., African
American, Hispanic, Native American, or of mixed ethnicity). The researchers used a quasiexperimental design that included a control group that did not participate in the summer bridge
program (Murphy et al., 2010). Results from the longitudinal study show that graduation rates

24
were higher for students who participated in the summer bridge program versus students who did
not participate in the intervention (Murphy et al., 2010).
Financial Support
Another resource that higher education institutions provide first-generation Latinx
undergraduates in their transition to college is adequate financial support (Latino et al., 2020).
According to Latino et al. (2020), many 4-year colleges and universities fail to properly support
this student population’s financial needs. One reason these students are more likely to attend a
community college instead of a 4-year institution or not enroll in college is affordability
(Kurlaender, 2006; Nava et al., 2023). They are more likely to come from lower-income families,
and, on average, their expected family contribution is significantly lower than most racial/ethnic
groups (Excelencia in Education, 2019). However, Latinx students receive the lowest average
federal aid compared to all other students. As such, they are more likely to attend school parttime and work full-time to pay for costs that financial aid does not cover (Piedra et al., 2011).
According to Piedra et al. (2011), first-generation Latinx students who work full-time
while attending school can experience adverse educational outcomes. These include restrictions
to what classes students can take due to scheduling conflicts and reduced time available to study.
Furthermore, restrictions on students’ time due to work can prevent them from fully immersing
themselves in the college-going experience due to not having time to get involved in student
clubs and organizations and/or engage with university faculty staff outside the classroom. These
factors can make students feel out of place on their college campuses and question their
motivation to stay enrolled, resulting in students abandoning their studies (Piedra et al., 2011).
When students receive enough aid to cover their financial needs, they are more likely to persist.

25
For example, Latino et al. (2020) showed that financial aid positively affected 1st- to 2nd-year
retention.
Campus Climate
Although the transition to college can be challenging for first-generation Latinx
undergraduates, a supportive campus environment makes a significant difference in transitioning
from high school to college (Michel & Durdella, 2019). These students often attribute their
success to a welcoming university climate that emphasizes diversity in and out of the classroom
(Arana et al., 2011; Michel & Durdella, 2019; Piedra et al., 2011; Storlie et al., 2014).
Welcoming campus environments include supportive peers, faculty, and staff who support Latinx
students in navigating the higher education system by providing guidance, encouraging them to
succeed, and mentorship (Arana et al., 2011; Michel & Durdella, 2019; Storlie et al., 2014).
First-generation Latinx college students frequently report experiencing unwelcoming
college campuses. Those who do not graduate from college describe not receiving enough
support from faculty and staff when they face obstacles, which leads to them feeling
disconnected from the campus culture and dropping out (Arana et al., 2011). Some also describe
experiencing microaggressions, racism, and sexism early in their college careers from faculty,
staff, and peers (Castro et al., 2022; Sanchez, 2019; Storlie et al., 2014; Yosso et al., 2009). In the
classroom, microaggressions and racism can be the preferential treatment of White students by
professors (Yosso et al., 2009) or the inaction from faculty to address racist comments about
Latinx students (Sanchez, 2019). Additionally, first-generation Latinx college students may
experience conflict between their ethnic identity and the dominant White, middle-class culture in
college (Clayton et al., 2019). This conflict can lead students to perceive a hostile university
environment that does not support their identity. These negative experiences can result in

26
feelings of rejection, which can adversely affect the transition to college and, ultimately, the
retention of these students.
Self-Efficacy
Self-efficacy is necessary for college student retention (Latino et al., 2021; Piedra et al.,
2011; Storlie et al., 2014; Vega, 2016). Students with high self-efficacy have fewer issues in their
transition to college. They are more likely to graduate than peers from similar backgrounds who
report lower levels of self-efficacy. Results from a study on first-generation Latinx students
attending an HSI indicate that self-efficacy measured in the first semester of college was still
predictive of degree attainment 6 years later (Latino et al., 2021). In fact, for every point increase
in academic self-efficacy, students were 2.7% more likely to obtain their bachelor’s degree.
Additionally, Latino et al. (2021) found that the greater a student’s academic self-efficacy, the
less time it took them to graduate (a 0.2-month decrease in degree completion for every point
increase in self-efficacy). Results from another study of 10 high achieving Latinx first-generation
college students show that their high academic performance and retention were due to their
increased self-efficacy and belief that they could succeed in college, particularly after seeing
older siblings attend college (Vega, 2016).
Prior research has found that self-efficacy is pivotal in the transition to college and the
retention of first-generation Latinx students, yet students report low self-efficacy for several
reasons (Piedra et al., 2011; Storlie et al., 2014). The transition to college can be challenging. It
can be demoralizing to go into an academic setting that makes them feel like they are not smart
enough to be there (Piedra et al., 2011). According to Piedra et al. (2011), students who report a
lack of family and peer support also experience decreased self-efficacy. However, students’ selfefficacy can increase if they find supportive peers through involvement in student clubs and

27
organizations. In a content analysis of qualitative research on the experiences of Hispanic college
students, Storlie et al. (2014) found that these students can build their self-efficacy by
participating in campus and community organizations that promote social justice change.
According to Storlie et al. (2014), involvement in organizations that promote social justice can
enhance Latinx students’ “developmental self-discovery, resiliency, self-efficacy, and belief in
self” (p. 71). The content analysis of research by Storlie et al. (2014) also indicates that selfefficacy typically increases over students’ time in college as they become more comfortable and
can motivate them to become role models and leaders for other Latinx students.
The Experiences of First-Generation Latinx Students and Their Families in College
The power of family extends beyond its role in motivating students to pursue higher
education. Family continues to play a role in the experiences of first-generation Latinx students
once they are in college as well. Studies have found that familial support is a central factor in
degree completion for this group of students (Arana et al., 2011; Jimenez et al., 2022; Moreno,
2021; Piedra et al., 2011; Storlie et al., 2014; Vasquez-Salgado et al., 2015). However, family
involvement in college-going experiences is complicated. Factors such as familial obligations
and cultural mismatch, or the disconnect between college and home culture, can cause internal
turmoil and hinder the transition to college, mental and emotional well-being, and intentions to
persist in college (Gloria & Castellanos, 2012; Rischall & Meyers, 2019). The disconnect
between student and family may stem from the fact that families of first-generation Latinx
college students experience their own transition when their children go to college, which has not
been the subject of many studies (Brazil-Cruz & Martinez, 2016; Cuevas, 2020).

28
The Role of Familial Support in College
There are many ways in which the families of first-generation Latinx college students
support their children’s transition from high school to college and persistence in college. For
instance, while many of these students come from low-income families, socioeconomic status
does not stop parents from supporting students as best they can with the associated costs of
college attendance (Brazil-Cruz, 2015; Michel & Durdella, 2019; Ocampo, 2022). However,
Latinx families often see supporting a college-going student as a whole-family effort.
Participants in Michel and Durdella’s (2019) ethnographic study indicated that extended family
members offered to cover the cost of school necessities and transportation their parents may be
unable to pay for. Although families cannot always financially support their students’ college
dreams, they offer support in other ways. For example, families motivate their children to pursue
higher education once they enroll in college by reminding them about the importance of earning
a degree (Arana et al., 2011; Marrun, 2020; Piedra et al., 2011).
Families of first-generation Latinx college students also support their children in their
transition to college and encourage them to persist by continuing to instill cultural knowledge
through historias familiares (family histories), dichos, and consejos (Marrun, 2020).
Additionally, although they may not always understand the college-going culture, the literature
indicates that families can support students by expressing pride in them and their academic
success and creating an emotional support system (Michel & Durdella, 2019; Ocampo, 2022;
Rodriguez et al., 2021). According to Rodriguez et al. (2021), emotional support can mean
listening, recognizing stress in students, and providing a space for them to be vulnerable. An
emotional support system can be beneficial when students experience obstacles while in college.
For instance, a study by Jimenez et al. (2022) on first-generation college students of Mexican

29
descent indicated that family support is related to better academic and psychological outcomes,
less likelihood of depression, and higher persistence in college. The authors suggested that
continued familial support during life changes may benefit these students (Jimenez et al., 2022).
Sasser et al. (2023) also found a link between family communication and fewer
depressive symptoms. Their results also indicate that higher levels of parental monitoring, or the
student’s perception of their parents’ awareness of how they spend their time, in the first
semester of college was also associated with lower instances of alcohol use (Sasser et al., 2023).
Familial support can also include creating supportive home environments that are conducive to
studying, especially if the student lives in the family home while in college (Michel & Durdella,
2019; Ocampo, 2022; Piedra et al., 2011). However, supportive home environments are also
necessary for students living away from home. This type of support can take the form of family
members helping students preserve their study time and motivating students to stay focused on
their coursework (Piedra et al., 2011).
Competing Responsibilities
Although familial support is a critical factor in the transition from high school to college
and the persistence of first-generation Latinx college students, the reality is that many of these
students do not have sufficient familial support in their pursuit of higher education. According to
Storlie et al. (2014), a lack of family support is related to feelings of hopelessness. It can result in
a more challenging college transition, adversely affecting persistence. One reason these students
may not feel supported is due to the “cultural conflict between the collectivistic demands of
family relationships and individualist demands of school achievement” (Vasquez-Salgado et al.,
2015, p. 296). Vasquez-Salgado et al. (2015) indicated that a lack of familial support is the most
significant barrier to degree completion in Latinx first-generation college students. While the

30
literature shows that most families of these students want their students to succeed, they may not
always understand the demands of college coursework due to their unfamiliarity with the
college-going process and culture. Because of this unfamiliarity, some families may pressure
their students to stay connected to the family unit (Gloria & Castellanos, 2012; Moreno, 2021;
Piedra et al., 2011; Storlie et al., 2014; Vasquez-Salgado et al., 2015). As such, some families
expect that students will continue to support the family unit in similar ways as they did before
college. Thus, students may be expected to continue to serve as language and financial brokers,
financial and physical supporters (e.g., helping parents with chores, providing transportation, or
helping family members navigate technology), and sibling caregivers (Covarrubias et al., 2019).
Therefore, being a student and continuing to be a member of the family unit requires negotiating
family time with academic obligations (Gloria & Castellanos, 2012).
Guilt
Latinx college students may be met with suspicion by family members who believe that
their pursuit of a degree is an excuse to abandon the family unit (Gloria & Castellanos, 2012).
Additionally, some may face criticism from their families if they prioritize schoolwork over
spending time with family (Moreno, 2021; Vasquez-Salgado et al., 2015). According to VasquezSalgado et al. (2015), students whose families make them feel guilty for prioritizing school over
spending time with family experience inner turmoil because they believe they are not supporting
their families. This inner turmoil affects their concentration, which can negatively affect their
grades. Another potential source of guilt is family achievement guilt (Covarrubias & Fryberg,
2015; Covarrubias et al., 2015), which occurs when students have access to more educational
opportunities and academic success than others in their families. In a study on family
achievement guilt, Covarrubias and Fryberg (2015) found that these students reported more

31
depressive symptoms related to family achievement guilt than non-first-generation college
students. In another study, Covarrubias et al. (2015) discovered that men of Mexican descent
experienced higher levels of family achievement guilt than women. The authors hypothesized
that first-generation college males of Mexican descent may have unique cultural and economic
pressures to provide economically and offer leadership to their families.
Experiences of Families and the Transition to College
Fully understanding the college transition and college-going experiences of Latinx
students requires understanding their families’ experiences. As previously stated, their families
do not always have experience with college-going and may not understand the challenges their
college-going children face (Gloria & Castellanos, 2012; Moreno, 2021; Piedra et al., 2011;
Storlie et al., 2014; Vasquez-Salgado et al., 2015). This lack of understanding may result in
parents struggling to find ways to support their children in their new contexts (Brazil-Cruz &
Martinez, 2016). The lack of understanding of the college experiences and challenges is in part
due to the dearth of information that families receive from colleges and universities regarding the
college-going process, particularly when it relates to financial aid (Brazil-Cruz, 2015; BrazilCruz & Martinez, 2016; Harper et al., 2020; Ocampo, 2022). Families want more information
about financing their children’s college education but do not always have a person to turn to for
support at the institutions where their children attend college. This lack of support from
institutions, however, goes beyond financial aid. Some studies on families of first-generation
Latinx college students have found that parents frequently feel they do not have enough
information about college attendance due to the lack of direct communication and programming
for this parent population (Brazil-Cruz & Martinez, 2016; Ocampo, 2022). In fact, Brazil-Cruz
and Martinez (2016) found that while Latinx parent participants expressed wanting to get

32
involved in their children’s education, they did not do so because they felt unwelcomed by the
institution their children were attending.
It is also essential to understand that the families of first-generation Latinx college
students experience their own transition when the students go to college (Harper et al., 2020).
Higher education institutions and scholars often do not acknowledge this transition. For instance,
Harper et al. (2020) found that some participants in their study described a change to their
parenting practices because of the transition from high school to college, with some describing
their parenting as purposefully hands-off. In addition to changes in parenting practices, the
transition to college can also bring about complicated feelings in families. While parents express
pride and a personal sense of accomplishment in seeing their children go to college (Cuevas,
2020; Ocampo, 2022), the transition can elicit feelings of loss and sadness in parents (Cuevas,
2020).
In a study that explored the experiences of 15 undocumented parents of first-generation
Latina/o college students, Cuevas (2020) described those parents as experiencing sadness and
frustration when their children transitioned to college due to the gaps in their understanding of
college. Additionally, participants expressed fears about their children’s acculturation, which is
the process through which people learn and adopt White culture “while negotiating how many of
their own heritage cultural groups’ norms to maintain” (Cuevas, 2020, p. 575). In the context of
Cuevas’s study, parents explained that they were afraid that going to college would mean their
children would prioritize individual wants over family. According to Gloria and Castellanos
(2012) and Rischall and Meyers (2019), this fear can be tied to a cultural mismatch between
home and school culture that Latinx students can experience in college.

33
Conceptual Framework
I used two frameworks to study the transition experiences of first-generation Latinx
students and their families when the students entered a highly selective private university after
participating in a college access program affiliated with that university: Schlossberg’s transition
theory and Yosso’s CCW model. The following sections describe each framework and the
adaptation of the two created for this study.
Schlossberg’s Transition Theory
Schlossberg’s transition theory was initially used to describe adults’ transition
experiences related to careers, relationships, etc. (Anderson et al., 2011; Schlossberg, 1981).
However, this theory has been adapted to higher education to help explain the transition
experiences of students to college (Chickering & Schlossberg, 2002; Killam & Degges-White,
2017). Transitions, according to Schlossberg (1981), are events or non-events that “result in a
change in assumptions about oneself and the world and thus requires a corresponding change in
one’s behavior and relationships” (p. 5). There are three types of transitions. Anticipated
transitions are typically life events that are expected. Unanticipated transitions are events that
happen unexpectedly, such as a car accident or job loss, and non-event transitions are expected
events that do not occur, such as a job promotion one does not get (Schlossberg, 2011).
Transitions, regardless of whether they are anticipated, on time, desired, or bring significant
benefits, are challenging and can be upsetting (Schlossberg, 2008, 2011).
A transition has three stages: moving in, moving through, and moving out (Killam &
Degges-White, 2017; Schlossberg, 2008). The first stage, moving in, is the initiation of the
transition and is a period of assessment and planning (Killam & Degges-White, 2017). The
second stage, moving through, occurs when the individual becomes better acquainted with the

34
new situation. Finally, the moving out stage occurs when we can incorporate our new reality into
our daily lives, experience stability, and move on to the next transition.
Schlossberg’s 4S System
In addition to the moving in, moving through, and moving out stages, Schlossberg (2008,
2011) described the 4S system for coping with transitions: situation, self, support, and strategies.
The 4s system serves as a framework that helps us understand how individuals navigate life
transitions by encouraging a thorough examination of the situational context, self-reflection,
seeking support from others, and implementing effective coping strategies. The following is an
overview of Schlossberg’s 4S system.
Situation
Schlossberg’s transition theory begins with analyzing the situation at the time of the
transition (Killam & Degges-White, 2017). Some considerations when assessing the situation
include determining if it is anticipated, unanticipated, or a non-event and if it is timely (Killam &
Degges-White, 2017). Additionally, it calls for uncovering what triggered the transition, how the
individual feels about the transition (whether it is good or bad), if they experienced similar
transitions in the past, how long they expect the transition to take, and if they are undergoing
concurrent stress in other life areas at the time of the transition.
Self
The second factor influencing a person’s ability to handle a transition is self or the “inner
strength for coping with the situation” (Schlossberg, 2011, p. 160). As such, it requires taking
stock of personal and demographic characteristics (e.g., socioeconomic status, age, ethnicity,
culture, and gender) as well as psychological resources or the tools to cope with transition, such

35
as outlook, level of commitment or resistance to the transition (Killam & Degges-White, 2017;
Schlossberg, 2008).
Support
Support, the third component that influences a person’s ability to cope with a transition, is
foundational to well-being during transition periods (Killam & Degges-White, 2017;
Schlossberg, 2008, 2011). Potential sources of support include romantic partners, family,
professionals, and strangers (Schlossberg, 2008). Although one may have access to several
support systems during transition periods, some sources are not helpful. As such, the theory calls
for determining the type of support necessary during the transition.
Strategies
The final factor that Schlossberg identifies as key to a person’s ability to manage a
transition is their coping strategies (Killam & Degges-White, 2017; Schlossberg, 2008, 2011).
Individuals must identify coping resources they can employ to manage stress during a transition.
These coping strategies may include talking to friends and loved ones, therapy, or physical
activity (Schlossberg, 2008). Figure 1 shows the transition process over time and how the
potential resources (4 Ss) can be used to support a person to move in, through, and out of a
transition.

36
Figure 1
Schlossberg’s Transition Theory
Note. This model was produced in 2011 to summarize Schlossberg’s transition theory. From
Counseling Adults in Transition: Linking Schlossberg’s Theory with Practice in a Diverse World
(4th ed, p.39) by M.L. Anderson, J. Goodman & N.K. Schlossberg, N. K., 2011, Springer
Publishing Company.
Application of Schlossberg’s Theory to Other Student Groups
As previously stated, Schlossberg’s transition theory has been used in higher education
previously. This theory has been applied to research on student-athletes’ experiences of
transitioning to college (Flowers et al., 2014) and out of their sport after graduation (Bjornsen &
Dinkel, 2017; Harry & Weight, 2021). Additionally, the theory has been used in research to
understand student veterans’ transition experiences (Griffin & Gilbert, 2015; Schiavone &
Gentry, 2014) and students with disabilities to college (Miller & Chun, 2022). This framework is
helpful in understanding the transition experiences of first-generation Latinx undergraduates and

37
their families because it can provide context to what participants may share about the shift from
high school to college.
Yosso’s Community Cultural Wealth Model
Yosso’s CCW uses critical race theory (CRT) as its foundation and challenges “traditional
interpretations of cultural capital” in research, which typically portrays communities of color as
“places full of cultural poverty disadvantages” (Yosso, 2005, p. 69). Specifically, the CCW
model challenges the deficit framing of cultural capital theory, which argues that those in the
middle and upper classes hold cultural capital and that those outside of those classes can gain this
capital through schooling (Yosso, 2005). Cultural capital theory has been used to explain why
people of color do not have the same academic and social outcomes as whites. As such, the
theory has been used to portray people of color as lacking the social and cultural capital required
for social mobility. The CCW model, on the other hand, moves away from deficit thinking and
explains that communities of color do, in fact, hold cultural capital. Yosso’s CCW model centers
the experiences of communities of color and the various forms of capital that students of color
bring from their homes and communities into the classroom, which often go unacknowledged by
the academy.
As shown in Figure 2, Yosso’s CCW model identifies six overlapping forms of capital
imparted to students of color by their families and communities: aspirational capital, familial
capital, social capital, navigational capital, and resistant capital (Strangfeld, 2022; Yosso, 2005).
These cultural assets “assist students in navigating racialized institutions and resisting systemic
inequities” (Strangfeld, 2022, p. 2).

38
Figure 2
Yosso’s Community Cultural Wealth Model
Note. Yosso (2005) produced this figure to explain the six forms of cultural capital that families
and communities impart to students of color. From “Whose culture has capital? A critical race
theory discussion of community cultural wealth” by Yosso, 2005, Race Ethnicity and Education,
8(1), p. 78. (https://doi.org/10.1080/1361332052000341006). Copyright 2005 by Taylor &
Francis Group Ltd.
CCW Forms of Capital
According to Yosso’s CCW framework, there are six forms of capital that students of
color possess. The six forms of capital are aspirational, linguistic, familial, social, navigational,
and resistant capital. The following overview delves into each of these capitals.

39
Aspirational Capital
Yosso (2005) described the first form of capital, aspirational capital, as “the ability to
maintain hopes and dreams for the future” even when facing barriers (p. 77). Yosso explained
that this resiliency is on full display when families dream of possible futures for themselves and
their children beyond their present reality.
Linguistic Capital
The second form of capital, linguistic capital, includes communication skills developed in
more than one language that students bring with them to school (Yosso, 2005). Linguistic capital
acknowledges that students of color take part in a storytelling tradition in their families and
communities of origin and have listened and recounted “oral histories, parables, stories (cuentos)
and proverbs (dichos),” which have imparted in them the importance of attention to detail,
comedic timing, facial affect, and tone among other skills (Yosso, 2005, pp. 78–79). Linguistic
capital also recognizes the skills that bilingual children gain when tasked with translating for
family members, such as literacy skills and audience and cross-cultural awareness.
Familial Capital
Familial capital, the third form of capital described by Yosso (2005), refers to the
“cultural knowledges” nurtured by family, both immediate and extended (p. 79). Familial capital
also highlights maintaining strong family and community connections and their resources.
Involvement in sports, school, religious gatherings, and other community settings can also
nurture this form of capital.
Social Capital
The fourth form of capital, social capital, is the networks of people and community
resources (Yosso, 2005). These can include peers and others who can help students of color

40
navigate institutions. According to Yosso, communities of color have used their social capital to
receive education, legal justice, work, and health care. In turn, people of color have used the
information and resources gained back to benefit those in their families and communities.
Navigational Capital
Navigational capital refers to “skills of maneuvering through social institutions,”
especially those not created for people of color, such as higher education institutions (Yosso,
2005, p.80). Navigational capital acknowledges an individual’s agency within institutions’
limitations, but it also connects social networks that facilitate navigation through spaces.
Resistant Capital
Resistant capital ties directly to the knowledge and skills gained by challenging
inequities. Yosso (2005) explained that this form of capital is passed on to people of color
through lessons taught by families and communities and a legacy of resistance.
Application of CCW to Latinx Student Research
The CCW is also often used to frame studies on Latinx undergraduate college students
because it moves away from a deficit view of this population. (Kouyoumdjian et al., 2017;
Ocampo, 2022; Strangfeld, 2022). Instead of focusing on what Latinx students and their families
lack, the CCW model can help understand all the cultural capital that families instill in their
children and how it can be an asset in their academics. For instance, results from a study by
Strangfeld (2022) on first-generation Latina/o/x students indicate that families instilled familial
and aspirational capital in students, which motivated them to attend college and persist to degree
completion. Another study, conducted by Ocampo (2022), focused on the impact of familial
support and found that students used CCW assets instilled by their families to navigate and
persist through college.

