University of Southern California Dissertations and Theses

The lived experience of first-generation latino students in remedial education and navigating the transfer pathway

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The lived experience of first-generation latino students in remedial education and navigating the transfer pathway

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Content Running head: FIRST GEN LATINO STUDENTS AND THE TRANSFER PATHWAY
The Lived Experience of First-Generation Latino Students in Remedial Education and
Navigating the Transfer Pathway
by
Alexandria Las
________________________________________________________
A Dissertation Presented to the
FACULTY OF THE ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
Education (Leadership)
December 2019
Copyright 2019 Alexandria Las
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Acknowledgments
This dissertation would not be possible without the help and support of my friends, family and
community. For years, my family and friends checked on the progress of this degree and always
offered encouraging and validating words that pushed me along the way till the very end. They
all understood the sacrifices I made and never questioned why I was taking part of this academic
journey.
Major thanks for those individuals (my own institutional agents) who stepped up and also
helped me push through till the very end.

FIRST GEN LATINO STUDENTS AND THE TRANSFER PATHWAY

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Table of Contents
Acknowledgments ii
List of Tables iv
List of Figures v
Abstract vi
Chapter One: Overview of the study 1
The Problem and its Underlying Framework 1
Background of the Problem 2
Statement of the Problem 7
Purpose of the Study 8
Research Questions 9
Significance of the Study 9
Limitations 10
Delimitations 11
Definition of Terms 11
Organization of the Dissertation 12
Chapter Two: Literature Review 13
Transition to Higher Education 13
Remedial Education 16
Post Transfer 18
Importance of Institutional Agents and Support Programs 19
Conceptual Framework 27
Summary 29
Chapter Three: Research Methodology 32
Research Questions 32
Sample and Population 33
Instrumentation 34
Data Collection 35
Data Analysis 35
Chapter Four: Presentation of The Results 37
Review of the Participants 37
Findings 42
Importance of Institutional Agents and Support Programs 62
Conclusion 79
Chapter Five: Discussion of the Findings 81
Findings 82
Implications 88
Limitations of the study 90
Future Research 90
Conclusion 94
References 96
Appendix A: Interview Protocol 104
Appendix B: Informed Consent for Non-Medical Research 106

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List of Tables
Table 1 Participant Demographic Profile 38
Table 2 Findings 43
Table 2.1 Findings Continued 44

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List of Figures
Figure 1. Latino Enrollment in LACCD 5
Figure 2. Arteaga’s (2015) Grounded Theoretical Model 23

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Abstract
Latino students in inner city schools fall behind in college readiness, financial literacy,
and lack social capital to enter a four-year institution right after high school. Thus, navigating the
higher education pathway can be a challenging journey, especially for Low income, first-
generation Latino students. Lack of college preparation along with lack of information, family
influence, and lack of support push many low-income, first-generation students to enroll in the
community college system in hopes to attain a post-secondary degree. Latino students represent
at least 50% of the total student population enrolled in community colleges. However,
questionable assessment procedures, lack of support, and low interaction with supporting
individuals limit the number of students whose goal is to transfer within the popular two-year
plan.
This study utilized qualitative methods and seeks to understand the lived experiences of
low-income, first-generation Latino transfer students through the transfer process. This study
analyzed how the lack of college preparation and a weak educational foundation caused many
students to be assessed into remedial education. Using Stanton-Salazar’s (1997, 2001) social
capital framework as a theoretical foundation, this study seeks to understand the influence
institutional agents (advisors, counselors, student support program representatives, professors,
friends) have on students’ status, authority and social capital.
Findings from this study indicate that there is a disconnection between the K-12 system
and higher education expectations, which warrants a closer look into the importance of early
interventions affecting this student population. Further findings indicate that for most
participants in this study, professors became key institutional agents and students not only
received remedial training for basic literacy skills not previously learned, but also received a
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strong foundation and understanding of what it means to be a prepared and successful college
student.
FIRST GENERATION LATINO STUDENTS AND THE TRANSFER PATHWAY