41
Application of CCW to Other Student Populations
The CCW model has also been used as a framework for studies on various topics,
including STEM education (Denton et al., 2020) and career and college preparation support for
low-income high school students of color (Murillo et al., 2017). This model has also served as a
foundation for other theoretical frameworks. For instance, Braun et al. (2017) combined
traditional capital (i.e., academic, discipline, and social capital) with four of the six forms of
capital included in the CCW model to create the deaf community CCW model. This model was
used as the foundation for the creation of a survey to understand the mentorship experiences of
deaf mentees and their research mentors in STEM. Braun et al. indicated that deaf mentees
reported a greater sense of deaf community capital, ability to ask for accommodations, and
community access when they were paired with a mentor who was deaf or was familiar with the
deaf community.
Schlossberg’s Transition Theory and Yosso’s CCW Model as a Conceptual Framework
Although Schlossberg’s transition theory is a helpful framework for understanding the
transition experiences of first-generation Latinx undergraduate students and their families, it is
not enough to aid in comprehending how these students and their families navigate the transition
to college. While Schlossberg’s transition theory considers demographic information, it does not
center a person’s ethnic/racial identity. Therefore, this study also employed Yosso’s (2005) CCW
model to comprehend the transition experiences of Latinx students from high school to a private,
highly selective institution of higher education. Figure 3, an adaptation of Schlossberg’s
transition theory and Yosso’s CCW model, centers the cultural capital of Latinx students in their

42
transition experiences from high school to college. The transition in this study is understood to
be the anticipated transition of graduating from high school and attending college. The forms of
capital Yosso (2005) identified are at the center of the transition experience because they may
affect the situation at the time of the transition (e.g., how students feel about the transition), their
inner strength to cope with the transition (self), the support systems available to students during
the transition, and the strategies that students may employ to cope with the transition (e.g.,
employing their social capital to speak with others who have experienced a similar transition).

43
Figure 3
An Adaptation of Schlossberg’s Transition Theory and Yosso’s CCW Mode
Note. This figure was adapted from Schlossberg’s transition theory and Yosso’s CCW model
(2005) to how the transition experience of first-generation Latinx college students and their
families from high school to college. The figure centers the CCW model because the six forms of
cultural capital may affect how students and families cope with the transition. Adapted from
Counseling Adults in Transition: Linking Schlossberg’s Theory with Practice in a Diverse World
(4th ed, p.39) by M. L. Anderson, J. Goodman & N. K. Schlossberg, N. K., 2011, Springer
Publishing and “Whose culture has capital? A critical race theory discussion of community
cultural wealth” by Yosso, 2005, Race Ethnicity and Education, 8(1), 78.
https://doi.org/10.1080/1361332052000341006.

44
LatCrit
Although LatCrit is not part of the conceptual framework for this study, it informs the
methodology used, as I will discuss in Chapter Three. Latino critical theory, or LatCrit, is an
offshoot of CRT that emerged in the 1990s (Aoki & Johnson, 2008). Like CRT, LatCrit also
examines the way people experience race, class, gender, and sexuality while also exploring
issues related to immigration status, language, ethnicity, and culture, which are not often
acknowledged in CRT scholarship (Pérez Huber, 2009b). This theory has often been used as a
framework to understand the experiences of Latinx people in the United States. and, in education
research, LatCrit is utilized to examine how race, racism, sexism, and classism intersect and
implicitly and explicitly affect how Latinx students experience education (Solórzano & Yosso,
2001). However, LatCrit goes beyond the examination of the effects of race, racism, sexism, and
classism on the educational experiences of Latinx students; it is also a social justice project that
links theory and practice and embraces counterstories and non-traditional ways of conducting
research. I would be remiss not to include LatCrit in this study, given the population of focus and
my embracing of non-traditional research methods for this study.
Summary
This chapter provided an overview of the research on the most salient topics related to the
transition experiences of first-generation Latinx undergraduates and their families. Specifically, I
discussed the role of family in students’ educational aspirations and the factors that affect college
readiness. I also touched on these students’ transition experiences to college, as well as their
experiences and those of their families once in college. Lastly, I presented the conceptual
framework, Schlossberg’s transition theory (1981) and Yosso’s (2005) CCW model, and

45
described LatCrit and its importance to this study. The following chapter will provide an
overview of this study’s methodological approach.

46
Chapter Three: Methodology
This chapter provides an overview of the research design, sample and population,
instrumentation, data collection, and data analysis used for this study. Using an asset-based
approach, this study sought to understand the transition experiences of first-generation Latinx
students and their families from high school to a highly selective private research university after
participating in a college access program. Additionally, this study aimed to understand the forms
of cultural capital that may have supported the transition experiences of these students and
families to college. Two research questions guided this study:
1. How do first-generation Latinx undergraduate college students and their families
experience the transition from high school to a highly selective private university
after participating in a college access program?
2. What forms of cultural capital support the transition experiences of first-generation
Latinx students attending a highly selective private university?
Research Design
The qualitative research design that guided his study allowed for an in-depth
understanding of the transition experiences of first-generation Latinx undergraduate students and
their families. This approach was appropriate because qualitative research focuses on people’s
experiences and their understanding of those experiences (Merriam & Tisdell, 2016).
Specifically, I used a case study approach as I conducted a study with one or more cases within a
bounded system. In this study, the bounded system was a highly selective private research
university in the southwest. A case study design is especially helpful when developing an indepth analysis of an event (in this case, the transition from high school to college) of one or more

47
individuals (Creswell & Creswell, 2018). Since this study aimed to understand experiences, I
used semi-structured interviews to collect the data.
My goal was to collect data through semi-structured interviews, specifically testimonios.
The goal of testimonios as a methodological tool is to center the voices of those often excluded
from mainstream discourse and highlight their lived experiences (Delgado Bernal et al., 2012;
Pérez Huber, 2009b). Testimonios are deeply rooted in the oral tradition of Latin America and
differ from oral histories and autobiographies because they involve “the participant in a critical
reflection of their personal experience within their particular sociopolitical realities” (Delgado
Bernal et al., 2012, p. 364). Additionally, testimonios are often aligned with the LatCrit
framework in research (Pérez Huber, 2009b). Both LatCrit and testimonios focus on giving voice
to marginalized communities and centering their experiences.
Testimonio methodology provides a way of gathering and presenting the narratives of
individuals often excluded from discourse. At the same time, LatCrit offers a theoretical
framework for understanding how larger social and political structures shape these narratives.
Testimonio scholarship focuses on the Latinx communities in the United States and has mainly
been produced by Chicanas and Latinas. Thus, this methodology has a strong feminist tradition
(Delgado Bernal et al., 2012; Pérez Huber, 2009b). Researchers who use this methodology play a
supportive role, listening carefully to the participant’s story and helping to frame it in a way that
honors the participant’s voice and experience. This methodology was intentionally selected
because it centers participants’ linguistic and cultural backgrounds. As such, I used testimonios to
collect the lived stories and experiences of first-generation Latinx undergraduate participants and
their caregivers.

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Sample and Population
I conducted this study at WCU, a private research university in the southwestern region
of the United States. Thirty percent of WCU undergraduates identify as White or Caucasian,
while 17% identify as Hispanic or Latino. Twenty-three percent of the university’s total
undergraduate population identifies as first-generation. The institution is a highly selective
university; it reported an admission rate of 10% for fall 2023, while the unweighted middle 50%
grade point average ranged from 3.86 to 4.0.
Site and Sample
Participants were graduates of Pathway to Success, a college access program affiliated
with WCU. The program annually serves approximately 1,000 students from low-income
households attending middle and high schools in regions surrounding two WCU campuses.
Many students in Pathways to Success will be the first in their families to pursue a college
education. High school students enrolled in the program come from East High, Summit Heights
High, and Metropolitan High School (pseudonyms). East High and Summit Heights High are
two high schools on the city’s east side, while Metropolitan High School is located in the city’s
center. High school participants in the program attend morning classes on the WCU campuses
and participate in weekend classes to gain academic enrichment, SAT preparation, and personal
development. Pathways to Success also offers programming to parents and caregivers of student
participants. Workshops for parents and caregivers focus on wellness, fostering supportive
learning environments for students at home, the college application process, and financial aid.
Approximately 43% of Pathways to Success participants attend WCU each year.

49
Sampling Method
This study employed a non-probability sampling technique, which, according to Merriam
and Tisdell (2016), is used to understand and gain insight. It is the most appropriate type of
sampling for qualitative research since it does not seek to generalize results to the population
studied. Specifically, this study used purposeful sampling. Lochmiller and Lester (2017) noted
that purposeful sampling occurs when researchers select individuals or sites based on specific
criteria. In this case, student participants of this study self-identified as first-generation
Latina/o/e/x undergraduate students who have been at WCU for at least two semesters and
participated in Pathways to Success. Participants also identified a family member who served as
a primary caregiver before enrolling in college and was willing to participate in the study. This
distinction between the terms parent and caregiver honors the fact that primary caregivers can
also be grandparents, aunts and uncles, siblings, and others.
Recruitment of Participants
The following is an overview of study participant recruitment. This section explains how
I recruited students and how, through them, I also recruited caregivers.
Recruitment of Students
I recruited student participants for the study through email solicitation (Appendix A),
which included a flyer with information about the study (Appendix B) sent through Pathways to
Success and academic advisors at WCU. Before they were scheduled to give their testimonio, I
screened student participants using an eligibility questionnaire (Appendix C) for the following
criteria: self-identification as a first-generation undergraduate, as Latina/o/e/x, as an alum of
Pathways to Success, and enrolled at WCU for at least two consecutive semesters. Additionally,
the questionnaire asked potential student participants if they had a caregiver born outside of the

50
United States and a primary caregiver who was willing to participate in the study. The
questionnaire linked prospective participants to the information study sheet (Appendix D).
Additionally, the questionnaire included a note telling potential participants that completing the
screening questionnaire indicated their consent to participate. As a token of my appreciation, all
students who responded to the screening questionnaire received a $5 gift card regardless of
whether they met the study’s participation criteria. Nine students responded to the screening
questionnaire, and four met the criteria for participation.
Recruitment of Caregivers
I recruited caregivers through student participants. I asked student participants to check
with at least one of their caregivers to determine if they would be interested in participating in
the study. If a caregiver expressed interest, I asked the student to provide contact information for
them so that I could provide more information about the study. This study required that
prospective family participants be born outside the United States. I added this requirement
because much of the literature on Latinx families with students in college refers to caregivers
born outside of the United States (Brazil-Cruz & Martinez, 2016; Cuevas, 2020; Espino, 2016;
Gloria & Castellanos, 2012; Luedke & Corral, 2023; Nava et al., 2023; Ocampo, 2022).
However, this study did not inquire about immigration status.
Instrumentation
The interview/testimonio protocols followed a semi-structured approach. I created one
interview protocol for student participants (Appendix G) and another for caregivers in both
English (Appendix H) and Spanish (Appendix I). The interview protocols were informed by
Schlossberg’s transition theory and Yosso’s CCW model, presented in Chapter Two. The student
protocol consisted of five sections: setting the stage, caregiver involvement before college, the

51
transition to college, family and the transition to college, and closing questions. On the other
hand, the caregiver protocol consisted of the following sections: setting the stage, caregiver
involvement in education before college, the transition to college, the caregiver’s role while the
student is in college, and closing questions.
Data Collection
I collected testimonios from students and parents. However, they responded to different
interview protocols. The following is an overview of how I collected data from student and
parent participants.
Student Testimonios
I collected data using testimonios after receiving approval from the University of
Southern California’s (USC) institutional review board (IRB) to conduct the study. According to
Creswell and Creswell (2018), case studies require four to six cases. As such, this study followed
this guideline, and I interviewed four student participants. Interviews took place in person or on
Zoom and lasted about 60 to 75 minutes. Since data collection began in the summer and classes
were not in session, student participants had the option to participate via Zoom if they were not
in the surrounding area. Interviews conducted in person took place in one of the libraries on the
WCU campus. I reviewed the information study sheet (Appendix D) with student participants
before every interview. I asked them for verbal consent to participate in the study, to audio
record the interview using a digital recording device or Zoom’s record feature, and to take
handwritten notes. I told them that I would not collect identifiable information. I also let them
know how I would safeguard notes related to my research, including using password-protected
folders and assigning them pseudonyms. As a token of my appreciation, each student participant

52
received a $20 gift card before they gave their testimonio. I gave participants a gift card
regardless of whether they chose to answer all interview questions.
Caregiver Testimonios
Family participants had the option of offering their testimonio in English or Spanish to
ensure that they felt comfortable speaking their truth. Caregivers could also offer their testimonio
in person, on Zoom, or over the phone. They had these options in case they no longer lived near
the WCU campus or if it was not convenient for them to meet in person due to work or family
obligations. Three caregivers offered their testimonio over the phone and one over Zoom. Since
all caregiver participants were Spanish speakers, I reviewed the information study sheet in
Spanish (Appendix F). I also asked them for verbal consent to participate in the study, audio
record the testimonio, and take handwritten notes. I told them that I would collect no identifiable
information. Additionally, I communicated how I would safeguard their confidentiality. As a
token of my appreciation, each caregiver received a $20 gift card.
Data Analysis
As previously stated, I recorded the testimonios. For interviews conducted via Zoom, I
recorded them using the recording feature, while recording for those conducted in person
occurred using a voice recorder. Three of the parents’ interviews took place over the phone. I
used Rev’s phone call recording application after receiving consent from participants to record
the call. I followed Maxwell’s (2013) strategies for qualitative data analysis. These included
listening to the interview recordings before transcription and writing notes and memos on what I
heard. I transcribed interviews in English via Zoom using Zoom’s built-in transcription feature,
while professional transcription services transcribed those conducted in person or in Spanish. I
read the interview transcripts, cleaned up errors, and coded for themes organized by research

53
question. I used a priori coding, which involves the construction of codes in a codebook based
on the literature or one’s theoretical framework (Gibbs, 2018). I based the codes created before
data collection on the 4 Ss in Schlossberg’s transition theory and Yosso’s CCW framework as a
lens. Although I constructed the codebook before data collection, a priori allowed me to amend
the codes listed during analysis as new categories were detected (Gibbs, 2018). I also used hand
coding instead of computer software to evaluate and categorize data.
As part of the coding process, I also kept an analytical memo journal to write memos and
notes to help me identify common themes that emerged from coding and data analysis and
unexpected, concerning, or surprising reactions to the interviews (Saldana, 2021). According to
Saldana (2021), researcher journal entries can be utilized in the data analysis phase and involve a
dialogue between the memos and ideas developed throughout the memos. I will revisit these
reflections in Chapter Six.
Researcher’s Role
Because of my personal experiences and professional interest in working with this
student population, personal and practical goals drove the study (Maxwell, 2013). Understanding
the perspectives of first-generation Latinx undergraduates and their families can help inform
decisions at the highest levels about programming and resources for these students and their
families. In many ways, I have a shared identity with the students and family members I studied,
which made it easier for them to open up to me. However, it was important for me to remember
during the data collection phase that this shared identity did not mean our experiences were the
same. Although my natural inclination was to compare my transition experience to college and
that of my parents to the testimonios I heard, I made every effort to listen to the stories that
participants shared without making comparisons or assumptions.

54
Another consideration that I kept at the forefront during data collection is that an
institution of higher education employs me. I understand that as an employee at a university, I
could be seen as a gatekeeper and someone with power. The very act of collecting and analyzing
information shared with me created a power imbalance that favors me (Glesne, 2011; Robinson
& Leonard, 2019). I addressed this by confirming that my questions are framed without bias and
do not lead participants to a particular answer. Additionally, I introduced myself to participants as
a student eager to learn about their experiences first and foremost.
Ethics
Given the nature of this study and the population studied, it was imperative to keep
ethical considerations at the forefront. As with many qualitative interview studies, others might
deduce participants’ identities (Lochmiller & Lester, 2017; Merriam & Tisdell, 2016). As such, I
implemented measures to reduce potential harm to participants. I made every effort to ensure that
participants understood the purpose of the study, made them aware that their participation was
voluntary, and informed them that they could withdraw from the study at any point. I also
explained that I would safeguard confidentiality by using pseudonyms and the USC’s Google
Drive to store data since it is password-protected and requires two-factor authentication.
I de-identified data as much as possible. I did not disclose any information with parents
that students shared with me and vice versa. Additionally, I shared with participants that I would
not keep audio recordings beyond 3 years per USC IRB policy. Additionally, I checked in with
participants to ensure they continued to be comfortable participating in the study and did not feel
pressured to participate due to the previously discussed power dynamics. One way to be mindful
of this was to confirm that informed consent was in place. According to Glesne (2011), informed
consent involves informing participants about the purpose of the study, the potential risks

55
involved in participation, and the right to withdraw. Since caregivers who participated in the
study were Spanish speakers, information regarding informed consent needed to be appropriately
translated and communicated to them in Spanish.
I adopted a critical/feminist research paradigm/frame for this study. Lochmiller and
Lester (2017) stated that this paradigm raises questions about inequities and is intentionally
grounded on the researchers’ understanding of the world and their identity. Being a Latina who is
also a first-generation college graduate colors my understanding of the world, especially when
studying first-generation Latinx undergraduate college students and their families. Additionally,
since I studied a historically marginalized population, it was essential to avoid deficit framings.
Doing so meant ensuring I did not write the interview protocol and findings in a deficit-focused
manner. Ultimately, I hoped to carry out anti-racist research. Dei (2005) described anti-racist
research as centering minoritized populations’ experiences, affirming them as knowers, and
promoting social justice, equity, and fairness. As a researcher, I aimed to see participants as
people, not just subjects from whom I could pull information (Merriam & Tisdell, 2016). The
participants held the knowledge to help me answer the research questions, and I am eternally
grateful for what they shared with me.
Credibility and Trustworthiness
Conducting research requires considering the study’s quality at every point of the
research. In the case of qualitative research methods, it is imperative to keep credibility and
trustworthiness at the forefront of the research. According to Maxwell (2013), credibility refers
to the correctness of “a description, conclusion, explanation, interpretation or other sort of
account” (p. 122). Since the caregiver interviews took place in Spanish, credibility was
paramount. According to Delgado Bernal et al. (2012), when translating a testimonio, the

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underlying meaning can get lost in translation. As such, Delgado Bernal et al. (2012)
recommended translating conceptually rather than literally because “nuances get lost, and we run
the risk of reproducing language marginalization” (p. 365). As such, I used the linguistic capital
my family and community imparted to me to make sense of the data to ensure that my research
did not reproduce further marginalization of Latinx people.
Another vital component of qualitative research is the researcher’s trustworthiness.
Maxwell (2013) stated that a researcher’s bias and reactivity can threaten credibility and
trustworthiness. Because investigators are the vessels through which qualitative research occurs,
our biases affect our studies’ design and our interpretation of results. For instance, as a firstgeneration Latinx college graduate of a highly selective private university, I have many thoughts
and opinions regarding the transition experiences of first-generation Latinx undergraduates at a
highly selective private institution and their families. However, it was essential to be an active
listener and keep an open mind about participants’ transition experiences, which, in some cases,
differed significantly from mine and my family’s. Therefore, it was crucial to discipline my
subjectivity. Reflexivity is one means of accomplishing this; it is a strategy for maintaining
credibility and trustworthiness. According to Merriam and Tisdell (2016), reflexivity requires
that the researcher conduct critical self-reflections regarding assumptions, biases, and the
relationship to the study that may affect the investigation and interpretation of findings.
I practiced reflexivity by maintaining an analytical memo journal throughout the research
process. I wrote about common emerging themes and my thoughts and feelings related to the
data collection and analysis. Additionally, keeping an analytical memo journal helped me reflect
on the research to identify biases affecting how I collected and analyzed data. However, given
how close to my heart this topic is and that I share some of the same identities as some

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participants, I took my journaling a step further and used it to reflect on my own experiences. As
such, journaling informed my testimonio regarding this research process. I also attempted to
promote credibility and trustworthiness by conducting member checks. Member checks require
that the researcher take their tentative findings to some of the study participants and ask if they
are plausible. In the case of this study, I conducted member checks by reaching out to students
who participated in the study with a summary of what I heard in their testimonio, along with a
few clarifying questions if I was unsure of what I heard. Unfortunately, I was unable to conduct
member checks with parents who participated in the study because I would have had to go
through their children to do so, which would have compromised confidentiality.
Finally, one of the benefits of conducting research as a doctoral student is that I have
access to peers and professors. I used my peer and faculty network by contacting classmates and
committee members to conduct peer reviews/examinations. According to Merriam and Tisdell
(2016), peer reviews/examinations are discussions with colleagues regarding the study, the data,
and tentative interpretations of said data.
Summary
This chapter provided an overview of the qualitative research methodology and rationale,
including site selection, sampling method, participant selection, instrumentation, data collection,
and data analysis. Additionally, I provided an overview of my positionality, the ethical
considerations that I kept in mind, and my plan for ensuring credibility and trustworthiness. The
following chapter will present an overview of this study’s findings.

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Chapter Four: Findings
This study aimed to understand how first-generation Latinx undergraduate college
students and their families experience the transition from high school to a highly selective private
university after participating in a college access program. Additionally, this study explored the
forms of cultural capital that supported the transition experiences of student participants. As
such, this study’s design was informed by Schlossberg’s (1981) transition theory and Yosso’s
(2005) cultural wealth (CCW) model. A case study approach was used to understand the
transition experience of first-generation Latinx undergraduate college students and their parents
to WCU, a highly selective private university located in the southwestern region of the United
States, after participating in Pathways to Success, a college access program.
This chapter presents this study’s findings and consists of four sections. First, I provide
an overview of the study’s participants. Next, I present the results per research question. Finally,
this chapter concludes with a summary of the findings.
Participants
Nine former Pathways to Success students responded to the screening questionnaire, and
four met the criteria for the study. All had been enrolled at WCU for at least two semesters,
identified as first-generation and Latinx, and had a caregiver born outside of the United States
willing to participate in the study. Three student participants were sophomores, and one was a
senior. It is also important to note that all student participants attended Metropolitan High
School. Two mothers and two fathers offered their testimonios. All parent participants were born
in Mexico. I assigned all participants pseudonyms to maintain confidentiality. Table 1 shows an
overview of their information grouped by family. The following are short vignettes about each
family.