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CHAPTER ONE: OVERVIEW OF THE STUDY
The Problem and its Underlying Framework
There are educational achievement gaps and equity issues among the Latino population
that are evident and difficult to ignore (Bensimon & Dowd, 2009; McGlynn, 2012; Valencia et
al., 2002). In high school, students can be defined as college ready by their completion and
performance of their college preparation courses (A-G’s), Advanced Placements (AP) classes,
AP exam scores, college entrance exams the SAT and ACT, and extracurricular activities. Lack
of success, as represented by these measures, may have negative consequences for the student
and their academic future. However, there are also many structural barriers that serve as
gatekeepers for Latino students who live in inner-city schools that lack valuable resources. Inner
city schools are usually underfunded and have reduced access to educational resources, leading
to adverse student outcomes (Bensimon & Dowd, 2009; Suárez -Orozco et.al, 2010). Schools
that lack resources and are located in marginalized and impoverished communities may
negatively impact a student’s academic future and their choice to attend a community college
(Gonzalez, 2012). There is a clear disconnection between the K-12 system and higher education
expectations, which warrants a closer look into the importance of early interventions (Kurlaender
& Howell, 2012; McGlynn, 2012).
Latinos in inner cities fall behind in college readiness and college financial literacy and
thus are pushed to enroll in community colleges where they become the majority in a higher
education system that is difficult to navigate (Beardsley & Sedlacek, 1997; Corinne, 2002; Crisp
& Nunez, 2014; Rendon, 1992). McGlynn (2012) followed first year community college students
who indicated they wanted to transfer (cohorts 1996-1998) and found that only three in one-
hundred Latino students attended a high-resource high school, and those who attended a low
FIRST GENERATION LATINO STUDENTS AND THE TRANSFER PATHWAY

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performing high schools enrolled in community colleges that had low student transfer rates.
Students are consequently enrolling in community colleges already academically behind, and
although many community colleges have access to student support programs, access to advisors,
counselors or institutional agents, transferring to a four-year institution is not guaranteed.
Background of the Problem
The Latino population represents 17.8% of the United States population, 38.9% of the
California population and 48.5% in Los Angeles County (U.S. Census Bureau, 2016). Thus,
enrollment in secondary and post-secondary schools is highly representative of the large Latino
U.S population.
K-12 Latino student enrollment in Los Angeles county represents more than 50% of the
student population (California Department of Education. Data Quest. 2019). Los Angeles
Unified School District (LAUSD) is the largest school district in the Los Angeles county with a
total of 621,414 K-12
th
grade students in the 2017-18 academic year. The total high school (9
th
-
12
th
grades) student enrollment was 184,007, and the total Latino enrollment was 74.1%
(460,603) (California Department of Education. Data Quest. 2019). In LAUSD, two-thirds of
high school students plan to graduate from a postsecondary institution or earn a graduate degree
(Phillips et al., 2015), however only 22,223 of LAUSD students were UC/CSU eligible during
the 2016-17 academic year (California Department of Education. Data Quest. 2019).
Community colleges are ideal for many individuals for different reasons. Whether
someone wants to learn a trade, for personal enrichment, general education or transfer to a four-
year institution, community colleges admission policies are flexible and ideal for individuals that
have different needs. The mission of the California Community Colleges is to “empower the
community colleges through leadership, advocacy and support” (California Community
FIRST GENERATION LATINO STUDENTS AND THE TRANSFER PATHWAY

3
Colleges, 2019), and the Latino student population is taking advantage of the many flexible
opportunities community colleges provide.
Statewide, enrollment numbers indicate that during the Fall 2018 academic term:
• 52.83 % of students enrolled in community colleges were considered Hispanic
• 49.04 % were first-time students (student enrolled in college for the first time after
high school)
• 47.47% of Hispanic students were considered continuing students (student
enrolled in the current session and was enrolled in the previous regular session)
• and 44.68% Hispanic students were considered returning students (student
enrolled at the reporting college after an absence of one or more primary terms).
Moreover, 50.57% of Hispanic students were considered evening students, while 46.64% were
considered day students (California Community Colleges Chancellor’s Office. Management
Information Systems. Data Mart, 2019). It is thus clear that statewide, Hispanic students
considered first-time students, continuing students and returning students are about 50% of the
student population enrolled in community colleges statewide.
Although many factors can affect student enrollment, Burns (2010) points to community
colleges serving students who possess characteristics that are usually negatively associated with
educational attainment. Although not all students are affected by the same issues, Burns points to
similar characteristics among community college students’ that negatively affect academics and
thus decrease the chances of transferring to a four-year post-secondary institution include (Burns,
2010):
● Caring for children (own or siblings) ● Delayed enrollment
FIRST GENERATION LATINO STUDENTS AND THE TRANSFER PATHWAY