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Table 1
Participant Information
Family Student
participant
Class year Major Parent Parent’s level of
education
Martinez Ximena Sophomore STEM-related Elena Less than high school
Lopez Olivia Sophomore Communication Antonio Less than high school
Hernandez Fernando Senior STEM-related Eugenio Less than high school
Sanchez Marisol Sophomore Communication Teresa Some college
The Martinez Family
Ximena Martinez is in her 2nd year at WCU, majoring in a STEM-related discipline. She
is also the first person in her family to attend college. Ximena was raised by a single mother,
Elena, who grew up in Mexico and completed up to the equivalent of middle school there.
Ximena has two brothers, one older and one younger.
In sixth grade, Ximena began participating in Pathways to Success and graduated from
Metropolitan High School in 2022. Although Ximena was admitted to several colleges, she
chose WCU due to the robust financial aid package she received, which, combined with other
scholarships, covered the cost of tuition and room and board. Elena disclosed that Ximena had
considered moving several hours away from home for college. While she supported Ximena in
doing that, she helped Ximena weigh the pros and cons of that decision. Elena reminded her
daughter that due to her age and health, she would be unable to visit or help in an emergency.
Ximena revealed that her mother’s age and WCU’s proximity to home greatly influenced her
decision.
While Ximena and Elena both felt that their participation in Pathways to Success
prepared them for the transition to college, Ximena indicated that she felt unprepared for the

60
challenging nature of STEM coursework, especially chemistry. Ximena also had a difficult
transition to WCU because she was unsure how to study for her courses or manage her time and
because of mental health challenges that emerged during high school and the COVID-19
pandemic. Both Ximena and Elena indicated that their church community was a crucial source of
support during the transition to WCU. They both mentioned a family friend they met at church
who helped them navigate the college application process and continued to support them while
Ximena has been in college.
The Lopez Family
Olivia Lopez is a sophomore who identifies as a person of indigenous descent. Olivia is a
communications major and would like to pursue a career in social media management. Her
mother arrived in the United States at 18, and her father, Antonio, who also participated in the
study, immigrated to the United States as a young teenager and attended high school but did not
graduate. He noted that he was only a few credits away from earning a high school diploma but
decided to drop out because he was put off by the lack of engagement of some teachers who
taught his classes during his senior year.
Although Olivia’s parents did not go to college, they instilled in her and her brother the
importance of an education and pushed them to perform academically. Her father noted that his
greatest wish for a long time had been to see Olivia graduate from college. Antonio believes it is
necessary to earn a college degree to get a well-paying job.
In her testimonio, Olivia explained that her fifth-grade teacher tried to help her enroll at a
middle school outside her neighborhood because he believed she could get a better education at a
better-performing school. However, Olivia was unable to attend due to the long commute. Her
teacher instead helped her apply to Pathways to Success. Olivia was accepted into the program in

61
sixth grade and enrolled at Metropolitan High School before enrolling at WCU. Olivia stated that
while neither parent completed high school, they had high expectations for her education. In their
minds, there was no question that she would attend college because they believed she could have
a better life if she received a college degree. Olivia described the rigorous nature of the Pathways
to Success curriculum and activities and the time commitment she and her family made to the
program. She explained that compared to her peers who did not participate in Pathways to
Success, she was better prepared for the college application process and the rigors of college
coursework.
While Olivia lived on campus during her 1st year at WCU, she decided to return home
for her 2nd year. She explained that she missed home and that it was easier to help her family if
she was living at home. Olivia’s younger sister is disabled, and she helps with her care and is
also responsible for caring for her brother, such as by picking him up from school and taking him
to swimming lessons when her parents are at doctor’s appointments with her younger sister or
working.
The Hernandez Family
Fernando Hernandez is a senior at WCU studying a STEM-related major and is the oldest
of three children. His father, Eugenio, who also participated in the study, left Mexico at age 18
due to the nation’s difficult financial situation. Eugenio made it halfway through his 2nd year of
middle school before leaving his studies. He mentioned that he found school to be too difficult.
Although he did not complete middle school, Eugenio is a huge proponent of education. He has
encouraged each of his three children to pursue an education because he believes it is the key to a
better job and future. For a long time, Eugenio’s greatest wish for Fernando was for him to at
least graduate from high school since Eugenio could not reach that goal himself.

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Fernando joined Pathways to Success in sixth grade, but only after his mother learned
about the program after the deadline. She spoke with the program director and convinced her to
let Fernando join 2 weeks after the beginning of the school year. Fernando noted that this
advocacy for his education was typical for his mother, who, before learning about the program,
had been researching ways to get Fernando enrolled in a magnet program for middle school.
When asked why education was important to his parents, but especially his mother, Fernando
said it was important because they had not had the same opportunities as he did to pursue
education while growing up in Mexico. They see education as a way to achieve financial
stability.
While Fernando feels that his participation in Pathways to Success opened doors that
might not have opened for him otherwise, he was not admitted to his dream school. His
acceptance to WCU underwhelmed him because he wanted to experience a new school and new
people. Additionally, Fernando disclosed that he felt ill-prepared for the transition to college and
the academic rigor of a STEM major. He struggled in coursework for his major in his 1st year
and had to change engineering tracks twice. In addition to the academic challenges, he explained
that his family also experienced other challenges, including a decline in his mother’s health,
which made it difficult to focus on schoolwork.
The Sanchez Family
Marisol Sanchez is a sophomore majoring in communication and is the youngest of two
daughters. Her oldest sister graduated from a local university and works in the medical field. Her
parents both arrived in the United States from Mexico in their 20s. Her father has a fifth-grade
education, and her mother, Teresa, studied at a university in Mexico and hoped to become a
teacher. However, she abandoned her studies after her 1st year to help support her family.

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In her testimonio, Marisol indicated that her parents wanted her and her sister to go to
college and that college was not a choice for either her or her sister. It was an expectation,
especially from her mother, whom she described as putting much pressure on her to do well
academically so that she would be college-ready. On the other hand, Marisol described her father
as less demanding and more understanding. When asked why she joined Pathways to Success,
Marisol said she had no choice. Her mother was very involved in elementary school, became
aware of the program, and made Marisol apply. Although Marisol described her experience in
the program positively, she also stated several times that she felt pressure to perform
academically. This pressure created a fear of procrastination, and while Marisol ultimately
benefited from forming good time management, it came from a negative experience due to the
pressure Pathways to Success placed on students. Although Marisol lived on campus for her 1st
year, she moved back home for her sophomore year because she missed her family.
The Transition Experiences of Students and Parents
Research Question 1 asked, “How do first-generation Latinx undergraduate college
students and their families experience the transition from high school to a highly selective private
university after participating in a college access program?” This question was guided by
Schlossberg’s (1981) transition theory. The results for Research Question 1 fell into each of the
four Ss, which, according to Schlossberg (2008, 2011), influence a person’s ability to cope with
a transition. This section is organized utilizing the following four factors associated with
transition theory: situation, self, support, and strategies.
The First S: Situation
According to Schlossberg (2008, 2011), a transition begins by taking stock of the
situation at the time of transition. In other words, we must ask ourselves whether the transition

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was anticipated. Additionally, it is necessary to note what triggered the transition, how we feel
about it, if we have experienced a similar situation, and if we are experiencing other stressors
during the transition. Questions 8, 11, and 12 of the student protocol (Appendix G) and
Questions 8, 10, and 11 of the caregiver protocol (Appendices H & I) specifically inquired about
the situation at the time of the transition. However, other questions in the protocols also
addressed the transition more generally and yielded responses related to the situation at the time
of the transition for both students and parents. In the case of this transition of going to college, all
participants anticipated it. However, their feelings about the transition were complicated. The
following is an overview of the themes that emerged as they relate to the transition to college for
student and family participants.
Participants Thoughts on Their Involvement in Pathways to Success
Three student participants joined Pathways to Success in sixth grade, while Marisol
started in seventh grade. Most spoke of the program’s rigors and the pressure they felt to do well
academically in middle and high school. Marisol said of her time in the program, “I felt a lot of
pressure just because they would constantly mention, like, you kind of have to be the best of the
best.” Student participants also discussed the time commitment required, especially Saturday
school. Ximena commented on this requirement: “They do ask a lot … a lot on our behalf to
come to Saturday school, which is like two Saturdays in a month. Just to go to WCU for like
about 6 hours, 8 hours. Like, another school day.” Several parents also mentioned the program’s
rigor. Teresa described seeing her daughter cry and, in her words, “suffer:” “Yo la vi sufrir desde
que entró a Pathways to Success. Desvelos, llorar.” Elena, Ximena’s mother, expressed the
following about her experience: “Pues de primero mi experiencia fue que los estaban como
presionando mucho, ¿verdad? Porque tenían que ir los sábados a clases y yo motivaba a la

65
niña.” Elena spoke of the pressure that Pathways to Success placed on students, especially when
it came to Saturday classes, and said that she motivated Ximena to keep going.
Two mothers, Elena and Teresa, also discussed the pressure they felt regarding their
children’s Saturday school attendance. Elena discussed the pressure her daughter’s Saturday
school participation added to her life as a single mother. She explained that she and her youngest
son would have to wait for Ximena to be dismissed from Saturday school: “Yo tenía que
llevarme al niño.… Entonces yo esperaba hasta que saliera ella. Entonces a mí se me hace una
presión.”
Teresa also shared her thoughts on the pressure she and other parents felt to participate in
Saturday meetings and volunteer work. She felt that the program favored students whose families
had time to volunteer. However, parents’ work schedules did not always allow them to attend
Saturday family meetings or volunteer. According to Teresa, “mucha gente pues no está al 100%
ir a las juntas o ser voluntarias, porque pues ya ve que en este país hay que trabajarle porque si
no hay como salir adelante.” She said there is no choice but to work to get ahead in this country.
Although Pathways to Success set high expectations for students and families, most
participants felt the challenges they experienced were well worth it because of what they gained
from their involvement. Ximena said the following about her impression of Pathways to Success
now that she is a college student:
I really came to appreciate how much the program has done for me and how much they
have, like, supported just an underprivileged community. As a minority, as a low-income
student, and at that time I didn’t know I was first-generation, I was just able to, like, be
grateful that a program like Pathways to Success existed even though, like, I did have my

66
moments where I wanted to give up. There were people there at Pathways to Success that
just provided, like, the, … like, the mental health support that, like, a student needed.
Parents also talked about what they got from their participation in the program. For
instance, Eugenio mentioned that he learned much, although he did not go into detail about what
he learned. He said he got to know many people through his participation: “aprendí muchas
cosas ahí… conociendo gente y todo.” Similarly, Antonio, another father, also spoke of all the
knowledge he gained from the Saturday family meetings and shared that he felt he could reach
out to the program staff for support if he and his family ever needed it:
Si, fue la información que me proporcionaron allá en las juntas y la ayuda que teníamos
ahí en Pathways to Success. Que por si cualquier cosa le hablábamos allá a las oficinas
de Pathways to Success y ahí nos ayudaban para resolver las cosas.
Reactions to Being Admitted to WCU
Most study participants, especially parents, felt that their participation in Pathways to
Success triggered the transition to WCU since the program is a pathway for admission
consideration. For example, Antonio made the following comment regarding the program and his
daughter’s admission to WCU: “si no hubiera estado ahí, a lo mejor si hubiera llegado, pero con
la ayuda que le dio Pathways to Success la preparó bastante, diría yo.” Antonio believes that
although his daughter might have gained admission to WCU without the program, he feels that it
became a reality because of her participation and the preparation she received. When asked how
the parents felt about their child’s admission to WCU, all expressed their excitement at the news
and were proud of their children. For example, Antonio said, “Fue un orgullo muy grande verla
cuando nos dio la noticia de que fue aceptada. Pues sí, nos emocionamos, lloramos y todo eso.
Pero sí, fue una experiencia muy bonita.” Antonio remembers finding out about his daughter’s

67
admission to WCU as a beautiful experience, and he recalls that he and his family cried when
they heard the news. Elena also remembers finding out about Ximena’s admission fondly. She
recalled thanking God: “Y en ese tiempo ... o sea, yo le digo, bueno, pues digo gracias a Dios.”
While the parent participants spoke positively about finding out about their child’s
admission to WCU, students’ feelings were more complicated. Three students, Ximena, Olivia,
and Marisol, were surprised when they learned about their admission. “I was surprised. I was
extremely shocked,” said Ximena. There were also feelings of relief that the sacrifices they had
made during their time in Pathways to Success had paid off. Marisol said,
I honestly felt a relief because I’ve even always told my friends this, but I was like I
would have been so upset with, like, if I didn’t get accepted, because, I’m like, I feel like
I went through so much so, like, not be accepted in it, to WCU, so I feel like thank God, I
got in, like, everything was worth it, like everything felt worth it.
While most students expressed feeling excited about their admission, all students talked
about other schools they had been admitted to, and some disclosed that WCU was not their first
choice. “I was thinking of like Midland State [pseudonym] … ’cause like WCU has been so
close to us. We’ve, you know, it’s, like, basically like our playground in a sense.” When asked to
elaborate on this comment, Olivia said that she had been interested in attending Midland State
because it is an HSI and would be a new environment: “I wanted a different environment away
from like [this city] to not see, like, I see everyone. I honestly see everyone, and I kind of don’t
like it, but I’m like, what can I do about it?” Fernando, like Olivia, also expressed his desire to
attend a school other than WCU:
I was underwhelmed because I was still sort of thinking about the students that I met at
the VIU [pseudonym] summer program. All of them were getting into Ivy League, … and

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jokingly, one of ’em was like, oh, you’re going to a liberal arts school? I was kind of like,
yeah. But, yeah, I was underwhelmed because I sort of expected to get in [to WCU],
given the amount of work that I had done with Pathways to Success.
Fernando’s father, Eugenio, also remembers his son’s disappointment when he was not
admitted to his top choice. Eugenio shared, “Yo estaba más contento que él y mi esposa también.
Pero él no. Yo lo veía que no. Como que digo, ¿por qué no estás contento? Cualquier otra
persona, otro estudiante estaría orgulloso” According to Eugenio, he and his wife were more
excited about Fernando’s admission than Fernando. Eugenio recalled his confusion about his
son’s feelings because he believed any other student would have been proud to learn about their
admission.
Concurrent Stressors at the Time of the Transition to College
In addition to the complicated feelings that some of the student participants had about
their admission to WCU, three families disclosed experiencing concurrent stressors during the
transition to college. Ximena experienced a mental health crisis during her senior year of high
school after contracting COVID-19, which lowered her self-efficacy and academic performance.
Ximena shared, “I had my senior year after coming back from the pandemic. … I had a bit of a
mental health, like mental health issues. So, that really impacted some of my senior year.”
Ximena’s mother, Elena, also recalled this experience and how difficult it was for her to see her
daughter suffer in this manner. Elena shared, “Yo pasé una situación muy difícil con ella en ese
tiempo, porque ella me dice ... o sea, pues, como que le dio depresión. Como que ya no quiero
seguir.” According to Ximena, she was still experiencing the effects of this crisis when she
entered college.

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Ximena and her mother were not the only ones who were affected by health challenges
during the transition to college. Fernando and his father, Eugenio, shared that the transition was a
challenging one because of the health issues that Fernando’s mother experienced at the time.
Finally, Olivia and her family also experienced a concurrent stressor at the time of the transition
to college. Her younger sister requires round-the-clock care, and Olivia’s parents depend on her
support in caring for her younger siblings. Because her younger sister’s care requires much of
her parent’s attention, Olivia wants to ensure that her younger brother experiences a normal
childhood. Olivia shared,
I suffered through my, like, elementary experience with my sister. It’s like I wanna give
him that space and that, like, privilege to have, like, an open, like, schedule and not have
to worry like, oh, we have to take our, like, your sister, and then do … It’s, like, also I’m
doing it for my brother in a sense to give him that, like, open space of, like, you could do
different activities that you want to do without worrying.
Like other student participants, Olivia felt the pressure of familismo and believed her
responsibility was to put her family above all else. The effects of familismo will be discussed
more in depth later in this chapter.
The Second S: Self
The second S in Schlossberg’s theory of transition (1981) refers to self, which refers to
our inner strength to cope with a transition. As we transition, Schlossberg argues that our
personal and demographic characteristics (e.g., socioeconomic status, age, ethnicity, culture, and
gender) influence how we cope with a transition. She also argues that psychological resources
(e.g., our outlook, level of commitment, or resistance to the transition) available during a
transition also influence the ability to cope (Killam & Degges, 2017; Schlossberg, 2008).

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Questions 8, 10, and 11 of the student interview protocol (Appendix G) along with 8, 9, 10, and
12 of the caregiver protocol (Appendices H & I) directly addressed this concept. Three themes
related to “self” emerged from the data analysis: socioeconomic status and its relation to school
choice, the role of familismo, and self-efficacy. The following is an overview of these themes.
Socioeconomic Status and Its Relation to School Choice
All student participants are members of working-class families and self-identify as lowincome. When asked why they chose to attend WCU over other schools, all students indicated
that the financial aid offered to them played a significant role in their decision, even though
several participants disclosed that WCU was not their first choice. For instance, Fernando, one of
the students most vocal about not wanting to attend WCU, commented,
I chose WCU because of financial aid. At Eastern University [pseudonym], I think I
would’ve had to take out some amount of money. But WCU, because of Pathways to
Success and because of being low-income, my family met the requirement to have
basically a full ride.
Ximena and Marisol mentioned that they would have had to pay upward of $30,000 per year to
attend the other schools they were considering. According to Marisol,
I think financially it was way better ’cause for Sunshine State [pseudonym], I would have
been paying like $30,000 out of pocket, so like, I would be getting loans and stuff. So, I
was like, hey, I don’t want that. And then, when I got my financial aid letter from WCU
after I got accepted, I was like, I only paid like 400 bucks for last year. So, I was like, oh,
yeah, that’s definitely gonna be way better than going to Sunshine State.
Like the student participants, all parents also mentioned the impact of financial aid
offered to their children by WCU in their testimonios. Parents expressed relief when they

71
realized they would not have to worry about paying for their child’s education. “O sea, es una
ayuda muy grande. El soporte que dan en la ayuda financiera que dan,” said Elena about the
support she felt that WCU provided through the financial aid award they offered Ximena. Teresa
also shared the following about the financial aid offered to Marisol:
Pues primero, una tranquilidad, pues ya ve lo caro que sale la universidad ahorita, ¿no?
En esa parte fue una tranquilidad bastante, porque pues, este, a mí me tocó vivirlo con
mi primer hija y lo que estudió, pues la carrera era cara … y ella quedó endeudada.
Ahorita, pues, tiene que hacer sus pagos estudiantiles. Entonces, como le digo a ella
[Marisol], es una oportunidad grande, le digo, de que te hayan aceptado, le digo, en
WCU.
Teresa stated that she felt tranquility in knowing that she and her husband would not have to
worry about financing Marisol’s education and that Marisol would not have to take on debt by
taking out loans like her older daughter.
Familismo
Several themes related to familismo emerged in the data. As stated in Chapter Two,
familismo is a central tenet of Latinx culture and involves the prioritization of the family unit
above all, particularly when it comes to making life decisions (Alvarez, 2010; Azpeitia & Bacio,
2022; Martinez, 2013; Strangfeld, 2022). The power of familismo was evident in the college
choice of some students, the reactions that some parents had when their child decided to live on
campus, and the differences between the mothers and fathers of students who participated in this
study.
The Role of Family in College Choice

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While money was the primary reason the student participants chose to attend WCU,
Olivia and Ximena talked about their families’ role in their decision. Although money was a
factor in Olivia’s decision to attend WCU, her choice was also motivated by her commitment to
staying close to home so she could continue caring for her younger brother while her parents
focused on her sister, who has special needs and requires more of their direct attention. Ximena’s
decision to attend WCU was also influenced by family, specifically her mother. When asked why
she chose WCU over another school she considered attending, Ximena said, “My mom is not at
the age anymore where she could, like, come and visit me if I chose a college that was way out
of (the city).” Her mother, Elena, stated,
Mi salud a veces no está muy bien y yo, pues te digo, ya también por la edad, yo no me
arriesgo a andar en la noche manejando. Entonces yo platicaba con ella. Yo le dije, está
bien tu decisión que tú tomes, donde tú te quieras ir. La cuestión es que cuando tú
necesites algo, alguna emergencia y eso, yo no voy a estar ahí para apoyarte. Yo no voy
a agarrar el carro e irme corriendo, o sea, a verte. No, le dije. Yo no estoy en esa
posibilidad de estar contigo, le dije, pero pues ya es tu decisión.
Elena recalled that she and Ximena had a very candid conversation shortly before Ximena had to
select a university in which she shared that due to her age and their financial situation, she would
be unable to support Ximena in case of an emergency if she decided to go away for college.
In essence, personal commitments and familial responsibilities, exemplified by Olivia’s
dedication to her family and Ximena’s concern for her mother’s well-being, also influenced their
decisions to attend WCU.
Parent Reactions to Children Living Away From Home

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Like Olivia and Marisol, the parents who participated in this study also experienced the
power of familismo in their transition from being parents of high school students to parents of
college students. All student participants chose to live on the WCU campus for their 1st year.
While the campus is within a five-mile radius of parents’ homes, having their children live away
from home for the first time took some getting used to. All student participants shared that their
parents, especially their mothers, struggled with their decisions to live on campus. For instance,
Olivia had to convince her mother to let her live on campus:
When I told her I want to dorm, she was like, why? You literally live right here. Like,
you could go walking. And I’m like, yes, but the thing is … I just wanna have that one
year to feel like I’m away from my family. Like, have a college experience. Like, oh, I’m
dorming, and I’m, like, on campus and doing this, … and I had to kind of persuade her to
let me dorm, ’cause she was like, no, you’re not gonna dorm. And I told her, I was like,
first I kind of want to live, like, independent, kind of have that “me time” and like see
how I’m gonna do, like, once I’m out of your house.
Olivia disclosed that she was still expected to support her family with the care of her younger
siblings when she moved out and that it was a challenge to try and find a balance between her
responsibilities as a student and as a daughter and older sister. She also shared,
I think it’s, like, just having, like, a balance. Like, my mom would ask me, like, send me
your schedule, basically like, when are you busy? When are you free? Or, like, stuff like
that. And I’ll be like, okay, today I have this. … So, every week I kind of have to give
her, like, a reminder. Like today, I was like, she’s like, what time are you coming home?
I’m like, I’m coming home pretty late ’cause I’m gonna have a meeting.

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Fernando’s mother also struggled with his decision to live on campus. “My mom was
pretty emotional about it,” Fernando said. Eugenio, Fernando’s father, elaborated on his wife’s
challenges in the transition by sharing that while he was happy to see his son move away for
college, his wife struggled because she did not want Fernando to live away from home. He
encouraged his wife to let their son spread his wings and fly and told her that he needed to learn
about life because it was for his own good. However, according to Eugenio, it got to the point
where he and his wife could not have a conversation about Fernando due to her feelings about
him living away from home:
Yo estaba contento. Mi esposa era la que, la que no … ella quería que estuviera viviendo
acá con nosotros siempre. Pero yo le decía no. Pues tú tienes que dejarlo. Y tienes que
dejarlo que abra sus alas y que empiece a volar. Que vaya aprendiendo de la vida. …
Pues al principio, pues, yo le hacía ver de que era por su bien. Que tenía que estar, pues,
lejos de nosotros ... y de ahí empezábamos a discutir.… Siempre había algo que no
estábamos de acuerdo ella y yo. ... Ya no podíamos hablar de Fernando.
While not all parents had this type of reaction to their children living away from home for
the first time, they all expressed feeling emotional about this transition in their parenthood. For
instance, Antonio commented the following about his daughter starting college and living on
campus:
Fue una gran emoción y un cambio total en la vida de los dos, porque ya verla no era lo
mismo... fue una emoción muy grande. Y también, ¿como lo explico? Una cosa muy, muy,
muy bonita a la misma vez.