4
● Family responsibilities
● Considered a single parent
● Financial issues
● Daily commute
● Part time enrollment status
● Employment
Characteristics identified by Burns (2010) are important to consider as institutional
agents and important stakeholders take into account retention strategies and interventions. These
characteristics paint a bigger picture into the overall description of the student that differ from
traditional students, especially in a state where Latino students are more than 50% of the student
population and meet some of those characteristics.
Statewide, community colleges enrolled 600,012 Hispanic students in the 2017-2018
academic year and indicated that their academic goal was to earn a two-year, and/or four-year
degree. White students followed second with 297,520, and Asian students followed third with
117,401 (California Community Colleges Chancellor’s Office. Management Information
Systems, Student Success Metrics, 2019). Data also shows that same Hispanic students who
indicated their academic goal was to earn a degree or to transfer, only 8% completed both
transfer-level math and English, 31% completed transfer-level English only and only 11%
completed the transfer-level math within the district in the first year. Numbers statewide for all
Hispanic students, regardless of their journey type, were even lower with only 6% passing both
English and math, 26% English only, and 9% math only within the district in the first year
(California Community Colleges Chancellor’s Office. Management Information Systems,
Student Success Metrics, 2019).
In LACCD Hispanic students who enrolled in the 2017-2018 with a goal of earning a
two-year and/or four-year degree, on average only 5.4% of students completed both transfer
level math and English within the first year. While students passing only English was a little
FIRST GENERATION LATINO STUDENTS AND THE TRANSFER PATHWAY

5
higher with an average of 30.3%, students only passing math was only 6.7% (California
Community Colleges Chancellor’s Office. Management Information Systems, Student Success
Metrics, 2019).
Data provided in Figure 1, further proves the low transfer rates among students in LACC
district. Figure 1 shows the total student count (green) and the total number of Latino students
(red) enrolled, which shows they represent at least 50% of the total student body population. In
addition, Figure 1 also shows the low level of total transfer students (blue) per each community
college. If more than 50% of Latino students enroll in community colleges with the hopes of
transferring to a four-year institution, yet only a total of 1,295 students from all Los Angeles
community colleges actually transfer, there is clearly a problem institution wide in achieving this
goal.
Figure 1
Latino Student Enrollment in LACCD

260 101 187 96 74 72 160 124 221
14,239
7585
13,611
16,603
6357
12,902
7,464
18,048
41,791
31,020
17,704
27,572
24,943
12,803
16,254
13,023
30,764
62,433
0
10000
20000
30000
40000
50000
60000
70000
LA Pierce West Los
Angeles
LA Valley LA Trade LA Swest LA Mission LA Harbor LA City East LA
Transfer Volume (all) Total Latino Students Enrolled Student count
FIRST GENERATION LATINO STUDENTS AND THE TRANSFER PATHWAY

6
First-generation Latino students are most likely to enroll in a community college than
other ethnic groups (Arteaga, 2015; Crisp & Nuñez, 2014; Gonzalez, 2012; Wagner, 2015). At
the same time, Latino students are not transferring to post-secondary institutions at the same rate
as other ethnic groups (Chacón, 2013; Gonzalez, 2012; Jain et al., 2011).
Although it is vital for educators to examine the importance of first-generation Latino
students not earning baccalaureate degrees through community colleges transfers, we must ask
why Latino students are facing this problem in the first place. High school students in California
who do not successfully meet minimum A-G requirements to apply to a University of California
(UC) system or a California State University (CSU) system have an opportunity to enroll in one
of 115 community colleges in California (California Community Colleges Chancellor’s office,
2017). Once enrolled in a community college, students can transfer to a UC, CSU or a private
institution.
Nationwide, over half of students enrolled in community colleges were referred to
developmental (remedial) education, unfortunately diverse students’ populations had very low
rates of completion (Barnes, 2012; Scott-Clayton & Rodriguez, 2015). Many researchers point to
poor secondary education contributing a lack of preparedness that leads to negative
consequences (Bahr et al., 2013; Crisp & Nora, 2010; Deil-Amen, & Rosenbaum, 2002; Huynh
& Fuligni, 2012; McGlynn, 2012; VanOra, 2012). In fact, many high school students are not
prepared for college-level work (Bettinger, Boatman, & Bridget, 2013). McGlynn (2012) found
positive correlations with the quality of high school resources and the likelihood students transfer
to a four-year institution.

FIRST GENERATION LATINO STUDENTS AND THE TRANSFER PATHWAY

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Statement of the Problem
The community college system is a gateway for many students to learn a trade, to earn a
certificate of completion, to receive personal enrichment, or to transfer to a four-year post-
secondary institution and earn a baccalaureate degree. Many students who enroll in community
colleges hope to transfer to four-year institutions.
Latino representation in community college is very strong. In the 2017-2018 academic
year, data shows that Latinos represented 44.54% of the entire student population statewide.
LACCD is one of the largest community colleges districts having 9.63% of entire community
college student population and 57.78% of which are Latino. San Diego Community College
District comes second having 4.87% of all community college students and 36.33% are Latino
students (California Community Colleges Chancellor’s Office. Management Information
Systems. Data Mart, 2019).
However, about half of overall students in community colleges are placed in a
remedial/developmental course (Ngo & Kwon, 2015, Scott-Clayton & Rodriguez, 2015; Smith,
2013) and 40-43% take at least one remedial course (Smith, 2013). Unfortunately, a large
number of students assessed into remedial education do not enroll or complete the class sequence
to take college level and/or transfer level coursework (Gilroy, 2013, Hodara & Jaggars, 2014).
Research suggests that students that begin in a community college are less likely to earn a
bachelor's degree than traditional students (Allen, Smith, & Muehleck, 2013). For many
particularly first-generation or underrepresented students, the transfer process is difficult to
understand (Allen et al., 2013). More than ever the active role and support of institutional agents
are pivotal in the success of many minority students (Bensimon & Dowd, 2009; Stanton-Salazar,
1997).
FIRST GENERATION LATINO STUDENTS AND THE TRANSFER PATHWAY

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Purpose of the Study
As the Latino student population in LAUSD high schools continues to grow, so does the
Latino population in community colleges. This research will examine factors that affect this
student population with the goal of identifying ways to better serve the incoming and current
Latino students in community colleges that were assessed into remedial education. Results from
this study can assist community colleges and four-year institutions understand the Latino student
population, and to find ways to better serve them. Moreover, this research hopes to shed light on
the inequalities and lack of college preparation this student population faced during secondary
school (McGlynn, 2012; Valencia et al., 2002). Equally important, this research will examine
how institutional agents (advisors, counselors, staff, teachers, peers, student support programs)
have played an active role in empowering students with status, authority and social capital
(Stanton-Salazar, 1997).
First-generation Latino students in California are not successfully transferring and
graduating from four-year public and private university institutions within the traditional two-
year transfer pathway to earn a baccalaureate degree. If Latinos are using community colleges as
their first step to earn a post-secondary degree, and community colleges are not adequately able
to support them, Latinos may not be able to compete in today’s economy (Bensimon & Dowd,
2009).
This study will interview individuals who identify as: first- generation college going
students, identify as Latino or Hispanic, attended a LAUSD high school, low-income (during
their secondary and post-secondary education), enrolled in a community college, placed in
remedial education for English and/or mathematics and transferred to a postsecondary
institutions. Students’ perception of college readiness will be evaluated throughout different
FIRST GENERATION LATINO STUDENTS AND THE TRANSFER PATHWAY

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stages of the college preparation process, including high school, along with their experience
taking the assessment exam and navigating through the remedial sequence of classes. The focus
of this study will be on students who placed in remedial/developmental education and how this
event influenced their academic plans to transfer to a postsecondary education.
Research Question
RQ: How do institutional agents influence transfer outcomes for first generation Latino students
placed in remedial education?
Significance of the Study
Poor secondary education unfortunately leads to a significant population not prepared for
college-level work. Consequently, many students were placed into remedial education when they
arrived at the community college. Bettinger et al. (2013) state that 35 to 40 percent of entering
first-year students were placed into remedial or developmental courses when they took the
necessary math and English assessment/placement exam. Deli-Amen and Rosenbaum (2002)
point that enrollment in remedial education stigmatized and marginalized students. It was at this
point when many students began to feel overwhelmed by the anticipated workload ahead. Worse
still, remedial education classes were not valid for transfer credit. Many students had to take
several non-transferable courses before they could enroll in college-level math and college level
English classes. Most importantly, it meant that the transfer in 2 years plan that many students
had was difficult to achieve. Melguizo, Kienzl, and Alfonso (2011) reported that in California,
18% of community college students required on average, six years to transfer. For many
students, the idea of transferring within six years versus two years was discouraging.
The share of Latinos in the California workforce is expected to grow to 40 percent by
2020 and will become the majority by 2040 (Bensimon & Dowd, 2009). With the high number
FIRST GENERATION LATINO STUDENTS AND THE TRANSFER PATHWAY