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Antonio was very emotional when Olivia started college. He noted that it was a complete
change, not just in Olivia’s life but in his as well, to see his daughter as a college student. At the
same time, he described this transition as a beautiful thing.
Familismo and the Roles of Mothers and Fathers
Familismo not only relates to prioritizing family but is also related to the promotion of
traditional gender roles (Castillo et al., 2010). In other words, familismo is also connected to men
ascribing to the role of financial provider while women offer physical and emotional support to
their families. These roles were evident in several testimonios. For instance, Antonio and
Eugenio shared that their children’s transition to college was easier for them than it was for their
wives. Antonio said that his daughter, Olivia, and his wife were more emotional about this
transition because they have a stronger connection than he and Olivia, as he was responsible for
financially providing for his family, which meant that he could not always spend time with his
children in the way that his wife did. He shared,
No fue tan, tan difícil, porque como le estaba contando, mi esposa es la que estaba con
ella desde pequeña, porque yo también yo solía trabajar. Ella se quedaba con ella en las
tardes para las tareas y todo eso. Entonces está más apegada a mi esposa que a mí.
Entonces creo que las emociones más fuertes las tiene con su mamá.
Although Antonio indicated he was not as close to his daughter as his wife, it is important
to note that Olivia stated that she was closer to her father than she was to her mother. She said
the following regarding speaking with her father instead of her mother: “I feel like he could
understand if I tell him, like, certain things. He’s like, oh yeah, I understand.” While Olivia feels
that she received more support from her father during the transition to college, other students

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mentioned the opposite. They indicated they would go to their mothers rather than their fathers if
they needed emotional support. I will discuss this in more detail in the latter part of the chapter.
Self-Efficacy
A major theme in the student testimonios was that while most were initially confident in
their abilities to succeed in college, the transition proved difficult for them and lowered their
academic self-efficacy, which is their belief in their abilities to accomplish academic goals
(Bandura, 1995). Students mentioned feeling academically underprepared for college and
recalled struggling with imposter syndrome. The following is an overview of those findings.
Feeling Academically Underprepared for College
Three students in this study mentioned feeling academically underprepared for college
despite participating in Pathways to Success. For instance, Marisol felt overwhelmed in her first
semester at WCU because she believed she could not keep up with her peers academically: “I
wasn’t prepared, like, academically wise, like, I don’t know. I feel like there was a lot of things I
didn’t learn that I feel like I should have probably knew by then,” she shared. Marisol also talked
about the lack of confidence she experienced in the classroom due to her low academic selfefficacy. She added,
I think that’s what made me feel, like, low confidence, like in participating or, like, if we
were in discussion groups, like, I would kinda just sit there and, like, was scared to speak
up just ’cause I was, like, sometimes I felt like I knew what the answer was, but I didn’t
want to go through the embarrassment of being, like, what if it’s wrong? Or, like, what if
I’m, like, interpreting, like, the question wrong?
Marisol’s mother, Teresa, also spoke of her daughter’s feelings of academic underpreparedness. She believes that Pathways to Success did not do a good enough job of preparing

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her daughter and others who participated in the program for the academic rigors of college. She
shared,
Yo creo que eso fue donde falló un poquito Pathways to Success…ella me dice que no las
preparó para la universidad, o sea el 100%. No era lo que ellas esperaban cuando
llegaron ahí.… En esa parte yo pienso que falló el programa porque ellas dicen, pues,
que no se sentían, pues, que estaban preparadas.
When I asked who she meant by “ellas,” Teresa explained that she was referring to her
daughter’s friends who also participated in the program. I also asked Teresa how she knew that
other Pathways to Success graduates felt underprepared for college, and she told me that some of
her daughter’s former classmates had told her. She shared, “Otras compañeras también me han
comentado lo mismo. Si sienten lo mismo, pues que les faltó que las prepararan mejor.” It is
important to note that Teresa was the only parent who felt her daughter was unprepared for
college. All other parents believed their children were well prepared for the academic rigors of
college because they participated in Pathways to Success.
Additionally, two other students, Ximena and Fernando, felt unprepared for college-level
STEM coursework. Ximena, for instance, praised Pathways to Success for all the extra support
she and other participants received through the program. However, she recalled feeling
unprepared for the chemistry course she was required to take in her first semester at WCU.
Ximena shared, “I still had trouble with, like, my science classes because we didn’t have. … I
would say I didn’t have a great science teacher in high school. So, it was kind of hard to
transition into my chemistry class.” Fernando also felt unprepared for his STEM courses and
talked about feeling that he was unprepared for the rigors of college-level STEM coursework in
high school when he participated in a summer program at another college. He added:

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I didn’t realize how really underfunded schools were and how ill-prepared for a STEM
major I was until my senior year in high school. I was lucky enough to apply, and
because of, I guess, my background in Pathways to Success, I got into a summer
program. … I was just blown away by the caliber of the other people that I met because
we were all high school juniors. They were taking Physics 3. I was taking Physics 1.
They were taking Calculus 3. I was still reviewing trigonometry, and that was still in high
school. So, I was like, wow. … I was very discouraged.
Feeling underprepared for college as a junior in high school negatively impacted Fernando’s
academic self-efficacy as he transitioned to college. As previously stated, Fernando did not do
well in his STEM coursework in his 1st year at WCU and has had to switch tracks several times
due to his poor performance. As a result of his academic difficulties, it will take Fernando more
than 4 years to complete his undergraduate degree.
Imposter Syndrome
Coupled with the lack of academic preparation they felt, students also experienced
imposter syndrome during their transition to WCU. Imposter syndrome affects high-achieving
people who do not recognize that their success is earned rather than due to external factors, such
as luck, timing, or lowered standards (Holden et al., 2021). Participants felt like outsiders on
campus even though they were familiar with it before enrolling and that the campus is in the
community they grew up in. “I didn’t think I was gonna feel like an outsider, but like now that
I’m here, I’m like, I feel like an outsider even though it’s my own community,” Olivia said.
Participants also felt like they were only admitted due to their involvement in Pathways to
Success and not based on their academic merits. For instance, Marisol said the following about
her experience with these feelings:

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I’ve had this discussion a lot with my friends that sometimes I feel like, or I think, I’m
like, did I get into WCU because of me, or because of Pathways to Success? … Like
sometimes I feel like am I actually supposed to be here? Like, I don’t know if I belong
here. And I did deal with that a lot last year, ’cause, like, once again, like, I would
compare myself a lot with, like, my classmates in my classes, ’cause they seem way more
advanced. And I was like, maybe I didn’t get in here ’cause of, like, my grades and my
intelligence. It was probably only ’cause of Pathways to Success.
Parents also shared their thoughts on their children’s experiences with imposter
syndrome. For instance, Eugenio felt that his son, Fernando, “changed:”
Tal vez por la cultura de otros estudiantes … pues eran personas que, yo creo, que sus
papás tenían … pues eran de dinero, por decirlo así. Y pues tal vez a él…no sé si lo
humillaban o algo porque pues ahí le decían que, me imagino, que él les platicaba que si
sus papás tenían casa o dinero o algo así, pues él les decía que no. Entonces yo creo eso
… pues fue un reto para él estar lidiando con personas así que de otro nivel, de otra
clase social.
Although Eugenio did not elaborate on what he meant when he said Fernando had changed, he
shared that he suspected that Fernando felt the need to change because other students at WCU
were more financially well-off than he and his family. Eugenio thinks that it is possible that
Fernando was made fun of by classmates if they found out that his family did not have a house or
money. However, Eugenio was not able to confirm his suspicions:
The Third S: Support
The third S in Schlossbger’s 4S system, support, refers to a person’s source of support
during a transition (Schlossberg, 2008). These can include friends, family, or professionals,

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among others. It is important to note that most sources of support students tapped into during
their transition to college will also be addressed later in the chapter because Yosso’s (2005)
CCW model is more culturally relevant as it centers ethnic/racial identity.
Friends and Family Support: Parents
Although I asked all parents how they navigated the challenges they experienced during
their children’s transition to college, only Elena and Teresa spoke about leaning on family and
friends for support. Elena leaned on her church community before and during the transition to
college. Her friend at church attended college and walked her and Ximena through the college
application process and the transition to college. Elena recalled having to ask her friend to
borrow money when she could not afford Ximena’s dorm room essentials. Elena shared,
Necesitaba sus cosas para el dormitorio. Eso fue mi situación más difícil. Y yo le decía
pues no, yo no puedo darte todo. Y yo, pues le dije, vamos a hablar con esta muchacha, o
sea, que me preste dinero ahorita y a ver cómo le vamos a hacer.
Teresa, on the other hand, depended on her eldest daughter, a college graduate, to support
her and Marisol’s transition to college. Teresa feels that since her eldest daughter experienced
this transition before, she was the best support system she and Marisol could lean on during this
period. Teresa shared,
El apoyo que tuvimos las dos fue en mi hija mayor, la grande. … Entonces, como ella
sabía más el proceso, más o menos, en ella fue la que nos apoyamos las dos porque
cualquier cosa le preguntábamose a ella … O sea, ese fue el apoyo que nosotros tuvimos.
The power of family and friends and family members when it came to the college transition is
evident from these stories.
Parental Support

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As previously stated, there was a noted difference between the mothers and fathers of
student participants, with mothers described by fathers and some students as more emotionally
and physically available. In contrast, fathers described being the breadwinners of their
households as their main priority. While most students felt they could go to their parents for
support, there were differences in how they received support from their mothers versus their
fathers. Mothers were described as more hands-on, while fathers, although supportive, were seen
as less involved. For instance, when asked how her parents would describe their support of her
education thus far, Marisol talked about her mother constantly checking up on her. She said the
following regarding the differences between her mother’s and father’s support:
And my dad, not really. He’s just like, whatever. Like, if I tell him something, he’s like,
okay. But yeah, I feel like he just lets my mom do all the work. So, like, check up on me,
make sure I’m doing good. And it’s like my dad is more, just, like he trusts me that I’m
gonna do good, and I’ll be fine. So, I feel like he doesn’t feel the need to, like, really be
on me and ask me stuff. But my mom’s been pretty supportive. She probably would say
that.
While all students described feeling supported by their parents in their college transition,
they also talked about not feeling supported by their families. All students indicated they could
not always go to their parents for advice when they struggled in their 1st year of college because
their parents did not fully understand what students were experiencing since they had not had the
opportunity to attend college. The advice students frequently received from their parents was to
work harder. Students also often heard échale ganas from their parents, which roughly translates
to giving it all you have. The following quote from Olivia’s testimonio encapsulates some of the

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feelings that other student participants shared with me about their parents’ words of
encouragement:
You know, it’s like, yeah, I got in, but like, how are you gonna help me understand what
I’m feeling and like how to, like, execute those feelings out? And so, it’s, like, … it’s
gonna be hard, but like échale ganas, and I’m like, thank you. I could do so much with
échale ganas, right? And so, it’s like they say small little, like, remarks that have been
said like over and over and over to like different generations. And it’s like, yeah, thank
you for your support system, but I don’t think you understand, like, what goes behind
[sic] the scenes.
As Olivia shared that échale ganas was not enough to help her make sense of the challenges she
faced in her transition to college.
Pathways to Success
Pathways to Success was a significant source of support for students and parents in
middle and high school. Although they were no longer involved in the program, most parents
agreed that they and their children could contact program administrators if they needed support.
For instance, Antonio felt that although he no longer received information from the program, he
could contact them if he or his daughter ever needed help. He believes this is true because
program staff said to him and other parents that the program would continue to support their
children once in college and that parents could reach out if they needed any information in the
future. According to Antonio:
No recibo información, pero a lo que quedamos, cuándo fue la última junta, Pathways to
Success fue que nos dijeron eso. Así que nos dieron números, y websites donde llamar
todo eso. Y fue lo que nos dijeron. ‘No se acaba acá. Nosotros vamos con ellos a las

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universidades que van a ir y si en algún momento necesitan una información, algo,
llámenos.’ Y sí sé que se siente que si, todavía nos siguen apoyando hasta que se acabe
[sic] los cuatro años.
Antonio’s daughter, Olivia, also mentioned in her testimonio that she feels she can reach
out to Pathways to Success if she needs support. She echoed similar sentiments:
I could talk to, like, Ms. Smith [pseudonym] or something, and she’ll be like, I could
cover your books or something. It’s like, I know a lot of people that can’t afford books or,
like, talk to Pathways to Success, you know, they could help you out. And it’s, like,
having that additional support system besides the university helps immensely.
Although most participants believe that Pathways to Success is still a support system they
could depend on once in college, other participants believed otherwise. Teresa, for instance, feels
that Pathways to Success did not keep its promise to stay in touch with students and parents once
in college. According to Teresa, Pathways to Success told parents that even though their children
would no longer be in high school, the program would continue to check in and communicate
with them. Additionally, Teresa mentioned that she and other parents were asked if they wanted
to continue to receive information from the program. Although she indicated wanting to continue
receiving information, she had not heard from the program since Marisol’s high school
graduation. Teresa recalled what Pathways to Success leaders said:
‘Oh, no,’ dice ‘no piensen que porque sus hijos ya salieron de la high school y ya vienen
a la universidad ya no nos vamos a involucrar con ellos.’ Dice, ‘no, nosotros seguimos
comunicando con ellos, preguntándoles cómo van, chequeándolos.’ Pero hasta la fecha,
Marisol ha dicho que no, que nadie le ha hablado ni nada ni a nosotras. … Más de un
año que a mí me mandaron un mensaje de que si gustaba, que según que si me podían

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seguir mandando mensajes, informando información de la WCU. Les dije que sí, pero
hasta la fecha no me han mandado nada.
All students mentioned only receiving communication from Pathways to Success when
they publicized job opportunities within the programs, such as tutoring and teaching assistant
roles for Saturday classes. Marisol stated the following regarding the lack of communication:
[Pathways to Success] would check in on the people that were, like, not in WCU, like, in
the other colleges ’cause I know one of my best friends who’s in Mid State [pseudonym],
and they would check up on her. But I’ve never, like, gotten, like, an email or anything
like, oh, how’s college going?
Although Marisol did not let on, her voice and body language seemed to indicate that she was
upset and perhaps saddened by the lack of communication.
Most students leaned on friends they made through their participation in Pathways to
Success for academic and emotional support during their 1st year of college. Fernando, for
example, recalled finding academic support in two other students who attended Metropolitan
High School who were also majoring in engineering. He mentioned, “Two other people from my
class from Metropolitan High that were taking [STEM] classes. So, I was able to talk to them
about classwork and sort of struggle with them for some homework assignments.” Students also
discussed leaning on their Pathways to Success peers for emotional support. In fact, Olivia and
Marisol roomed with other Pathways to Success graduates in their 1st year of college. Olivia
talked about how helpful it was to have this support system available. She shared,
Having my friends there, every time I got out of class, like going home, I would see
them, and we would just talk and vent to each other. Like, oh, this happened, that
happened. And so, I felt a bit more secure.

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It is evident that some student participants took comfort in knowing that they could go to other
Pathways to Success graduates for support during their transition to college.
WCU
As previously mentioned, all students indicated that the financial aid they received from
WCU significantly influenced their decision to attend the school. Parents also spoke about how
grateful they were for the financial support offered by WCU in their testimonios. In addition to
the financial support they received from the school, some students also received support from
some faculty and staff at WCU in their transition to college and beyond. For instance, Fernando
disclosed that his academic advisor ultimately helped him get into therapy in his junior year of
college. Fernando shared, “She had previously recommended that I go to counseling, and I said I
would go, but I never actually went until one day I started crying in her office because of stuff
that was going on at home.” Olivia also recalled how transformative it was to meet a teaching
assistant during her first semester at WCU who took notice of her indigenous identity and helped
her explore this part of her identity further.
I had, like, this wonderful TA who reached out to me. He’s like, if you need help writing
papers, let me know. Or, like, he knew my identity ’cause it was like a history class, and I
would always express my identity to him. … Having those people that, like, understand
you, they’re very rare, but they’re very important to, like, me. And it’s like once I meet
them, I’m like, oh yes!
While there were instances where WCU faculty and staff showed students support in
their transition to college, parents received little to no support in their transition. Parents admitted
that they had seldom received communication from WCU since their children matriculated into
the institution. When they did receive communication from WCU, it was usually in English, and

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parent participants were more comfortable communicating in Spanish. Elena, for instance, recalls
being invited to a family event during Ximena’s 1st year at WCU. Instead of attending the event
herself, she sent her English-speaking friend as a representative: “El primer año hubo una
junta... como una reunión de papás. Y yo le dije, puedes ir por mí, porque yo no sé cómo voy a
hacerle. Yo no sé mucho inglés. Y dijo ella sí.” When asked if she would have attended the event
if it had been offered in Spanish, she indicated that she would have attended.
Parents were not the only ones who spoke about a lack of support from WCU in their
transition as parents of college students. Ximena, Olivia, and Marisol spoke about the WCU
campus climate being less than supportive of Latinx students like themselves. Ximena, for
instance, talked about what she felt when she heard other students call her community, in which
the WCU campus is located, unsafe:
It was hard for me when people would say, oh, we live in such an unsafe place. … It’s
like it’s a community. … I guess that was hard for me. … I guess a lot of students didn’t
realize, like, there are a lot of families that live there. I live in that community. So, it was
hurtful that a lot of them didn’t know.
Olivia and Marisol told me stories about how they and their friends experienced
microaggressions in and out of the classroom at WCU. Olivia told me the story of a friend who
went to a WCU fraternity party and was told not to speak Spanish when she was overheard
speaking with a friend in that language. Olivia recalled thinking, “I’m still in my own bubble,
and when that bubble pops, I’m gonna be so hurt. And I’ll be like, wait, what do I say? Like,
how do I react when someone tells me, like, oh, you don’t belong here?” Like Olivia’s friend,
Marisol has also experienced discrimination when speaking Spanish in or around the WCU
campus. “I feel like … just sometimes walking around on campus with my friends, like, and

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we’re speaking in Spanish. Some people do, like, turn so quickly and, like, just stare a little too
long.” Marisol also told me of an experience in the classroom with a White classmate dismissing
her contributions to group discussion and claiming Marisol’s ideas as her own:
I did have a class where in our discussion, like section, like, a girl would, like, take my
ideas like when we were discussing, and then, like, she would participate, make it seem
like she came up with it, and, like, take credit for it. … She’ll be like, well, I thought of
this, and I’m like, that’s exactly what I told you. And then also, sometimes what that girl
would do is like, ’cause it was like three of us, like, if the other girl said an idea or
something, but, like, I technically had said it before, like, she will acknowledge the other
girl more than me, like, and they were both White. So, like, they would talk to each other
more, and I would just, like, kind of sit there.
Marisol further shared that this experience contributed to her low academic self-efficacy and her
belief that she did not belong at WCU.
The Fourth S: Strategies
The final S in Schlossberg’s 4S model is strategies (Killam & Degges, 2017;
Schlossberg, 2008, 2011). This refers to the coping resources that people can use to manage the
stress experienced during a transition. These can include speaking with friends and loved ones,
therapy, or physical activity, to name a few. Question 12 of both student (Appendix G) and
caregiver (Appendices H & I) protocols directly addressed strategies. However, these were
addressed throughout both protocols. It is important to note that student and parent participants
discussed limited strategies they employed in their transition.
Parents did not focus much on their transition, and, for several, these testimonios seemed
to be the first time they spoke about what they felt during this transition. This may be partly

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because most student participants are still sophomores, and, in many ways, they and their parents
are still experiencing the transition to college. Those parents who spoke about ways they coped
with their children’s transition to college described how they leaned on friends and loved ones.
Since this has already been discussed, only students’ strategies (i.e., living on campus and using
campus resources) will be discussed further in this section.
Living on Campus
As mentioned earlier in this chapter, all student participants chose to live on campus for
at least their 1st year of college. When asked why they decided to live in university housing
rather than at home, participants said they wanted to live away from home and have a traditional
college experience for at least one year. Some students also used living on campus as a strategy
to remove themselves from home environments that could be disruptive to their education.
Ximena said the following about living on the WCU campus:
I just know that if I wasn’t on campus, I would have had a lot of trouble adjusting to
college because I guess it would … you would say it’s very chaotic in my home at times.
We live in a one-bedroom apartment, which is also difficult.
Fernando also used living on campus as a strategy to create some distance between him and his
mother, who, as previously noted, was suffering from mental health issues at the time of his
transition to college. He shared, “I sort of felt that, like, oh, the best thing you can do for me is
sort of work out your own problems so that I don’t have to think about that.”
While Ximena and Fernando lived on campus beyond their 1st year, Olivia and Marisol
decided to live at home for their 2nd year. Olivia chose to return home to better support her
parents with her younger siblings’ care, while Marisol decided to return home because she was

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unhappy living on campus. The following is what Marisol had to say about her experience living
on campus:
I feel like sometimes I just needed the comfort of being at home, … and then, also, like, I
hated college. Last year, like, I was having such a hard time that, like I was like, I don’t
want to do this anymore. … I always felt like if I wasn’t doing anything at the dorm, I
was being like … I was, like, wasting time. … I couldn’t fully relax, knowing that I was,
like, at school dorming, ’cause it was like a constant reminder, like, oh yeah, complete
your assignments and stuff.
Teresa, Marisol’s mother, also made the following comment in her testimonio about her daughter
and her roommates:
A ninguna de las cuatro les quedo ganas de vivir [en WCU] ... pues todavía viven con sus
papás y todo. … Entonces yo pienso que eso también les afectó a ellas. … Son más como
de familia. … [Ellas] dijeron que este año no iban a regresar a la universidad porque
han extrañado todo eso. Pues no es lo mismo estar en casa, le digo que en otro lugar. Y
yo pienso que por eso ya no quisieron regresar.
Teresa mentioned that neither her daughter nor her three roommates chose to return to campus
housing for their sophomore year. Instead, they all decided to live at home. She believes that the
reason for this is that they are all very family-oriented and missed being at home. According to
Teresa, there is no place like home.
Utilizing Campus Resources
All students spoke of being aware of resources available on the WCU campus to support
their transition to college, such as office hours, the learning center, student groups, and cultural
spaces, such as the Latinx Center and the First-Generation Student Center. However, they also

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seemed hesitant to use these resources because they were not always sure how to ask for help.
Some, like Marisol, regretted the decision not to seek out support:
I kind of regret, … but I never went to, like, resources. … I’m aware of them, like the
writing center and all that stuff. But I never went to it. I think I just kind of dealt with it
alone. Like, there was a lot of nights where I would just be crying.
However, Ximena and Fernando both sought support in their transition to college after
their first semester. Ximena, for instance, started attending faculty office hours and WCU’s math
center in her second semester despite being afraid to do so. She shared, “I was so scared that
someone was going to tell me, ‘Oh, we can’t help you.’” I had that fear that they weren’t going
to, like, help me.” Ultimately, Ximena’s fears were unfounded, and she has continued using
campus resources, such as support centers, faculty office hours, and student groups. Fernando,
like Ximena, also sought support from campus resources after his first semester of college.
So, at some point, after I started going to the learning center, I found out about a firstgeneration support group that was going on because I had trouble connecting with other
students. I thought that would be a great place to meet students who were also first gen.
The group did help talk about certain things.
Olivia and Marisol, on the other hand, have decided not to seek out the support of campus
resources. According to Olivia, her hesitation comes from being unable to interact with students
who look like her:
I think the events that they [WCU] host for students, like, it’s great to meet new people,
but then again, I felt like I don’t want to attend those. Like I just don’t wanna interact
with them at this point because I knew the students that were there. I’m like, yeah, it’s
gonna be all White students and, like, people that don’t look at me, so I’m like, do I really

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want to go? And so sometimes it was like just that struggle. Like, yeah, I want to go, but I
don’t want to go. Like I’m, I’m pushing myself to not go, you know? So, yeah. They’re
very beneficial. When I hear that, a lot of people are like, oh, I met my friend at this
event, this, and that. And I’m like, good for you. But I don’t see myself going there.
In essence, while some students, like Ximena and Fernando, overcame their initial fears and
embraced campus resources, others, such as Olivia and Marisol, struggled to connect with their
non-Pathways to Success peers, ultimately impacting their decision not to seek out the available
support at WCU.
Forms of Cultural Capital That Supported the Transition Experiences of Students
While Research Question 1 focused on the college transition experiences of firstgeneration Latinx students and their families, Research Question 2 focused exclusively on the
student experience. Research Question 2 asked, “What forms of cultural capital support the
transition experiences of first-generation Latinx students attending a highly selective private
university?” This question was guided by Yosso’s CCW model. While students struggled in their
transition from high school to college, they were all able to persist into their 2nd year of college.
These students were able to defy the odds by tapping into the various forms of capital that were
instilled in them by their families and communities to persist while at WCU.
The results for Research Question 2 fell into five of the six forms of capital that are part
of the model. Linguistic capital did not appear in the results of this study and, therefore, will not
be discussed. The following is an overview of the results related to the CCW model.
Aspirational Capital
The first form of capital Yosso (2005) described as part of the CCW model is aspirational
capital. Aspirational capital refers to one’s ability to hope and dream even in the face of

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adversity. Aspirational capital was evident in the testimonios collected when students and their
parents described their hopes and dreams of a better future. Questions 4, 7, and 9 of the student
interview protocol (Appendix G) and questions five and 14 of the caregiver protocol
(Appendices H & I) are directly tied to this form of capital. It was evident from the testimonios I
heard that the importance of education was instilled in students by parents from an early age.
For students and parents, the dream for a better future began as early as elementary
school when parents emphasized the importance of education to their children. Parents who
participated in this study, apart from Teresa, had less than a high school education and wanted
more for their children than they were able to achieve. All parents who participated in this study
believed that the key to success for their children would be through education. For instance,
Antonio shared the following about the ways in which he has communicated the importance of
education to his children:
Siempre he estado hablando con ellos de la importancia que es la la educación, en
primer lugar. Y ya después de ahí explicarle un poco sobre lo que yo he vivido, sobre mis
conocimientos así a mi edad, digamos, y cómo sobrevivir más que nada en estos tiempos
difíciles. Y más que nada eso ha sido sobre el estudio. De que le echen ganas…que
siempre no quitamos el dedo del renglón.
Antonio says that he has always spoken with his children about the importance of education and
has told them about the challenges that he has experienced, particularly in these challenging
times. Finally, he has encouraged his children to écharle ganas. He also mentioned the
expression “no quitamos el dedo del renglón,” which means to stay focused on a task until it is
completed.