10
of students enrolled in the Los Angeles community colleges, it is important to note the level of
college preparation these students begin with.
The top community colleges that enroll a high number of Latinos are East Los Angeles
College (ELAC) and Los Angeles Pierce College (LAPC). Data from Los Angeles community
college district indicate that average numbers of Latino students that complete transfer level
math and English are low:
• 5.4% of Latino Students that completed both transfer-level math and English with
in the districts in the first year
• 30.3 % completed transfer-level English only within the district in the first year,
and,
• 6.7% completed transfer-level math only within the district first year (California
Community Colleges Chancellor’s Office. Management Information Systems
Data Mart, 2019).
Limitations
1. This study will analyze how a student’s placement in remedial education influenced a
sequence of events, therefore a significant amount of time in the participants academic
career must be considered. Because a significant amount of time has passed for some
participants, it is important to note that some may not recall exact details or emotions of
past events.
2. Some participants may have interacted with a counselor or advisor one time during
mandatory orientation, this is important to the study because if we seek to find how
institutional agents address the needs for this particular group, one meeting may not give
us enough data to address our research question.
FIRST GENERATION LATINO STUDENTS AND THE TRANSFER PATHWAY

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Delimitations
1. Although many factors can be understood to impact the likelihood of a student
successfully transferring to a post-secondary institution, this study will focus on remedial
education and its influence on transfer outcomes and potential institutional agents.
2. This study is based on participants limited to first-generation Latino students who
attended a high school and a community college in the Los Angeles area. The sample size
is 10 participants and the type of purposeful sampling utilized are convenience or
snowball; results cannot be applied to a large population, only suggested.
Definition of Terms
● GPA: Grade point average represents the value of the accumulated final grades (The
Glossary of Education Reform, 2016).
● Intent to transfer: Students who enroll in a community college and indicated their
academic goal is to transfer to a 4-year postsecondary institution.
● Socioeconomic status (SES): Refers to the social standing/class of a group or individual
and often measured by education, income, and occupation (American Psychological
Association, 2016). SES discussed in this study refers to socioeconomic status related to
inequities in access and privilege.
● Stakeholder: Stakeholders refers to an individual, collective entities or organizations who
share an invested interest, welfare and success of a school and its students (The Glossary
of Education Reform, 2016).
● Transfer ready: A student who has earned 60+ transferable units with a 2.00+ GPA
(California Community Colleges Chancellor’s Office, 2016)
FIRST GENERATION LATINO STUDENTS AND THE TRANSFER PATHWAY

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● Latino – Persons of Cuban, Mexican, Puerto Rican, South or Central American, or other
Spanish culture or origin, regardless of race (U.S. Census Bureau, 2016).
● University of California (UC) – California's public research institutions which are
composed of ten campuses at Los Angeles, Irvine, Riverside, Merced, Berkeley, Davis,
San Diego, San Francisco, Santa Cruz and Santa Barbara.
● California State University (CSU) – California’s largest public institutions, with 23
campuses, almost 450,000 students and 46,000 faculties and staff. CSU institution is very
diverse, affordable and student focused.
Organization of the Dissertation
Chapter one discusses the background, statement of the problem, and purpose of this
study. Chapter one also includes the research question and significance of the study along with
limitations, delimitations, and definitions of terms used throughout. Chapter two provides a
literature review of Latino's college preparation in high school and Latinos' transition from
community college to a post-secondary institution. Chapter two also provides a discussion of
remedial education, the importance of institutional agents, and student support programs.
Chapter two ends with the conceptual frameworks that guides this study. Chapter three describes
the research design and method used to guide this study. The design for this research will include
interviews of individuals who attended an LAUSD high school, attended a community college
and successfully transferred to a four-year institution. Chapter four will provide a thematic
analysis of the interview findings, and Chapter five will provide a discussion of the results and
implications for practice and future research.