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Students have taken the message to aspire for more to heart. In fact, Fernando
encapsulated the message that students received at a young age from their parents about the
importance of education with the following statement:
They [parents] said that they never had the same opportunities in Mexico as in the United
States, and they said that you needed education to have a better paying job. So, it was that
there’s more opportunities here in the United States, and because of that, it’ll lead to an
even better-paying job.
Because education was so important to the parents who participated in this study,
students recalled being encouraged to pursue a college education from a young age. For instance,
when asked when her parents first spoke to her about college, Olivia explained that she had been
encouraged to go to college since elementary school “because WCU is so close to my house. It’s
like you’re gonna go to, like, a school, not WCU in particular, but it’s like, you’re gonna go to
college, you’re gonna go to college.” Some students, like Marisol, described attending college as
an expectation rather than an option:
Well, my parents always, like, wanted my sister and I to go to college. That was
obviously, like, a huge thing which is like a lot of parents. They always wanted, like, a
brighter future for my sister and I. … College, like, wasn’t a choice.
Now that their children are in college, parents use their life stories as cautionary tales of
what could happen to them if they choose not to graduate from college. For instance, when
Ximena struggled in her transition to college, Elena recalls telling her that life is full of sacrifices
and that nothing is easy. Elena would also tell Ximena about her day-to-day life (e.g., her poor
health and not having enough money for things) to remind her what her life could be like without
an education:

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Le dije bueno, pues todo tiene sacrificio. Todas las cosas son de sacrificio. ... Nada es
fácil, ¿verdad? Y a veces yo la comparaba con la vida diaria que yo tengo, ¿verdad? Y
dije mira, hoy pasó esto, pasó aquello y no es más fácil, no estoy bien de salud, a veces
está esto o aquello o no me alcanzó para aquello…
Parents also use the stories of people they know to encourage their children to aspire to a better
future by completing their college degrees. Antonio, for instance, often tells Olivia stories of
people who did not finish school and who, like him, live paycheck to paycheck. He feels these
stories helped Olivia keep going now that she is in college:
Le pongo ejemplos de personas que conocemos y que no terminaron los estudios y que
ahorita están trabajando así como yo. Así que de día a día. De sobrevivir de cheque a
cheque. Entonces a base de eso fue que también ella recapacitó y siguió luchando.
When asked about the lessons and values instilled in her, Olivia made the following
statement related to her father’s aspirations for her:
Lessons and values? I feel like valuing what you have and your education. Well,
basically, it was like, you’re gonna go to school so you don’t end up like this. I feel like
even though at one point I didn’t want to go to school, I’m like, that was embedded in,
like, the back of my mind. And I was like, I have to go to school to actually get a wellpaying job. You know?
Several students who participated in this study also made similar statements about how their
parent’s aspirations for them drive them to keep going. As such, it is evident that aspirational
capital has not only played a critical role in the academic lives of these students but has also
supported their transition into college.

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Familial Capital
The third form of capital in the CCW model is familial capital. Familial capital
emphasizes the importance of maintaining strong family and community ties (Yosso, 2005).
Questions 3, 7, 12a, and 15 of the student interview protocol (Appendix G) and Questions 4, 9,
and 15 of the caregiver protocol (Appendices H & I) addressed this form of capital. Student
participants indicated they felt supported by their parents even if, as described earlier in the
chapter, parents did not always understand the challenges students were experiencing in college.
Additionally, students spoke of the support they received from siblings and cousins in their
transition to college. The following is an overview of these themes.
Parental Support
Most student participants described their parents as the most significant source of support
during the transition to college. Students went to their parents for emotional and, occasionally,
financial support when they faced challenges in their 1st year of college. Ximena encapsulated
what I heard from all students with the following statement: “I still depend on her a lot. [For]
moral support, emotional support. Maybe sometimes financial support if I need something.”
Although parents did not always fully understand the college-going experience, they knew that
what their children were experiencing in their 1st year of college was challenging. Parents were a
source of comfort to students even when they could not offer any advice. Ximena went on to say
the following about her mother’s support:
Maybe she doesn’t understand the work, which is fine, but she understands, like, college
is a whole different place, which I’m grateful for because I know a lot of families, they
don’t really understand that college is completely different from high school. So, I’m

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grateful that my mom was able to give me that space and still talk to me when I had, like,
a difficult time.
Marisol said the following about needing the support of her parents despite not always receiving
advice from them:
I feel like, sometimes, I think there are moments where you probably do need someone to
rely on. Like, call your mom or your dad, like, just to talk. … I think you feel less
stressed talking to them. Like maybe they aren’t helping with their advice, but it’s like
knowing that they’re at least there listening.
In addition to lending a listening ear, some parents also provided spiritual support to their
children in their college transition. Ximena described taking solace in her mother’s advice to
leave things to God when she struggled in her 1st year, while Olivia recalled how touching it was
to see her mother bless her dorm room. Ximena shared, “It was like a very genuine experience
when my mom dropped me off, and she helped me ’cause she blessed the dorm, ‘cause that’s
their tradition, you know, she blessed it, and I was like, oh, that’s so sweet.” Another way
parents showed their love and support for their children in their 1st year of college is through
food. Fernando described how his parents would go on Costco runs to ensure he had snacks in
his 1st year of college:
So, the Costco runs would help because I would get, not food necessarily, but some
snacks, … and then after that 1st year, I lived off campus for my 2nd year. So, that, also.
They helped financially when I lived off campus. So, after the 1st year, I would go home
for food more.
When asked about supporting their children in their transition to college, all parents felt it
was when their children needed them the most. Antonio, for instance, shared that he believes

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parents must continue supporting their children as adolescents and adults. He also spoke about
being aware of instances when students have dropped out of school with two or three semesters
left to work. He has also heard of cases when college-aged children have said that they do not
feel supported by their parents. This is why he feels it vital to support Olivia now that she is in
college:
Pero ahora siendo ya ellos ya adolescentes o adulto, pues es donde, creo en lo personal,
que tendríamos que estar más con ellos porque es cuando necesitan más el apoyo…han
habido casos donde se salen pues así, faltándoles dos, tres semestres o un año digamos.
Ya se salen, tiran,la toalla y ya se dedican a otra cosa. Y he escuchado también, en lo
personal, casos donde los hijos le dicen a los padres que no los apoyaron. Entonces,
teniendo ese conocimiento, fue, supongo, cuando uno más tiene que estar con ellos.
Even though parents played a crucial role in their children’s transition experiences, they
did not give themselves credit. Parent participants downplayed their role in their children’s
transition to college. Elena, for instance, felt she did not play much of a role in Ximena’s
admission and transition to college: “O sea, yo no hice nada, ¿verdad? El esfuerzo que tú
[Ximena] has hecho, o sea, aquí está.” According to Elena, everything Ximena has achieved up
to this point is because of her hard work. Like Elena, Antonio also shared similar sentiments in
his testimonio: “Y ahora sí que todos los créditos se los daba a [Olivia] porque ella fue la que
estuvo ahí. Hizo todo. Como padre, pues nada más, o sea… estaba yo para apoyarla.” Antonio
gives Olivia all the credit for her accomplishments. According to him, all he did was support her.
Support From Siblings and Cousins
In addition to receiving support from their parents, some student participants also
received support from older siblings or cousins who had attended college. Older siblings and

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cousins were able to provide student participants with detailed advice to navigate the transition to
college and the college-going experience in a way that their parents were unable to do. As
previously stated, Marisol has an older sister who graduated from college, and she and her
mother have depended on her for support during Marisol’s transition to college. Marisol said, “I
kind of relied on her a lot to, like, [learn] how to do things in college, like, academically, and
stuff like that.” Other student participants who are the oldest children in their families relied on
older cousins to support them during their transition to college. Fernando, for example,
remembers reaching out to an older cousin in Mexico who was able to give him advice on what a
career in engineering might look like:
I do have another cousin from my mom’s side of the family who lives in Mexico. He is, I
think, 30 years old, and he just graduated from undergrad. I forgot the university’s name
in Mexico. … [He] coincidentally did engineering, and now he’s working at a
pharmaceutical company somewhere in Mexico. I talked to him, I think, last year because
I wanted to know more about my career trajectory.
Like Fernando, Olivia relied on older cousins to advise her on the college-going
experience and provide emotional support during her transition to college. Additionally, she
leaned on the support of a cousin who started college simultaneously. She shared, “Yeah, my
cousin helped me because, like, we entered the same the same year.” Even though Olivia and her
cousin attended different universities, they stayed in touch, and having access to someone going
through the same transition proved invaluable to Olivia.
Making Sense of the College-Going Experience: Social and Navigational Capital
Social capital is focused on the people and community resources one can access (Yosso,
2005). Sources of support can include friends and other community members who help students

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of color navigate institutions. Navigational capital, on the other hand, involves the ability to
navigate institutions, such as colleges and universities, that were not created with people of color
in mind. Questions 5 and 6 of the student protocol (Appendix G) and Questions 6 and 7 of the
caregiver protocol (Appendices H & I) targeted social capital, while Questions 12a of the student
protocol and 9a of the caregiver protocol inquired about navigational capital. Student participants
showed their ability to navigate the often unsupportive WCU campus climate by finding people
they could go to, whether they were friends, family, faculty, staff, or organizations on or off the
WCU campus.
As previously mentioned, some student participants received support from WCU faculty
and staff in their transition to college or depended on siblings and cousins who had experienced
the transition to college and could offer advice on navigating the college landscape. However,
one source of support that has only been briefly discussed is friends and organizations. Student
participants spoke of leaning on friends and organizations to help them navigate the transition to
college. For instance, Ximena recalled how her mother’s friend from church helped her
understand the challenges she might experience in her transition to college:
She helped a lot in me understanding my financial aid package. She helped with my
move-in. My mom does not have the strength anymore to carry heavy things. … She
mainly helped, like, the transition, to move into my dorm, to understand like what dorm I
should pick, or what would be a good option for me and help me understand, like, oh,
there’s going to be like, I guess, rough patches which includes, like, oh, the imposter
syndrome of feeling like I don’t belong there. So, she helped a lot.
Ximena also recalled how important it was to let the rest of her church community know that she
was attending WCU because they could help her navigate the resources available at WCU:

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I didn’t realize until, like, I told everyone, like, I let them know oh, I’m going to WCU
that a lot of my like church members, … like, they work there. I didn’t realize that I had
people who work there. And one of them, they’re from the school of music, and he sent
me some, … I guess, a list of places where I could go and ask for help.
Students also spoke about the importance of having a community once in college. As
mentioned earlier in the chapter, student participants looked to other Pathways to Success
graduates for support during their transition to college. Some students also looked for support
outside of their Pathways to Success peers. For instance, Ximena shared that she joined a
religious student organization on campus in addition to having her church community, which she
feels helped her navigate the transition to college. Olivia, on the other hand, while still a bit
hesitant to branch out of her Pathways to Success friend group, acknowledged that student
organizations played a role in helping her feel like she belonged at WCU. Olivia shared, “I feel
like it’s getting better because I’m joining different clubs or like different organizations that
WCU has for, like, first-generation students that makes me feel a bit more confident. Like, okay,
I think I do belong here.” Olivia also shared that she planned on joining a student group at WCU
to meet other students whose families were also from the same region in Mexico as her family
and to continue celebrating her indigenous identity. In fact, she recalled finding out about the
student group on TikTok, the social media application: “I put WCU and [Mexican state], and
then it popped up, and I was like, oh wait, this is actually a thing.”
Olivia also shared the following about using TikTok to find content creators who were
first-generation Latinx college students like herself to help her navigate the transition to college:
I feel like TikTok has a lot, like with this whole new age of, like, social media and
everything. TikTok is a platform that could benefit you or harm you, depending on how

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you use it. And so, I would always, like, try to find accounts of, like, first-generation
college students or, like, get ready with me to go to this and that. And so, having that,
like, online help in a sense kind of helped me navigate through it ’cause, like, it’s like
how to prepare for like, no, what was it? Like, the dos and don’ts of college. … And so,
like, I would look for creators that are first-generation, especially Latinas that live, like,
in lower, like, income communities, and I would see their stories and see, like, oh, it’s
hard or like, it’s easier. Like, I do this and that. It’s like knowing what they do and kind
of follow their stuff.
It is important to note that Olivia was the only student who mentioned using social media in her
testimonio to navigate the transition to college.
Resistant Capital
The final form of capital that Yosso’s (2005) CCW model describes is resistant capital,
which is related to the knowledge and skills gained by challenging inequities. This form of
capital is passed on to people of color through lessons taught by families and communities and a
legacy of resistance. While none of the questions on the student or caregiver protocols directly
inquire about this form of capital, it came up in several student testimonios. As described earlier
in this chapter, students felt that the WCU campus was not the most welcoming to them.
Students described instances when they felt discriminated against because of their Latinx and
low-income identities. However, they found ways to resist. For instance, they used positive selftalk to remind themselves that they worked hard to gain admission to WCU and belonged there
as much as any other student. Ximena shared the following related to positive self-talk:

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I would question if I really belonged there because of how I looked. But then I would,
like, debunk it and say, I worked hard for this. I deserve this as much as anyone who has
worked hard for it.
Ximena also shared that she felt that she did not belong at WCU when people on campus spoke
poorly about the neighborhood she grew up in and where WCU is located. She found a way to
turn her pain and anger at the comments and turned them into inspiration to want to support her
community as a college student:
I do know this semester I want to take part in, like, a club that has to do with something
with the environment, like the Earth Club or something. So, I’m going to be looking for
that. And I hope, like, the decisions they make include my community, not just WCU.
Other students, like Marisol, used the lessons imparted to them by their families to resist
the microaggressions that they experienced at WCU:
Walking around campus and being on campus, like, I’ve always felt like I had to, like,
have my head up and not, like, look weak and not let others know that I’m struggling.
Like, I wanna seem like I am working hard, and like put[ting] effort into doing my
assignments and, like studying and everything. And then, like, my mom always
constantly says, like, “don’t let others see you like weak, or like crying, or anything cause
like they’ll probably view you differently, treat you differently.” So, I’m always, always,
like, aware of, like, the other people, like, how would they see me right now? Like, even
just, like, walking around campus. I’m like, I don’t want to seem, like, weak and, like,
alone and afraid. … I kind of wanna prove to myself and to others on campus, like, I do
deserve being here. I did work hard to be here, so I feel it’s important for me to be like us

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Latinas could also make it in college, even though everything is not in our favor. But like
we could still do it.
In navigating the challenges of feeling unwelcome at WCU, students like Ximena and Marisol
demonstrated resistant capital by actively challenging discriminatory experiences, utilizing
positive self-talk, and drawing inspiration from familial lessons, contributing to a legacy of
resilience and empowerment within their communities.
Consejos
At the end of their testimonios, students and parents were asked to offer their advice to
first-generation Latinx students and their families who would be going through the transition
from high school to college in the near future. Table 2 presents the consejos or advice that
participants offered.
Table 2
Consejos
Participant Consejo
Ximena Martinez I would say, if you need help, ask for it because no one is going to ask
for you. I would also say you very much belong here just as much as
everyone else who has worked hard, so don’t think, like, any
differently. Even if you have those moments where it’s like, oh, this
is really hard, or … or if someone says something that, like, they
don’t really understand, like about maybe the community. Or just
maybe something that’s hurtful. So don’t let it get to you.
Elena Martinez Pero el el consejo que les doy a un padre es tener cuidado de que,
¿como estás? ¿Estás bien? Porque a veces ellos se mantienen, que
están bien, pero a veces se sienten solos. Se sienten cansados,
aburridos, también desesperados.
Elena’s advice to parents is to check in with their children because
sometimes they say that they are fine, but there are times when they
feel lonely, tired, bored, or even desperate.
Olivia Lopez Establish your community. Like, even though I already had a
community, I feel like establishing just at least one friend or like
someone that you could relate to, having that support system would

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Participant Consejo
be, like, very beneficial for, like, your whole 4 years. And then just
reaching out, honestly, it’s like, I noticed it too. It’s like professors
and TAs are there for you if you feel like you could relate to them.
So, like that one TA that I had, I was like, you know what? I feel
like this is a genuine person that, like, has similar background
identities to me, and I feel like I could be understood by him. And
so just knowing who is genuine and not, like, it sounds bad, but it’s
like, sometimes they surprise you, and they’re like, no, I’m actually
from here. You know? And you could relate. It’s also that just like,
kind of like connecting with people [on] social media, like, going on
social media and, like, finding your college’s name and then Latino
association…
Antonio Lopez No porque ya haya entrado a la universidad se deja de apoyar o de
tener ese apoyo emocional. Económicamente también, pero más que
nada estar con ellos, estar detrás de ellos…animándolos, dándole
palmaditas en la espalda que si se va a poder…porque hay
momentos muy difíciles en ellos donde suelen, como le comenté
hace rato, suelen tirar la toalla. Pues ya no seguirle. Entonces
cuando se necesita más apoyo emocional como padres, estar detrás
de ellos. Ayudarlos emocionalmente.
Antonio tells parents that just because their children are college
students, it does not mean that they do not need emotional support
from their parents. Although they also need financial support, he
believes that it is most important for parents to support their
children emotionally and to encourage them to keep going. This is
especially necessary when students face challenges and want to give
up.
Fernando Hernandez It’s important to know your history and not just world history and
economic history, but your family’s history because that’s part of
your identity. And if you don’t have a strong sense of your identity
for your 1st year, especially, you’re going to have a hard time
staying true to yourself. If you don’t know who yourself is, you
might get lost in all of the different events going on campus. So, it’s
definitely important to know who you are and your history because,
yeah, it is important in our history so you can fight the good battles
and make good change.
Eugenio Hernandez Yo les diría que los apoyen. Que no les den todo tampoco, ¿verdad?
Pero sí, siempre hablar con ellos y decirles que el estudio es lo
mejor que pueden tener para su futuro de ellos. Que no se olviden
de su comunidad, también de sus familias, porque a veces pues ellos
mismos son los que a veces ya están en la universidad y a veces se
olvidan de los papás… y uno de papá siempre estar no pegados a
ello pero siempre, de vez en cuando, irlos a visitar… Llamarles por
teléfono. Pues estar con ellos. Darles consejos. De que sigan
echándole ganas.

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Participant Consejo
Eugenio’s advice to parents is to support their children. He warns
against giving children everything and also not giving them space,
but he encourages parents to stay in touch with their children by
calling or visiting them in college. Most importantly, he believes
that parents need to give their children advice and encourage them
to keep going. He also advises students to not forget about their
communities and their families because, according to him, they
sometimes forget about their parents.
Marisol Sanchez To students: It’s okay to take it slow, and it’s okay if, like, you feel
like you aren’t where other people are at ‘cause, like, you could still
accomplish your goal. And the same goal that other people have. It
might take you more time and take more effort out of you, but like
you could still do it, and don’t, like, let that bring you down, feeling
like, oh, I feel like these people around me [are], like, way smarter
than me, or like, have more advantages than me. But it’s like,
though you might not have those resources or opportunities, you
could still do it. It takes more out of you, but, like, it’s also more
rewarding, too, because it’s like you did it yourself. You figured it
out.
To parents: To not judge them if they’re not where they want them to
be. Everyone should take their time and take it slow. Like, they’ll
get there eventually, and, like, maybe whatever goals their family
has for them, like, might not be their goals, and they should be okay
with that and accept that. So yeah, like, and just be supportive and
don’t compare. Just try to listen. Just, like, if they need their family
to talk to, you should listen and validate their feelings, or at least
give them advice that would help them.
Teresa Sanchez Que los apoyen porque este es un camino y un proceso largo y
difícil…Entonces yo pienso que el apoyo no tiene que venir
solamente en la universidad, sino desde que entran ellos al kínder
hasta que terminan. El apoyo y la comunicación, porque si no le da
uno el apoyo a los hijos, ¿quién se lo va a dar?
Summary: Teresa advises parents to support their children because the
road to college is a long and difficult one. She mentions that this
road begins when they are in kindergarten and requires that parents
be present for their children. Teresa’s final piece of advice to
parents is to offer support to their children and to maintain
communication with them. She ends her advice by saying, “if
parents do not support their children, then who will?”

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Summary
This chapter described the participants and presented findings related to their transition
experience to college. Additionally, it presented how the various forms of capital described in the
CCW model supported students’ transitions. The results related to Research Question 1 revealed
the importance of participants’ involvement in Pathways to Success and the challenges that they
and their parents experienced in the transition to college. These challenges were largely due to
the lack of support that students received from WCU and the limited communication from
Pathways to Success after their high school graduation. However, it is important to note that
most parents felt that Pathways to Success and WCU offered plenty of support to them and their
children. Most parents could not think of ways in which they would want to be further supported
by WCU or Pathways to Success because, for them, it was enough that their children had been
prepared for admission and that WCU was covering most of the cost of attendance. Students also
spoke about financial aid’s role in their decision to attend WCU, even though three considered
attending a different school.
While parents described how Pathways to Success prepared their children and them for
the transition to college, this did not mean that parents did not struggle. Most parents
experienced a sense of sadness or loss when their children decided to live on campus in their 1st
year of college. Additionally, three of the parents described experiencing concurrent stressors at
the time of their children’s admission to college, which made the transition to college that much
more difficult. With that said, some parents did not seek support for their own transition
experience and only considered supporting their children during the transition to college.
Unlike the parent participants, students were more vocal about the challenges they
experienced. They described feeling underprepared for college in their 1st year and the imposter

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syndrome and low academic self-efficacy that their perceived lack of preparation instilled in
them. However, two students seemed hesitant to use the resources available at WCU to support
them when they experienced challenges. Students also spoke about not always feeling supported
by WCU. Furthermore, while parents did their best to support their children, students felt there
were times when they could not go to their parents for support because they did not always find
their advice helpful. However, students found support from other Pathways to Success peers who
also chose to attend WCU and from some faculty and staff at WCU.
The results related to Research Question 1 also showed that familismo played a central
role in students’ decisions to attend WCU and, in some cases, to return home after the 1st year of
college. Familismo was also connected to how students received support from their parents. For
instance, students described their mothers as more emotionally available than their fathers. The
fathers who participated in this study also shared these sentiments and explained that the
transition to college was much easier for them than for their wives because they were not as
close to their children as their mothers were. Both fathers explained that this was mainly due to
them being the breadwinners of the family and the long hours they were required to work outside
their homes.
Results from Research Question 2 connected to those for Research Question 1, as
Schlossberg’s transition theory touches on how people cope with a transition and the support and
strategies they tap into during it. For instance, results from Research Question Two revealed that
while students did not always find their parents to be very helpful academic advice-givers, they
appreciated their parents’ emotional and financial support. Furthermore, students described how
their parent’s aspirations for a better future motivated them to pursue higher education even
when some, like Olivia and Marisol, were unsure if college was right for them. Parents recalled

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sharing stories with their children about how hard it was to make a living without an education
and used them to inspire their children to stay in school.
Students also described the support they received from siblings, cousins, and community
members, such as a church congregation, as in Ximena’s case, who had college-going experience
to help them navigate through their 1st year of college. Students also shared that their
experiences with discrimination at WCU inspired them to keep going even though these
experiences made them feel like they did not belong. For some, the inner strength to resist
oppression was inspired by their identities as low-income, Latinx students of immigrant descent.

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Chapter Five: Discussion
The purpose of this study was to understand the transition experiences of first-generation
Latinx undergraduate students and their families from high school through enrollment at a highly
selective private university after participating in a college access program. This study also aimed
to understand the forms of cultural capital that supported these students’ college transition. This
study contributes to the limited literature on first-generation Latinx students at highly selective 4-
year institutions and college access program outcomes. Additionally, this study contributes to the
literature on Spanish-speaking Latinx parents with college-aged children.
Schlossberg’s (1981) transition theory and Yosso’s (2005) CCW model informed this
study’s design. Schlossberg’s transition theory provided a comprehensive understanding of
transition experiences, and Yosso’s CCW model centers people of color, celebrates their
strengths, and affirms that people of color hold forms of capital not previously captured in the
literature. Using Schlossberg’s transition theory and Yosso’s CCW model together, this study
highlighted the role of cultural capital in the transition experiences of first-generation Latinx
college students. This chapter consists of five sections. The first section provides an overview of
major findings divided by theme. The second describes the study’s limitations and delimitations.
The third section offers policy recommendations, and the fourth section provides practice
recommendations based on this study’s findings. This chapter ends with recommendations for
future research.
Review of the Findings
Four major findings emerged from the study. First, Pathways to Success played a role in
how students and parents experienced middle and high school and the transition to college.
Second, parents played a significant role in igniting their children’s academic aspirations. Third,

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WCU’s support and lack thereof affected the transition experiences of student and parent
participants into college. Finally, seeking support was an important factor in the transition
experiences of participants. The following is an overview of these findings.
The Impact of Pathways to Success on Students and Parents
Although some of the literature states that Latinx families do not typically involve
themselves in their children’s education in conventional ways (Kiyama, 2011; Pstross et al.,
2016), this study found that because they participated in Pathways to Success, families engaged
in their children’s education in more traditional by attending Saturday family meetings. While
parents found the information helpful in preparing them and their children for the college
application process and the transition to college, some also felt pressured to make time to
participate in these meetings. Nonetheless, most parents believed Pathways to Success was a
source of support for their children and them. This belief was partly due to messages they
received from Pathways to Success staff about their commitment to students and families beyond
their time in the program.
Like their parents, some students also spoke about their belief that Pathways to Success
was a source of support for them even in college. However, students and parents indicated that
no one from Pathways to Success checked in with them after high school graduation to ask how
they were doing in college. Some students credited their support system, which included other
Pathways to Success graduates at WCU, to their time in the program. Nonetheless, some student
participants hesitated to branch out and make friends outside their Pathways to Success
classmates in their 1st year of college and, sometimes, even in subsequent years. For instance, at
the time of her testimonio, Marisol had not gotten involved in student clubs at WCU, nor had she
made friends outside of her Pathways to Success group.

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Student participants also spoke of the challenges of participating in the program,
primarily due to the Saturday courses. Despite this, most students looked back fondly on their
time in Pathways to Success and indicated they were grateful for how the program prepared them
for college. However, students also felt academically underprepared once in college. They were
disappointed because they had considered themselves college-ready. This finding aligns with
work by Martinez and Deil-Amen (2015), in which Latinx students felt deceived when they
realized they were academically underprepared for college-level coursework. This study’s results
were unclear on whether the three students in high school during the COVID-19 pandemic
experienced learning loss that lowered their academic self-efficacy or if these feelings of
academic under-preparedness could be due to other factors.
Parent’s Role on Students’ Academic Aspirations: Familismo
This study found that parents played a significant role in forming the student participants’
academic aspirations (i.e., aspirational capital), which supports the findings of other researchers
(Alvarez, 2010; Ceja, 2004; Delgado, 2020; Espino, 2016; Hines et al., 2019; Luedke, 2020;
Luedke & Corral, 2023; Strangfeld, 2022; Vega, 2016). Parents participants spoke about holding
their children to high educational standards from an early age and expecting them to do well in
school. Additionally, parents talked about instilling the importance of education in their children
by giving them advice and sharing stories about their struggles because they had a limited formal
education. These findings align with literature that states that Latinx families have high academic
expectations for their children (Chlup et al., 2018; Quiocho & Daoud, 2006) and that Latinx
parents believe that higher education can pave the way to better employment for their children
(Ceja, 2004; Chlup et al., 2018; Espino, 2016; Nava et al., 2023; Palomin, 2020; Vega, 2016).

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Student participants attempted to live up to their parents’ expectations. They also
mentioned that their parents told them that a college degree could pave the way to better
employment, which shaped their decision to attend even when they were unsure that they wanted
a bachelor’s degree, as in Olivia’s case. This impetus to do better than their parents by attending
college aligns with the findings of Boden’s (2011) and Ceja’s (2004) research on first-generation
Latinx students’ college decision-making process. However, one finding that may be unique to
this study is that students felt that their parents did not give them much choice regarding their
decision. Several explained that going to college was not presented to them as a choice but as an
expectation. The belief that college was the next logical step may be due to students’ and parents’
involvement in Pathways to Success and the program’s college-for-all message. Additionally,
there may be added pressure from parents who did not receive a college education, which might
be why they expect their children to attend college.
Familismo played a significant role in students’ and parents’ transition experiences.
Ximena, Olivia, and Marisol mentioned that their families significantly influenced their decision
to attend WCU, even when it was not their first-choice university. The decision to attend a
college or university closer to home due to family is not uncommon among first-generation
Latinx students (Alvarez, 2015; Martinez, 2013; Pérez & McDonough, 2008). For instance,
Olivia talked about still supporting her parents with the care of her younger siblings while
attending college and negotiating her familial obligations with her academics. Additionally,
Olivia and Marisol moved back home after their 1st year to be closer to family.
Parents also struggled when their children moved away from home for their 1st year of
college. Parents described themselves as incredibly proud of their children’s admission to WCU,
but some, especially mothers, experienced sadness and frustration when their children decided to

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live on the WCU campus. For instance, Antonio talked about his sadness when he did not see
Olivia at home daily. Olivia and Fernando spoke about their mothers not fully understanding
why they chose to live outside the family home when the WCU campus was only a few minutes
away. Additionally, Eugenio alluded to fears of acculturation when speaking about his son,
Fernando, advising future first-generation Latinx college students not to forget about their
families and communities when they go to college. These feelings of sadness, frustration, and
fear are similar to findings from Cuevas (2020) on the experiences of undocumented parents of
first-generation Latina/o college students.
Another way familismo influenced the transition experiences of students and parents who
participated in this study is how mothers versus fathers experienced their children’s transition to
college. The two fathers who participated in this study indicated they had a much easier time
with their children’s transition to college than their wives because they were not as close to their
children due to their work schedules. While most students found their fathers supported their
academic goals, some described their mothers as more hands-on and emotionally and physically
available than their fathers. While this aligns with the literature on familismo, the differences in
support between mothers and fathers were not prevalent in prior research and may need further
exploration.
WCU’s Role in the Transition to College
Students and parents alike spoke of the importance of WCU’s financial aid in the
transition to college. Students talked about financial aid being the primary reason they chose to
attend WCU over other universities, even when WCU was not their first choice. The financial aid
packages were enough to meet their financial needs. Parents also expressed their gratitude to
WCU for the financial aid their children received because, while they still had to pay for

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incidental expenses, they did not have to worry about funding tuition. While this study did not
ask students about their reasons for persisting beyond the 1st year, it may be possible that, as
Latino et al. (2020) found in a study on first-generation Hispanic undergraduate students, the
monetary aid students received could have helped ensure 1st-to-2nd-year retention.
Even though students and parents spoke positively about WCU’s financial aid, WCU
offered little to no support to parents in their transition. Parents rarely, if ever, received
communication from WCU, and none of the communication was in Spanish. Although all
parents expressed a desire to give their children space to be students, Elena and Teresa
mentioned that they would be interested in being more involved in their daughters’ college
experience. This finding is similar to past research on this parent population, which found that
first-generation Latinx students’ parents frequently experience a lack of direct communication
from higher education institutions (Brazil-Cruz & Martinez, 2016; Ocampo, 2022).
Students had much to say about the campus climate they experienced due mainly to their
ethnic identity. These experiences fueled the imposter syndrome they felt and lowered their
academic self-efficacy. These experiences made some students believe they were not smart
enough to be at WCU. Microaggressions made some wonder if they were admitted only because
of their affiliation with Pathways to Success. Prior research supports the idea that
microaggressions can harm first-generation Latinx undergraduates’ transition experiences
(Castro et al., 2022; Sanchez, 2019; Storlie et al., 2014; Yosso et al., 2009) and that self-efficacy
can suffer if students believe they are not smart enough to be in an academic setting (Piedra et
al., 2011).
While microaggressions negatively affected some students’ transition, they also activated
resistant capital, a form of capital related to skills and behaviors used to resist oppression

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(Strangfeld, 2022; Yosso, 2005). For instance, Marisol spoke about microaggressions due to her
ethnic identity and her use of Spanish. These motivated her to show those who doubted her
academic ability that a Latina could succeed at WCU. On the other hand, Ximena channeled her
frustration with how people at WCU perceive her neighborhood to try to do good in her
community through her involvement in a student organization.
Seeking Support
Although the transition to college was challenging for students and parents who
participated in this study, they used strategies to cope. For instance, parents leaned on friends and
loved ones. Teresa relied on her eldest daughter to walk her through Marisol’s transition to
college. However, it is important to note that parent participants did not focus on their transition
but primarily on their children’s experiences.
On the other hand, students spoke openly about their transition to college and shared
several strategies they used to acclimate to college life, including living on campus in their 1st
year. Students indicated being aware of campus resources they could tap into for support, such as
the math center. However, several hesitated to use those resources even though they admitted
they may have benefited from seeking support. Instead of seeking help through formal support
services, students, like their parents, tapped into their familial and social capital to navigate the
transition to college. For instance, students looked to siblings and cousins for mentorship. Some
also used their social capital and sought support from friends, while others sought support from
trusted WCU faculty and staff.
Finally, students also looked to their parents for support. Although all students mentioned
that they did not always feel supported by their parents because they could not guide them
through the college experience, students also spoke about how they depended on their parents’

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emotional support. Parents were a source of comfort for students who participated in this study.
This finding aligns with the existing research on first-generation Latinx college students and the
importance of familial emotional support to these students (Michel & Durdella, 2019; Ocampo,
2022; Rodriguez et al., 2021). This study revealed that these students and parents prefer seeking
assistance from individuals and programs with whom they already have a connection than from
support systems with which they do not have an existing relationship.
Limitations and Delimitations
Five major limitations affected this study. The first is that due to the small sample and the
fact that all participants were of Mexican descent, the results will not be generalizable to firstgeneration Latinx students and their families at other higher education institutions. However, as
Lochmiller and Lester (2017) stated, the power of qualitative studies is to describe what is
happening in a specific context in such detail that a reader can learn from them. The second
limitation of this study is that it did not include students who participated in Pathways to Success
and attended an institution other than WCU. Therefore, the results may not represent the college
transition experiences of all former program participants since it is impossible to determine if all
former students and their families experienced the transition from high school to college
similarly.
Another limitation of the study is that it did not ask students about the effects of COVID19 on their college transition or experience. Additionally, no juniors participated in the study. All
student participants were graduates of Metropolitan High, so the findings are not generalizable to
the two schools that Pathways to Success serves.
There are two delimitations in this study. First, this study only included former Pathways
to Success students enrolled at WCU for at least two semesters because students who have

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experienced a full year of the transition from high school to college can best describe that
transition. The second delimitation is that student participants’ primary caregivers also
participated in the study. The distinction between parents and primary caregivers acknowledges
that not everyone grows up in a traditional nuclear family and that their testimonios matter as
much as those of biological parents. It is important to note, however, that all caregivers who
participated were the biological parents of student participants.
Recommendations for Leaders in Higher Education
First-generation Latinx undergraduate students face challenges in higher education that
must be addressed at the macro and micro levels. As such, higher education leaders must commit
to better supporting these students and their families. This section outlines three
recommendations based on this study’s findings.
Financial Aid for Low-Income Students
Although the students and families who participated in this study received financial aid
packages that covered most or all of the cost of attendance, these students would have incurred
much debt and put their parents in a difficult financial situation if they had attended their firstchoice schools. Prior research has found that first-generation Latinx students receive less
financial aid than other student groups (Latino et al., 2020). However, students should have the
option to attend any institution that admits them and is a good fit, irrespective of the attendance
costs. Nonetheless, until colleges and universities ensure sufficient financial assistance, students
may continue to face the challenging choice between attending their desired school and selecting
one within their financial means. Even students and parents with enough financial aid to cover
tuition and room and board costs experienced some financial hardship during their transition to
college. For instance, Elena borrowed money from a friend to pay for items that Ximena needed

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to furnish her dorm room. In addition, the cost of attendance can include hidden fees, and
students and families do not always know that appeals and budget increase requests are an
option. Therefore, institutions should also prioritize educating students and their families on
financial aid processes through one-on-one meetings and workshops.
Creating Supportive Campus Cultures
It is evident from this study’s findings that some of the student participants experienced
microaggressions at WCU or knew of other Latinx students who had this experience. Although
this finding is, unfortunately, not novel, it further supports the call to push for the creation of
college campus cultures that are more inclusive of not just Latinx students but Black, Indigenous,
and other people of color (BIPOC) students in general. While it is not easy to change the culture
of a college campus, it is possible with concerted efforts from leaders of higher education
institutions. In other words, if those with positional power at higher education institutions (e.g.,
presidents, vice presidents, provosts, deans) emphasize the importance of creating a positive
campus culture, others on college campuses will follow. Another way in which institutions can
create positive campus climates for BIPOC students is by making concerted efforts to hire
faculty of color. Higher education institutions should also create programs to support faculty,
staff, and students’ understanding of racism and implicit bias. However, programming alone is
not a solution. College leadership should focus on creating an environment where people can talk
about issues related to race and ethnicity in a productive way. Finally, campus leaders should
invest significant monetary resources in creating and financially supporting cultural centers and
university-wide events that celebrate the diversity of their student bodies. By investing in
supporting and celebrating BIPOC students, the perception that BIPOC and non-BIPOC students

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have about their campus’ climate may be transformed into one that indicates to them that people
of all ethnic and racial backgrounds belong.
Investing in Research
Understanding how college access programs and higher education institutions can better
serve first-generation Latinx students and their families is imperative, given that Latinx are the
fastest-growing ethnic group in the United States, and their numbers at colleges and universities
are increasing (Mora, 2022). More research is needed to understand the challenges they face in
navigating the higher education system, especially if their caregivers were not born in the United
States. Therefore, higher education institutions must allocate funds and resources to study this
student and parent population. The findings can inform the types of support and resources
offered to first-generation Latinx students and their families. Recommendations for future
research based on the findings of this study are presented later in this chapter.
Implications for Practice
This study’s findings point to several implications for practice that can serve as
recommendations for college access programs and higher education institutions that educate
first-generation Latinx undergraduate students. However, since families play such a significant
role in the educational experience of first-generation Latinx students, it is necessary to consider
how college access programs and higher education institutions support their families in
collaboration.
Supporting Students and Families Early On
Several college access programs have relationships with colleges and universities. These
relationships should be strengthened for the benefit of the students and families they serve,
especially if these programs serve as feeders to specific colleges and universities. Students and

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families participating in these programs should see university representatives regularly, not just
when students are ready to apply or have been admitted to college. These representatives should
come from admissions, financial aid, academic advising, and student affairs departments so that
students and families can familiarize themselves with the various departments of a college
campus well before they become members of these institutions. These representatives should
offer workshops on paying for college and financial literacy, the transition to college and the
challenges that students and families may face, and the support services available to students and
families once in college. Although this is a significant investment of resources and time by
colleges and universities, it will pay dividends in the long term when students and families can
better manage their transition to college and know the people on campus they can turn to if they
need support. This study’s findings show that first-generation Latinx students and their parents
are more likely to seek support from those they trust.
Supporting Students and Families Beyond High School Graduation
Students and families who participate in college access programs invest significant time
and energy in them. In turn, these programs guide and support students and families through the
college preparation process. However, the support and guidance students and families receive
often end once students enroll in college. Thus, program leaders should commit to supporting
students and families through college graduation. These programs can continue to support
students and families through their transition to college and beyond by checking in with them
regularly and offering support, primarily through the 1st year of college since that is a crucial
time for first-generation Latinx college students’ retention.
In addition to regular check-ins with students and families, college access programs can
continue to support students and families in college by creating mentorship programs for

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students and support groups for caregivers. These programs have often existed for decades, and
program alumni can be an untapped resource to use as mentors for students in college. These
mentors can guide students through challenges and help them build social capital. On the other
hand, caregivers of students who have already experienced the transition to college can support
families new to college through support groups, which can meet in person or online. These
support groups can help caregivers make sense of the transition they will experience when their
children go to college and point them to resources. Additionally, the caregivers of students who
have already transitioned to college can advise caregivers new to the college-going experience
on ways to support their students.
Creating Transition Programs for First-Generation College Students
In addition to receiving continued support from college access programs, first-generation
Latinx students could benefit from participating in transition programs to address their academic
and social needs once in college (Gutzwiler, 2020). As mentioned in Chapter Two, transition
programs can include 1st-year experience programs, learning communities, summer bridge
programs, or programs like the Puente Project or EOP. These types of programs benefit firstgeneration students’ academic and social transition by introducing them to campus resources and
support systems and by increasing academic readiness, academic self-efficacy, and retention
(Huerta & Bray, 2013; Strayhorn, 2011; Todorova, 2019). For example, a study on a summer
bridge program found improved academic skills and self-efficacy among students of color, lowincome students, and first-generation college students (Strayhorn, 2011). Apart from one
participant who briefly mentioned participating in a summer bridge program, the student
participants did not have access to a program to support their transition to WCU. It is important

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to note that transition programs can be expensive. However, they can be a worthwhile investment
to support the transition experiences of all students from historically marginalized backgrounds.
Inclusion of Families in the College Experience
As this study found, family plays a significant role in the lives of first-generation Latinx
undergraduate college students and affects where they go to college and their transition once
there. If colleges and universities intend to retain and graduate these students, they must also
support their families. Colleges and universities can better support the families of first-generation
Latinx undergraduate college students by creating programming with them in mind. Admission
offices should offer admission and financial aid presentations in Spanish, especially at high
schools with many Spanish-speaking families, so caregivers know what they and their students
might expect if they choose that institution.
Colleges and universities should support Spanish-speaking families by inviting them to a
new student and family orientation program in Spanish. Some schools already offer these. For
instance, California Polytechnic State University, Pomona (n.d.) offers translation services
during family orientation programs, while schools like the University of California at Riverside
(n.d.), Washington State University (n.d.) and the University of Wisconsin, Milwaukee (n.d.)
offer orientation programs for Spanish-speaking families. However, engagement with Spanishspeaking caregivers should go beyond new student orientation and continue throughout their
student’s college experience.
Spanish-speaking families should be invited to new student convocations, family
weekends, and any other events that include English-speaking families. Higher education
institutions serving Spanish-speaking families should also create programs to demystify the
college-going experience. One program colleges and universities could use as a model is

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California State University, Long Beach’s (CSULB, n.d.) virtual fireside chats hosted by their
office of parent and family programs. These chats provide families with information about
resources available to students at CSULB and offer tips to help families support their student’s
transition to college. Such programs should be accessible to non-English-speaking caregivers and
focus on supporting caregivers in the transition as their students go to college.
In addition to programming for non-English-speaking families, higher education
institutions should offer financial assistance to low-income families interested in orientations and
family weekends. Beyond not always being inclusive of non-English speakers, these programs’
costs could also be prohibitive. Colleges and universities should explore providing scholarships
to cover event costs and securing discounts at local hotels for families traveling from a distance.
Recommendations for Future Research
Research on the transition experiences of first-generation Latinx students and their
families to college is limited and is practically nonexistent when it comes to the transition
experiences of Latinx caregivers whose students attend private higher education institutions.
However, given how vital the Latinx student population is and will continue to be to higher
education in the United States in years to come, scholars must continue to focus their efforts on
this population. Four recommendations for future research are based on the findings of this
study: (a) conducting a longitudinal study, (b) expanding the scope of the study, (c) investigating
how the COVID-19 pandemic affected, if at all, the transition experiences of first-generation
Latinx students and their families to college, and (d) research how spiritual capital supports the
transition experiences of first-generation Latinx students.
The first recommendation is to develop a longitudinal study that follows students and
their caregivers from their senior year of high school in a college access program to college

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graduation. Such a study would offer a clearer picture of how the participants experience the
transition to college and how these programs prepare them for college beyond the 1st year.
Additionally, a longitudinal study would provide a better understanding of how private colleges
and universities support first-generation Latinx students and their families in the long term.
Finally, a longitudinal study would allow for exploring the moving-in and the moving-through
and moving-out phases of Schlossberg’s (1981) transition theory among this population.
This study was limited in scope to one college access program at one university and one
student and parent demographic. As such, another recommendation for future research is to
expand the scope to other institutions or students. An expanded scope could include firstgeneration Latinx students and their families who participated in any college access program
attending one university or several universities. Another option is to investigate the transition
experiences of first-generation Latinx students and their families to private universities
regardless of their participation in a college access program.
A third recommendation for future research is to investigate how the COVID-19
pandemic affected the transition experiences of first-generation Latinx students and their
families. Research on the effects of the COVID-19 pandemic is still ongoing, and its long-term
effects may not be understood for some time. However, it may be helpful to understand if firstgeneration Latinx students and their families perceived a learning loss during this period and if
this affected their academic self-efficacy once in college. Additionally, a study focusing on the
COVID-19 pandemic and first-generation Latinx students and their caregivers may tell us if they
felt disconnected from support systems or if it affected help-seeking in college.
Finally, exploring spiritual capital as a seventh form of CCW in future research on firstgeneration Latinx students may clarify how spirituality and religion might support students’

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transition experiences. Pérez Huber proposed the addition of spiritual capital to Yosso’s (2005)
CCW model in a 2009 study on undocumented Chicana students. According to Pérez Huber
(2009a), spiritual capital refers to “skills rooted in a spiritual connection to a reality greater than
oneself” (p. 722). These skills could include religious, indigenous, or ancestral beliefs learned
from our families, communities, or ourselves. Although this study did not explore this form of
capital, it is one that Ximena and Olivia touched on, and it merits additional research.
Conclusion
The number of first-generation Latinx students at colleges and universities is growing
exponentially (Excelencia in Education, 2019). This population is vital to the future of higher
education in the United States (Excelencia in Higher Education, 2023). However, these students
face many barriers on the road to college graduation. Notably, Latinx students rank among the
least college-ready individuals in the United States (Gao, 2016; National Center for Education
Statistics, 2019). While college access programs are one intervention that can support these
students (Alhaddab & Aquino, 2017; Atherton, 2014; Cates & Schaefle, 2011; Seftor et al., 2009;
Vega et al., 2015), they can still face several challenges in their transitions to college, as the
findings of this study suggest. Despite these challenges, this study’s results underscore the role of
family. Testimonios collected from students revealed that, although they faced numerous
challenges in their transition to college, their parents’support and the various types of capital
instilled in them by their families enabled them to persist into their 2nd year of college and, in
Fernando’s case, into their senior year. The results also revealed that parent participants
experienced their own transition when their children left home for college, even if they did not
always recognize it. As such, first-generation Latinx students and their parents must be supported
in the transition to college to aid in these students’ degree attainment. Although this study’s

126
results suggest that the aid these students and parents received from Pathways to Success and
WCU needs improvement, it is my hope that this study will inspire college access programs and
institutions of higher education across the country to implement policies and invest in resources
better to support first-generation Latinx undergraduate students and their caregivers.

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Chapter Six: Epilogue
This study was a labor of love inspired by my participation in a college access program
and my experiences as a first-generation Latina in college. Given this study’s nature and that
research is the main instrument of data collection in qualitative research, it is crucial to share my
positionality and testimonio (Merriam & Tisdell, 2016). Additionally, given how close to my
heart the topic of this study is, I will also reflect on my parents’ transition experience based on a
joint testimonio that I collected. Finally, I will reflect on the research experience based on the
memos I wrote and the journal I kept throughout this study.
Researcher’s Positionality and Testimonio
As mentioned earlier, I am the daughter of Mexican immigrants and grew up in South
Central Los Angeles, just a few minutes south of USC. I am the first in my family to attend and
graduate from college. From an early age, I saw how much my parents sacrificed to give my
brother and me a better life. My mother worked in sweatshop-like conditions in the Los Angeles
fashion district, and my father worked from sunup to sundown in his small shop to make ends
meet. My parents emphasized the importance of education from a very early age. Although my
parents barely made ends meet, money was always available for education-related expenses, like
computers, books, and other school supplies. Even as a young girl, I wanted to honor my parents’
sacrifices, so when a representative from a college access program came to speak to my fifthgrade class about the application process, I jumped at the chance to sign up for an interview.
I was among a few students selected from my fifth-grade class to participate in this
college access program. I participated from the start of middle and throughout high school and
received after-school tutoring, access to honors and AP courses, exam preparation, and
additional classroom time on Saturdays. I was more college-ready than many of my peers who

128
did not participate in a similar program, and the undergraduate institution I attended even
required that I participate in a summer bridge program during the summer before I enrolled.
Despite that, I still had a difficult time transitioning to college.
While the program prepared me well academically for higher education, my
undergraduate institution failed to recognize that students like me would need additional support
navigating our new landscape. I remember calling my mother after my first lecture in college and
telling her that I had made a terrible mistake and was not ready to go to college because I felt I
was not smart enough to keep up. I also remember calling my parents when a tenured professor
dared to tell me that I was not as strong a writer as my more well-off peers because I went to a
public school or what he referred to as “in the hood,” and my peers attended private schools. I
had no one to turn to at my university for support for the imposter syndrome I experienced.
However, I had my parents to turn to, and their consejos and faith in me kept me going. I used to
feel I was disadvantaged compared to some of my peers. Not until much later did I realize my
parents had blessed me with different forms of capital that could not be bought.
While I have often reflected on my transition to college, it was only when I started
considering dissertation topics that I thought about my family’s transition when I went to
college. My parents did their best to understand the challenges I faced and to help me navigate an
educational system not built with any of us in mind. They did this while making sense of their
newfound role as parents of a college student in a country where they did not grow up and did
not comfortably speak the dominant language. I wish I understood their transition experience
then so we could have leaned on each other and sought support together. My desire to finally
explore and understand their experiences, and those of other families like mine, drove this study.

129
My Parents’ Testimonio
While preparing the interview protocols for this study, I tested the waters by collecting
the joint testimonio of my parents. What my parents revealed about their memories of the
transition to college echoed many of the statements the parents who participated in this study
shared, even though there is almost a 15-year difference between our transition to college. Like
most parents who participated in this study, my parents felt that the college access program I
participated in had prepared them and me for the transition to college. They were grateful for it
because they believed that it was why I was admitted to college and could graduate.
Like the fathers who offered their testimonios, mine felt he had done little to support me
while in college because he worked long hours. He recalled my moving away from home and to
college as an event that brought him joy but also sadness because I was growing up and “flying
away” from home and away from my parents. He shared,
Pues cuando te fuiste … pues sentía mucho gusto, mucha alegría por ti, pero al mismo
tiempo tristeza … que tú ya crecías y empezabas a volar, empezabas a retirarte de
nosotros y todo eso.
My mother also struggled with my leaving home for college. She shared the following
about her memories of me leaving home for the first time to go to college:
Pues más que nada el reto más, más difícil fue como un poco la separación. Pues sí, para
mí, creo que fue el reto, más, más grande, porque tú ya vez que siempre queria estar ahí
contigo … Como que le tenía yo miedo … miedo, más que nada que no se pudieran
realizar tus sueños de graduarte.
My mother recalled that the largest struggle she faced in my transition to college was the
separation between us because she always wanted to be close to me. She also mentioned that her

130
largest fear was that I would be unable to make my dream of graduating from college a reality.
She also said that with time, her fear dissipated because she knew I would be okay.
As we talked more about their experiences with the college-going process, my parents
shared that they wished there had been a way for them to be more involved in my college
experience. Like the parents who participated in this study, they were grateful that I had received
enough financial aid to cover the total cost of attendance. However, they wished they had been
included in the college-going experience like English-speaking parents were. My parents did not
attend my new student orientation, family weekends, or any other events that families were
invited to because none of the communication they received from my university was in Spanish,
and none of the events offered Spanish translation services. They also felt that they had no one to
turn to for support when they had questions about financial aid or ways to support me. My
mother shared the following about her reluctance to seek support from my university: “¿Qué me
hubiera yo ganado con preguntar ahí en la universidad? Me iban a contestar en inglés. Igual no
entendí nada. Si voy allá me pierdo.” In other words, she asks what she would have gained from
going to my university to ask questions if they would only speak to her in English, and she
would be unable to understand. Additionally, she mentions that she would have gotten lost at my
university if she had looked for help.
Even though my parents did not receive the support that every parent deserves in their
transition to college, they have served as a resource to other families with children starting their
college journeys in their neighborhood. They frequently refer students just starting college to me
when they experience challenges in their transition to college. Additionally, they serve as a
resource to other caregivers who have questions about the college-going process. In this way,
they serve as part of these families’ social capital.

131
Final Thoughts
This study was one of the hardest things I have had to do, not just because it was
academically challenging but because it was a very emotional process for me. After I spoke with
my parents, I was sure that no one would want to participate in my study because no one would
want to be that vulnerable. However, four brave students and four brave parents agreed to
participate. The testimonios that students and parents shared were incredibly moving, and I admit
that I cried after a few of them, especially after hearing the stories of discrimination on the WCU
campus, because I could not believe that Latinx students were still experiencing the same type of
discrimination I experienced on my college campus 15 years prior. I was also moved by the
stories students told me about their experiences with imposter syndrome and feeling that they did
not belong at WCU. Listening to these students made me wonder if the students I work with at a
university feel this way and if I am doing enough to support them in their transitions to college
and beyond. Finally, hearing the testimonios of parents and having them thank me for taking an
interest in their experiences with the transition to college was heartwarming, yet they also fueled
my frustration. They made it evident that there is much more that higher education institutions
can do to support Spanish-speaking Latinx parents. This study has not only shed light on the
challenges first-generation Latinx students and their families face but also ignited a passion
within me to continue to advocate for improved support systems for them within higher
education.

132
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Appendix A: Recruitment Email
Subject: Opportunity to Share Your and Your Family’s College Transition Experiences
Hello all,
I hope you are enjoying your summer break! My name is Lucy Rinard, and I am a
doctoral student at the USC Rossier School of Education. I am contacting you because I am
recruiting participants for my dissertation study. My study aims to better understand the
transition experiences of first-generation Latinx college students and their families from high
school to West Coast University after participating in Pathways to Success. I hope to learn about
your transition to college and the forms of cultural capital that supported that transition. To
participate, you must
• identify as Latina/o/x, Chicana/o or Hispanic
• be a Pathways to Success Graduate
• be enrolled at WCU for at least two semesters
• be able to participate in a 60–75 minute interview (in person or on Zoom)
• have a parent/caregiver born outside of the United States also willing to participate in
the study to share their transition experiences
Please note that caregiver testimonios can be collected in English or Spanish. As a token of my
appreciation, you will receive a $5 gift card for filling out the interest survey and a $20 gift card
if you participate in an interview. Please note that your caregiver will also receive a $20 gift card
as thanks for participating in this study. You can visit https://bit.ly/42VXa3g if you are interested
in participating in this study. Please see the attached flyer for more information.
Sincerely,
Lucy Rinard

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Appendix B: Recruitment Flyer

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Appendix C: Screening Survey
Thank you for your interest in this study! The purpose of this study is to understand the
transition experiences of first-generation Latinx students and their families from high school to
West Coast University after participating in Pathways to Success.
My aim is to collect testimonios from students (sophomores, juniors, and seniors) and
their caregivers (e.g., the person/people who raised you) related to their transition experiences to
West Coast University. Testimonio methodology is founded on the oral tradition of Latin
America and LatCrit and will give you and your caregiver the space to reflect critically on your
personal transition experiences. Please click here to view the study information sheet (link to
study information sheet included).
This study will include a two-part process. The first testimonio will be with you, the
student, to understand your transition experience. I will then follow up with your
parent/caregiver to collect their testimonio. Please be sure to speak with your caregiver(s) to
determine if they would also be available to participate in the study.
Feel free to email me at lucy.rinard@usc.edu if you or your parent/caregiver have any
questions or concerns about possible participation in this study.
This short survey should take no more than 5 minutes to complete. Your willingness to
return the completed questionnaire indicates your consent to participate in the study.

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1. First name?
2. Are you a first-generation college student? First-generation college students are
students whose parents did not complete a baccalaureate degree.
• Yes
• No
3. Did you participate in Pathways to Success in high school?
• Yes
• No
4. Do you attend West Coast University?
• Yes
• No
5. What is your class standing?
• Freshman
• Sophomore
• Junior
• Senior
6. Do you identify as Latinx/Latina/Latino/Latine, Chicano/Chicana, or Hispanic?
• Yes
• No
7. Do you have a parent or guardian/caregiver who would also be interested in
participating in this study?
• Yes
• No

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8. Was your parent or guardian/caregiver born outside of the United States?
• Yes
• No
9. Would you be interested in participating in a 60–75 minute interview to share your
transition experience to college?
• Yes
• No
10. Please provide your email address (only displayed if yes is selected in the previous
question)

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Appendix D: Study Information Sheet for Students
INFORMATION SHEET FOR EXEMPT RESEARCH - STUDENTS
STUDY TITLE: The Transition Experiences of First-Generation Latinx Students and
their Families to College: A Case Study
PRINCIPAL INVESTIGATOR: Lucy Rinard, Ed.D. Candidate
FACULTY ADVISOR: Sheila Bañuelos, Ed.D.
You are invited to participate in a research study. Your participation is voluntary. This
document explains information about this study. You should ask questions about
anything that is unclear to you.
PURPOSE
The purpose of this study is to better understand the transition experiences of firstgeneration Latinx college students and their families from high school to West Coast
University after participating in Pathways to Success. I hope to learn about your
transition to college and the forms of cultural capital that supported that transition. You
are invited as a possible participant because you identify as a first-generation Latinx
college student who participated in Pathways to Success and is currently enrolled at
West Coast University.
PARTICIPANT INVOLVEMENT
If you agree to be part of this study, you will be asked to respond to an eligibility
screening questionnaire to determine if you meet the criteria for the study. Please note
that your willingness to return the completed questionnaire indicates your consent to
participate in the study.
If you meet the eligibility criteria, you will be invited to offer your testimonio about your
and your family’s transition experiences to college. Testimonio methodology is founded
on the oral tradition of Latin America and LatCrit and will give you the space to reflect
critically on your personal experiences in your transition to college. The plan is to collect
your testimonio in one 60-75 minute session, although you may choose to continue
beyond the 60-75 minutes allotted at your discretion. Your testimonio will be audio or
audio-video recorded. You will be assigned a pseudonym, which will be used
throughout the study.
RISKS AND DISCOMFORTS
You may experience some discomfort during this study. For instance, some questions
may make you feel uneasy. You do not have to answer any questions which make you
uncomfortable.

156
BENEFITS
There are no direct benefits to you by taking part in this study. However, your
participation in this study may help us learn more about how first-generation Latinx
college students and their families experience the transition to West Coast University
after participating in Pathways to Success. As such, the hope is that this study will
benefit future Pathways to Success students and families.
CONFIDENTIALITY
The members of the research team and the University of Southern California
Institutional Review Board (IRB) may access the data. The IRB reviews and monitors
research studies to protect the rights and welfare of research subjects.
Participant records for this study will be kept confidential to the extent permitted by the
law. Participants will be assigned a pseudonym, which will be used throughout the
study. When the results of the research are published or discussed at conferences, no
identifiable information will be used.
Participant responses will be saved in a password-protected USC Google Drive folder.
Any handwritten notes will be stored in a locked file cabinet in the investigator’s
workspace. Please note that recordings will be made available to a professional
transcriber, but no participant information beyond what is on the recording will be given
to the transcriber. As a participant, you have the right to review/edit the audio or
transcripts.
The interview audio records, de-identified data, and transcripts will be retained for 3
years.
PAYMENT/COMPENSATION FOR PARTICIPATION
As a token of my appreciation, you will receive a $5 gift card for responding to the
screening questionnaire.
If you are invited to offer your testimonio, you will receive a $20 gift card for your time.
You do not have to respond to all the questions I will ask during your testimonio to
receive the card. The gift card will be given to you before you give your testimonio.
VOLUNTARY PARTICIPATION
You may choose to end your participation in the study at any point. You will not be
penalized or lose any benefits you are entitled to if you choose to end your participation
in the study.
WITHDRAW FROM STUDY INSTRUCTIONS
Please notify Lucy Rinard at lucy.rinard@usc.edu if you choose to withdraw from the
study.

157
INVESTIGATOR CONTACT INFORMATION
If you have any questions about this study, please contact Lucy Rinard at
lucy.rinard@usc.edu or the faculty advisor, Dr. Sheila Bañuelos, at
smsanche@usc.edu.
IRB CONTACT INFORMATION
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
irb@usc.edu.

158
Appendix E: Study Information Sheet for Caregivers
INFORMATION SHEET FOR EXEMPT RESEARCH - CAREGIVERS
STUDY TITLE: The Transition Experiences of First-Generation Latinx Students and
their Families to College: A Case Study Approach
PRINCIPAL INVESTIGATOR: Lucy Rinard, Ed.D. Candidate
FACULTY ADVISOR: Sheila Bañuelos, Ed.D.
You are invited to participate in a research study. Your participation is voluntary. This
document explains information about this study. You should ask questions about
anything that is unclear to you.
PURPOSE
The purpose of this study is to better understand the transition experiences of firstgeneration Latinx college students and their families from high school to West Coast
University after participating in Pathways to Success. We hope to learn about your
transition to college and the forms of cultural capital that supported that transition. You
are invited as a possible participant because you are the parent/caregiver of a student
who identifies as a first-generation Latinx college student who participated in Pathways
to Success and is currently enrolled at West Coast University.
PARTICIPANT INVOLVEMENT
If you agree to be part of this study, you will be asked to offer your testimonio about
your and your child’s transition experiences to college. Testimonio methodology is
founded on the oral tradition of Latin America and LatCrit and will give you the space to
reflect critically on your personal experiences in your and your child’s transition to
college. The plan is to collect your testimonio in one 60-75 minute session, although you
may choose to continue beyond the 60-75 minutes allotted at your discretion. Your
testimonio will be audio or audio-video recorded. You will be assigned a pseudonym,
which will be used throughout the study.
RISKS AND DISCOMFORTS
You may experience some discomfort during this study. For instance, some questions
may make you feel uneasy. You do not have to answer any questions which make you
uncomfortable.
BENEFITS
There are no direct benefits to you by taking part in this study. However, your
participation in this study may help us learn more about how first-generation Latinx
college students and their families experience the transition to West Coast University

159
after participating in Pathways to Success. As such, the hope is that this study will
benefit future Pathways to Success students and families.
CONFIDENTIALITY
The members of the research team and the University of Southern California
Institutional Review Board (IRB) may access the data. The IRB reviews and monitors
research studies to protect the rights and welfare of research subjects.
Participant records for this study will be kept confidential to the extent permitted by the
law. Participants will be assigned a pseudonym, which will be used throughout the
study. When the results of the research are published or discussed at conferences, no
identifiable information will be used.
Participant responses will be saved in a password-protected USC Google Drive folder.
Any handwritten notes will be stored in a locked file cabinet in the investigator’s
workspace. Please note that recordings will be made available to a professional
transcriber, but no participant information beyond what is on the recording will be given
to the transcriber. As a participant, you have the right to review/edit the audio recordings
or transcripts.
The interview audio records, de-identified data, and transcripts will be retained for 3
years.
PAYMENT/COMPENSATION FOR PARTICIPATION
You will receive a $20 gift card for your time. You do not have to respond to all the
questions I will ask during your testimonio to receive the card. The gift card will be given
to you at the beginning of your testimonio.
VOLUNTARY PARTICIPATION
You may choose to end your participation in the study at any point. You will not be
penalized or lose any benefits you are entitled to if you choose to end your participation
in the study.
WITHDRAW FROM STUDY INSTRUCTIONS
Please notify Lucy Rinard at lucy.rinard@usc.edu if you choose to withdraw from the
study.
INVESTIGATOR CONTACT INFORMATION
If you have any questions about this study, please contact Lucy Rinard at
lucy.rinard@usc.edu or the faculty advisor, Dr. Sheila Bañuelos, at
smsanche@usc.edu.
IRB CONTACT INFORMATION
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
irb@usc.edu.

160
Appendix F: Study Information Sheet for Caregivers (Spanish)
HOJA DE INFORMACIÓN PARA INVESTIGACIÓN EXENTA -
PADRES/GUARDIANES
TÍTULO DEL ESTUDIO: Las experiencias de transición de estudiantes latinx de
primera generación y sus familias a la universidad: Un estudio de caso
INVESTIGADORA PRINCIPAL: Lucy Rinard, Candidata a doctorado de educación
CONSEJERA DE LA FACULTAD: Sheila Bañuelos, Ed.D.
Está invitado/a a participar en un estudio de investigación. Su participación es
voluntaria. Este documento explica información sobre este estudio. Se le invita hacer
preguntas sobre cualquier cosa que no esté clara para usted.
OBJETIVO
El propósito de este estudio es comprender las experiencias de transición de
estudiantes latinx de primera generación y sus familias desde el bachillerato hasta la
Universidad West Coast después de participar en Pathways to Success. Esperamos
conocer su transición a la universidad y las formas de capital cultural que apoyaron esa
transición. Está invitado/a como posible participante porque es el padre/madre o
guardián de un estudiante que se identifica como estudiante universitario latinx de
primera generación que participó en Pathways to Success y está actualmente inscrito/a
en la Universidad West Coast.
INVOLUCRAMIENTO DEL PARTICIPANTE
Si acepta ser parte de este estudio, se le pedirá que ofrezca su testimonio sobre sus
experiencias de transición y las de su estudiante a la universidad. La metodología del
testimonio se basa en la tradición oral de América Latina y LatCrit y le dará espacio
para reflexionar críticamente sobre sus experiencias personales en su transición y de
su estudiante a la universidad. El plan es recopilar su testimonio en una sesión de 60-
75 minutos, aunque puede optar por continuar más allá de los 60-75 minutos asignados
a su discreción. Su testimonio será grabado. Se le asignará un seudónimo que se
utilizará durante todo el estudio.
RIESGOS E INCOMODIDADES
Es posible que experimente cierta incomodidad durante este estudio. Por ejemplo,
algunas preguntas pueden hacer que se sienta incómodo/a. No es necesario responder
a preguntas que sean incómodas.
BENEFICIOS
No hay beneficios directos para usted al participar en este estudio. Sin embargo, su
participación en este estudio puede ayudarnos a aprender más sobre cómo los

161
estudiantes universitarios latinx de primera generación y sus familias experimentan la
transición a la Universidad West Coast después de participar en Pathways to Success.
Por lo tanto, se espera que este estudio beneficie a futuros estudiantes y familias de
Pathways to Success.
CONFIDENCIALIDAD
Los miembros del equipo de investigación y la Junta de Revisión Institucional (IRB) de
la Universidad del Sur de California (USC) pueden acceder a los datos. El IRB revisa y
supervisa los estudios de investigación para proteger los derechos y el bienestar de los
sujetos de investigación.
Los datos de los participantes de este estudio se mantendrán confidenciales al exento
permitido por la ley. A los participantes se les asignará un seudónimo que se utilizará
durante todo el estudio. Cuando se publiquen o se discutan los resultados de la
investigación, no se utilizará información identificable.
Las respuestas de los participantes se guardarán en una carpeta segura de Google
Drive de USC protegida con contraseña. Cualquier nota escrita a mano se guardará en
un archivador cerrado con llave en el espacio de trabajo de la investigadora. Tenga en
cuenta que las grabaciones estarán disponibles para un transcriptor profesional, pero
no se proporcionará al transcriptor ninguna información del participante que no esté en
la grabación. Como participante, tiene derecho a revisar/editar las grabaciones de
audio y las transcripciones.
Las grabaciones de audio de las entrevistas, los datos desidentificados y las
transcripciones se conservarán durante 3 años.
PAGO/COMPENSACIÓN POR PARTICIPACIÓN
Recibirá una tarjeta de regalo de $20 por su tiempo. No es necesario que responda a
todas las preguntas que se le harán durante su testimonio para recibir la tarjeta. La
tarjeta de regalo se le entregará antes de ofrecer su testimonio.
PARTICIPACIÓN VOLUNTARIA
Puede optar a no participar en el estudio en cualquier momento. No se le penalizará ni
perderá ningún beneficio al que tenga derecho si decide finalizar su participación en el
estudio.
INSTRUCCIONES PARA RETIRARSE DEL ESTUDIO
Por favor, notifique a Lucy Rinard (lucy.rinard@usc.edu) si decide no participar en el
estudio.
INFORMACIÓN DE CONTACTO DEL INVESTIGADOR
Si tiene alguna pregunta sobre este estudio, por favor, póngase en contacto con Lucy
Rinard (lucy.rinard@usc.edu) o con la consejera de facultad, Dra. Sheila Bañuelos
(smsanche@usc.edu).

162
INFORMACIÓN DE CONTACTO DE LA JUNTA DE REVISIÓN INSTITUCIONAL
(IRB)
Si tiene alguna pregunta sobre sus derechos como participante en la investigación, por
favor, póngase en contacto con la Junta de Revisión Institucional de la Universidad del
Sur de California al (323) 442-0114 o envíe un correo electrónico a irb@usc.edu.

163
Appendix G: Student Testimonio Guide
Thank you so much for agreeing to participate in my study. This interview should take
about an hour. Does that work for you?
Introduction
Before we get started, I want to remind you about the purpose of this study. An overview
of the study was provided to you in the study information sheet. I also want to take the time to
answer any questions you may have regarding your participation in this interview. As a
reminder, I am a doctoral student at USC, and I am conducting a study to better understand the
transition experiences of first-generation Latinx college students and their families from high
school to West Coast University after participating in Pathways to Success. Specifically, my
research questions are as follows:
1. How do first-generation Latinx undergraduate college students and their families
experience the transition from high school to a highly selective private university
after participating in a college access program?
2. What forms of cultural capital support the transition experiences of first-generation
Latinx students attending a highly selective private university?
You were chosen to participate in this study because you identify as a first-generation
Latinx college student attending West Coast University, and you participated in Pathways to
Success. As such, I believe that you will be able to give me great insight into this topic.
At this time, I will walk you through the study information sheet that was provided to you
prior to setting up this meeting. If you agree to participate in the study, we can move forward.
As a reminder, any information that I collect today will be kept confidential. Please know
that you are not obligated to answer any questions you are uncomfortable answering.

164
Additionally, there are no right or wrong answers. To help with my record keeping, would it be
okay if I audio record our conversation today? I would like to record our conversation to make
sure that I don’t miss anything. The recording will not be shared with anyone. I will also be
taking notes if that is okay with you.
I have written some questions to guide your testimonio. I may have some additional
questions during our conversation to ensure that I understand your responses. Feel free to stop
me at any time if you have any questions or need me to repeat a question. Can you tell me how
you would like me to refer to your primary caregiver, who will also be participating in the study?
Questions (With Transitions)
Section 1: Setting the Stage
I’d like to start by asking you some background questions about yourself.
1. Tell me about your family. Where is your primary caregiver/guardian from?
2. Do you have any other family members who have attended college?
Section 2: Precollege Experiences
Next, I would like to ask about your caregiver’s involvement in your education before
college.
3. Tell me about the ways, if any, your family supported you when you were in high
school. (CF concept: CCW, familial capital. Question type: experience and behavior)
4. What were your family’s academic expectations when you were in high school? (CF
concept: CCW, aspirational capital. Question type: opinions and values). Can you tell
me more about where and when college was discussed with you?
5. Can you tell me more about your participation in Pathways to Success? (CF concept:
CCW, social capital. Question type: opinions and values)

165
• Why did you enroll in the program?
• What was your experience like in the program?
• What did you gain, if anything, from the program?
6. In what ways, if any, did your participation in Pathways to Success help you succeed
in high school? (CF concept: CCW, social capital. Question type: opinions and
Values)
7. In what ways, if any, have familial and cultural expectations played a role in your
decision to attend college? (CF concept: CCW, aspirational capital, familial capital)
Section 3: Transition to College
Now, I’d like to ask questions about your transition to college. Transition in this context
refers to the process of moving into college, moving out of high school, and moving through the
1st year of college to the 2nd year.
8. How did you feel when you were admitted to West Coast University? (CF concept:
Schlossberg’s transition theory, situation and self. Question type: Feeling)
a. What other schools did you apply to?
b. Why did you choose to attend West Coast University?
9. What is your major? (CF concept: aspirational capital). What do you want to do after
graduation?
10. In what ways, if any, do you think participating in Pathways to Success prepared you
for the transition to college? (CF concept: Schlossberg’s transition theory, self and
support. Question type: experience and behavior)

166
11. Can you tell me what it was like for you to move into college and start taking classes?
(CF concept: Schlossberg’s transition theory, situation, self). What do you think
helped the transition?
12. What challenges, if any, have you faced in your transition to college? (CF concept:
Schlossberg’s transition theory, situation).
• How have you navigated challenges, if any, related to attending college? (CF
concept: CCW, navigational capital/familial capital. Question type:
Experience and behavior)
• What strategies, if any, did you use to support your transition? (CF concept:
Schlossberg’s transition theory, strategies)
• Where did you look for support when you faced challenges during your
transition to college?
• In what ways, if any, has your family supported you through those challenges?
13. In what ways has West Coast University supported your transition to college? (CF
concept: Schlossberg’s transition theory)
Section 4: Family and the Transition to College
The following questions are related to your family’s role in your transition to college.
14. What was the transition to college like for your family? (CF concept: Schlossberg’s
transition theory. Question type: experience and behavior)
a. What challenges, if any, have they experienced in the transition?
b. If your family has experienced challenges, how have they coped with those
challenges?

167
c. In what ways has West Coast University supported your family in your
transition to college?
15. In what ways, if any, was your family involved in your transition to college? (CF
concept: CCW, familial capital. Question type: experience and behavior)
a. In what ways, if any, has your family supported your transition to college?
b. In what ways, if any, has your family not supported your transition to college?
16. What lessons/values do you believe were bestowed upon you by your family? (CF
Concept: CCW, all. Question type: opinions and values). How do you think the
lessons/values that were imparted to you by your family helped with the transition to
college?
17. Some people say that once a student goes off to college, they should be able to take
care of themselves and not need their caregivers. What are your thoughts on that? (CF
Concept: CCW, all. Question type: devil’s advocate).
18. If your caregiver were here today, what do you think they would tell me about their
support of your education thus far? (CF Concept: CCW, all. Question type:
hypothetical)
Section 5: Closing Questions
19. In what ways, if any, has your identity as a first-generation Latinx college student
impacted your college transition experience?
20.What advice would you give to first-generation Latinx students who are just beginning
their journey in higher education? (CF concept: CCW, all. Question type: knowledge)
21. What would you say to their families?

168
22. Is there anything else you would like to share with me about your experience as a
first-generation Latinx college student?
Closing
Thank you so much for taking the time to speak with me today! I really appreciate you
answering my questions and contributing to my study. Can I reach out to you again if I have any
follow-up questions? Feel free to reach out to me if you have any questions.
As I mentioned previously, I would like to have the opportunity to meet with someone
who served as a primary caregiver to you. This could be mom, dad, aunt, grandma, grandpa, etc.,
who raised you. What would be the best day and time to meet with them?

169
Appendix H: Caregiver Testimonio Guide (English)
Thank you so much for agreeing to participate in my study. This interview should take
about 60–75 minutes. Does that work for you?
Introduction
Before we get started, I want to remind you about the purpose of this study. An overview
of the study was provided to you in the study information sheet. I also want to take the time to
answer any questions you may have regarding your participation in this interview. As a
reminder, I am a doctoral student at USC, and I am conducting a study to better understand the
transition experiences of first-generation Latinx college students and their families from high
school to West Coast University after participating in Pathways to Success. Specifically, my
research questions are as follows:
1. How do first-generation Latinx undergraduate college students and their families
experience the transition from high school to a highly selective private university
after participating in a college access program?
2. What forms of cultural capital support the transition experiences of first-generation
Latinx students attending a highly selective private university?
You were chosen to participate in this study because you are a primary caregiver of a
first-generation Latinx college student attending West Coast University, and you and your
student participated in Pathways to Success. As such, I believe that you will be able to give me
great insight into this topic.
At this time, I will walk you through the study information sheet that was provided to you
prior to setting up this meeting. If you agree to participate in the study, we can move forward.

170
As a reminder, any information that I collect today will be kept confidential. Please know
that you are not obligated to answer any questions you are uncomfortable answering.
Additionally, there are no right or wrong answers. To help with my record keeping, would it be
okay if I audio record our conversation today? I would like to record our conversation to make
sure that I don’t miss anything. The recording will not be shared with anyone. I will also be
taking notes if that is okay with you.
I have written some questions to guide your testimonio. I may have some additional
questions during our conversation to ensure that I understand your responses. Feel free to stop
me at any time if you have any questions or need me to repeat a question. Can you tell me how
you would like me to refer to the student we will be talking about today (i.e., daughter, son,
niece, nephew, by their name, etc.)?
Questions (With Transitions)
Section 1: Setting the Stage
I’d like to start by asking you some background questions about yourself.
1. What is your relation to the student?
2. Tell me about your educational background. Where did you go to school?
3. What is your opinion about earning a college degree?
Section 2: Caregiver Involvement in Education Before College
Next, I would like to ask about your involvement in your child’s education before
college.
4. Tell me about the ways, if any, you supported your student when they were in high
school. (CF concept: CCW – familial capital. Question type: Experience and
behavior)

171
5. What dreams did you have for your student when they were younger? (CF concept:
CCW, aspirational capital. Question type: Opinions and values) Can you tell me more
about where and when college was discussed with your student?
6. Can you tell me more about your student’s participation in Pathways to Success? (CF
Concept: CCW – social capital. Question type: Opinions and Values)
• Why did you enroll your student in the program?
• What was your experience like in the program?
• What did you gain, if anything, from the program?
7. In what ways, if any, did your student’s participation in Pathways to Success help
them succeed in high school? (CF concept: CCW, social capital. Question type:
opinions and values)
Section 3: Transition to College
Now, I’d like to ask questions about your child’s college transition. Transitions are events
or non-events that lead to a change in assumptions about oneself and the world. In this context, a
transition refers to the process of moving into college, moving out of high school, and moving
through the 1st year of college and into the 2nd year.
8. How did you feel when your student was admitted to West Coast University? (CF
concept: Schlossberg’s transition theory, situation, and self. Question type: feeling)
• What other schools did your student apply to?
• Why did your student choose to attend West Coast University?
9. In what ways, if any, do you think participating in Pathways to Success prepared your
student for the transition to college? (CF concept: Schlossberg’s transition theory, self

172
and support. Question type: experience and behavior) How did participating in
Pathways to Success prepare you for your student’s transition to college?
10. Can you tell me what it was like for your student to move into college and start taking
classes? (CF concept: Schlossberg’s transition theory, situation, self). What do you
think helped the transition?
11. What challenges, if any, has your student faced in their transition to college? (CF
concept: Schlossberg’s transition theory, situation). How have you and your student
navigated challenges, if any, that have come up while they are in college? (CF
concept: CCW, navigational capital/familial capital. Question type: experience and
behavior)
12. What was your student’s transition to college like for you? (CF concept:
Schlossberg’s transition theory, self. Question type: Experience and behavior)
• What challenges, if any, have you experienced in the transition?
• If you have experienced challenges, how have you coped with those
challenges? (CF concept: Schlossberg’s transition theory, strategies).
13. In what ways, if any, has West Coast University, outside of your experience with
Pathways to Success, supported your student’s transition to college? (Schlossberg’s
theory, support)
• If you feel your student was not supported, in what ways do you wish the
university would have supported your student?
• In what ways, if any, has West Coast University supported you in this
transition?

173
• If you feel you have not been supported, in what ways do you wish the
university had supported your transition?
• What communication, if any, have you received from the university?
• Have you been invited to any events by West Coast University?
Section 4: Caregiver Role While Child is in College
The following are questions about your caregiving since your child entered college.
14. What is your student’s major? (CF concept: Aspirational Capital). What does your
student want to do after graduation?
15. In what ways, if any, have you been involved in your student’s college experience?
(CF concept: CCW, familial capital. Question type: Experience and behavior)
16. What lessons/values do you believe you have bestowed on your student? (CF
concept: CCW, all. Question type: opinions and values). How do you think these
lessons/values you have given to your child will help them in college?
17. Some people say that once kids go off to college, they should be able to take care of
themselves and don’t need their caregivers. What are your thoughts on that? (CF
concept: CCW, all. Question type: Devil’s advocate)
18. If your student were here today, what would they say to you about the support they
have received from you up to this point on their college journey? (CF concept: CCW,
all. Question type: hypothetical)
Section 5: Closing Questions
19. What advice would you give other caregivers of first-generation Latinx college
students just beginning their journey in higher education? (CF concept: CCW, all.
Question type: knowledge)

174
20. Is there anything else you would like to share with me about your experience as a
caregiver of a first-generation Latinx college student?
Closing
Thank you so much for taking the time to speak with me today! I really appreciate you
answering my questions and contributing to my study. Can I reach out to you again if I have any
follow-up questions?
Feel free to reach out to me if you have any questions.

175
Appendix I: Caregiver Testimonio Guide (Spanish)
Muchas gracias por aceptar participar en mi estudio. Esta entrevista debería durar
aproximadamente 60-75 minutos. ¿Le parece bien?
Introducción
Antes de comenzar, quiero recordarle el propósito de este estudio. Se le proporcionó un
resumen del estudio en la hoja de información del estudio. También quiero tomarme el tiempo
para responder cualquier pregunta que pueda tener con respecto a su participación en esta
entrevista. Como recordatorio, soy una estudiante de doctorado en la USC y estoy llevando a
cabo un estudio para comprender mejor las experiencias de transición de los estudiantes
universitarios de primera generación latinx y sus familias desde el bachillerato hasta la
Universidad West Coast después de participar en Pathways to Success. Específicamente, mis
preguntas de investigación son las siguientes:
1. ¿Cómo experimentan la transición del bachillerato a una universidad privada
altamente selectiva los estudiantes universitarios de primera generación latinx
y sus familias después de participar en un programa de preparación
universitaria?
2. ¿Qué formas de capital cultural apoyan las experiencias de transición de los
estudiantes universitarios de primera generación latinx que asisten a una
universidad privada altamente selectiva?
Fue seleccionado/a para participar en este estudio porque es un/a cuidador/a principal de
un/a estudiante universitario/a de primera generación latinx que asiste a la Universidad West
Coast, y usted y su estudiante participaron en Pathways to Success. Por lo tanto, creo que podrá
darme un gran entendimiento sobre este tema.

176
En este momento, repasaré con usted la hoja de información del estudio que se le
proporcionó antes de programar esta reunión. Si acepta participar en el estudio, podemos
continuar.
Como recordatorio, toda la información que recopile hoy se mantendrá confidencial.
Tenga en cuenta que no está obligado/a a responder ninguna pregunta con la que se sienta
incómodo/a. Además, no hay respuestas correctas ni incorrectas. Para ayudar con el registro, ¿le
importaría si grabo nuestra conversación de audio hoy? Me gustaría grabar nuestra conversación
para asegurarme de no perder nada. La grabación no se compartirá con nadie. También tomaré
notas si le parece bien.
He preparado algunas preguntas para guiar su testimonio. Es posible que yo tenga
algunas preguntas adicionales durante nuestra conversación para asegurarme de entender sus
respuestas. Si tiene alguna pregunta o necesitas que repita una pregunta, no dude en decírmelo.
¿Puede decirme cómo le gustaría que me refiera al estudiante del que hablaremos hoy (por
ejemplo, hija, hijo, sobrina, sobrino, por su nombre, etc.)?
Preguntas (Con Transiciones)
Sección 1: Preparando el Terreno:
Me gustaría comenzar haciendo algunas preguntas de antecedentes sobre sí mismo/a.
1. ¿Cuál es su relación con el estudiante?
2. Cuénteme sobre su experiencia académica. ¿Dónde estudio?
3. ¿Qué opina sobre los títulos universitario?

177
Sección 2: Participación del Cuidador en la Educación Antes de la Universidad
A continuación, me gustaría preguntarle acerca de su participación en la educación de su
estudiante antes de la universidad.
4. Cuénteme sobre las formas, si las hubo, en las que apoyó a su estudiante cuando
estudiaba el bachillerato.
5. ¿Qué sueños/ilusiones tenía para su estudiante cuando era más joven? ¿Puede
contarme más sobre dónde y cuándo usted hablo sobre la universidad con su
estudiante?
6. ¿Puede contarme más sobre la participación de su estudiante en Pathways to Success?
• ¿Por qué inscribió a su estudiante en el programa?
• ¿Cual fue su experiencia en el programa?
• ¿Qué obtuvo usted, si es que obtuvo algo, del programa?
7. ¿De qué manera, si es que alguna, le ayudó Pathways to Success a su estudiante tener
éxito durante el bachillerato?
Sección 3: Transición a la Universidad
Ahora, me gustaría hacerle preguntas sobre la transición universitaria de su estudiante.
Las transiciones son eventos o no eventos que llevan a un cambio en las suposiciones sobre uno
mismo y el mundo. En este contexto, una transición se refiere al proceso de ingresar a la
universidad, dejar el bachillerato y pasar por el primer año de universidad hasta el segundo año.
8. ¿Cómo se sintió cuando su estudiante fue admitido(a) en la Universidad West Coast?
• ¿A qué otras universidades aplico su estudiante?
• ¿Por qué eligió su estudiante asistir a la Universidad West Coast?

178
9. ¿De qué manera, si alguna, cree que la participación en Pathways to Success preparó
a su estudiante para la transición a la universidad? ¿Cómo le preparó la participación
en Pathways to Success para la transición de su estudiante a la universidad?
10. ¿Puede contarme cómo fue para usted cuando su estudiante empezó la universidad y
comenzó a tomar clases? ¿Qué cree que ayudó en la transición?
11. ¿Qué retos, si los hubo, ha enfrentado su estudiante en su transición a la universidad?
¿Cómo han navegado, usted y su estudiante, los retos, si los ha habido, que han
surgido mientras están en la universidad?
12. ¿Cómo fue la transición a la universidad de tu estudiante para usted?
• ¿Qué retos, si los ha habido, ha experimentado en la transición?
• Si ha experimentado retos, ¿cómo ha enfrentado esos desafíos?
13. ¿De qué manera, si alguna, la Universidad West Coast, fuera de su experiencia con
Pathways to Success, ha apoyado la transición de su estudiante a la universidad?
• Si siente que su estudiante no ha sido apoyado, ¿en qué formas desearía que la
universidad hubiera apoyado a su estudiante?
• ¿De qué manera, si alguna, la Universidad West Coast lo ha apoyado a usted
en esta transición?
• Si siente que no ha recibido apoyo, ¿en qué formas desearía que la universidad
hubiera apoyado su transición?
• ¿Qué comunicación, si la ha habido, ha recibido de la universidad?
• ¿Ha sido invitado/a a algún evento por la Universidad West Coast?

179
Sección 4: Rol del Cuidador en la Universidad
Las siguientes son preguntas sobre su rol como cuidador desde que su estudiante ingresó
a la universidad.
14. ¿Que estudia su estudiante en la universidad? ¿Qué planes tiene su estudiante después
de graduarse?
15. ¿De qué manera, si alguna, ha estado involucrado(a) en la experiencia universitaria de
su estudiante?
16. ¿Qué lecciones/valores cree que le ha inculcado a su estudiante? ¿Cómo cree que
estas lecciones/valores han ayudado a su estudiante en la universidad?
17. Algunas personas dicen que una vez que los hijos van a la universidad, deberían ser
capaces de cuidarse por sí mismos y no necesitar a sus cuidadores. ¿Qué opina al
respecto?
18. Si su estudiante estuviera aquí hoy, ¿qué le diría sobre el apoyo que ha recibido de
usted hasta este punto en su trayectoria universitaria?
Sección 5: Preguntas Finales
19. ¿Qué consejo daría a otros cuidadores de estudiantes universitarios latinos de primera
generación que recién comienzan su trayectoria universitaria?
20. ¿Hay algo más que le gustaría compartir conmigo sobre su experiencia como
cuidador de un estudiante universitario latino de primera generación?
Cierre
¡Muchas gracias por tomarse el tiempo para hablar conmigo hoy! Aprecio mucho que
haya respondido mis preguntas y contribuido a mi estudio. ¿Puedo comunicarme con usted
nuevamente si tengo alguna otra pregunta? No dude en contactarme si tiene alguna pregunta.

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Asset Metadata

Creator Rinard, Lucy Alejandra (author)

Core Title Échale ganas: the transition experiences of first-generation Latinx students and their parents to college

School Rossier School of Education

Degree Doctor of Education

Degree Program Educational Leadership

Degree Conferral Date 2024-05

Publication Date 03/11/2024

Defense Date 02/27/2024

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

Tag college access programs,first-generation Latinx students,Latinx parents,OAI-PMH Harvest,transition to college

Format theses (aat)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Bañuelos, Sheila (committee chair), Tobey, Patricia (committee member), Trevino, Rick (committee member)

Creator Email leon.lucya@gmail.com,lrinard@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-oUC113848759

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Rights Rinard, Lucy Alejandra

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