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CHAPTER TWO: LITERATURE REVIEW
Chapter two features a literature review of Latino students and their transfer
pathway to postsecondary education. Chapter one addressed the significant numbers of Latino
students enrolled in the large school district of Los Angeles (LAUSD) and include information
about their lack of college preparation. Chapter one also included discussion on Latinos'
transition to higher education and examine different factors that shaped and influenced their
perception and experience of college and pursuing higher education. The topic of community
college students assessed in remedial education will be discussed in this chapter, along with the
cost of remedial education for both students and institutions. The last section will discuss the
importance of institutional agents as defined by Stanton-Salazar (1997) and how using a social
capital framework help us understand the role of institutional agents with students. In addition to
analyzing how students have developed resourceful relationships with institutional agents to
create access and become empowered (Stanton-Salazar, 1997).
Transition to Higher Education
As the Latino population grows in California, the number of students enrolled in
community colleges is increasing as well (Arteaga, 2015). Researchers have found that the
transfer process has been serving as access/gateway or pipeline for many first-generation
students and students of color to earn a college degree (Corinne, 2002; Crisp & Nunez, 2014;
Mitchell, et al., 1997; Nora, 2015; Rendon, 1992). Some argue that Latino students are more
likely to attend a community college to pursue a baccalaureate degree (Crisp & Nuñez, 2014;
Wagner, 2015; Zarate & Burciaga, 2010). Moreover, data indicates that Latinos enroll in
community colleges at a higher rate than any other racial/ethnic group but still fall behind
academically (Arteaga, 2015; Crisp & Nuñez, 2014; Gonzalez, 2012; Wagner, 2015). In fact,
FIRST GENERATION LATINO STUDENTS AND THE TRANSFER PATHWAY

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Latino student enrollment is expected to increase by 40% in the next ten years (Arteaga, 2015).
Although the enrollment in community colleges is large and rapidly growing, Crisp and Nuñez
(2014) found that only about 23% of 80% of students transfer after six years and not after the
two-year popular plan. Many students who enroll in community college hope to transfer to four-
year institutions and for many first- generation, or underrepresented student population, the
transfer process is difficult to understand (Allen et al., 2013).
Crisp and Nuñez (2014) point to multiple studies focusing on the influences of vertical
transfer (transferring from a two-year to a four-year institution) which include: socio-
demographic, precollege, pull factors (environmental factors), degree expectations, and college
experiences. Crisp and Nuñez also found positive connections to student success to parents'
education levels, socioeconomic status, and financial aid support. Their findings also point to
multiples theories educators predict for student outcomes that are generally used for White
students that are often used for historically underrepresented minority students that do not apply
to them. Thus, they recommend more relevant and applicable concepts that include validation,
sense of belonging and socio-academic integrative moments to better understand and help
underrepresented minority students (Crisp & Nuñez, 2014).
High School Preparation
There are many factors that come together to prepare a student for postsecondary
education. In high school, among the most important factors include a students' grade point
average (GPA), A-G courses taken, and test scores (ACT, SAT) (Crisp & Nunez, 2014). In
LAUSD only about 18% of students (2008-2009 cohort) completed their A-G requirements and
15.9% were Latino (Phillips et al., 2015). It is noteworthy to highlight that the A-G subjects
students fell short of completion were English, math, and science (Phillips et al., 2015).
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Accumulation of academic skills and high school preparation are the best predictors of
college outcomes and preparation (Kurlaender & Howell, 2012). Secondary education along with
college preparation curriculum, are important indicators of a students' future in college. Many
researchers point to the poor secondary education as a rationale for the lack of preparedness that
leads to negative consequences when preparing for college (Bahr et al., 2013; Crisp & Nora
2010; Deli-Amen & Rosenbaum, 2002; Huynh & Fuligni, 2012; McGlynn, 2012).
Academic preparedness in high school is one key component to determining future
college success (Burns, 2010). Research indicates that many high school students are not
prepared or feel prepared for college-level work (Bettinger et al., 2013; Rendón, 1994). Bettinger
et al. (2013) further claim that one-third of high school graduates are not ready for college-level
work. In LAUSD alone, only half of the students met or exceeded the state's proficiency
standards in 2012 through 2013 (Philips et al., 2015). With one-third of high school graduates
not ready for college-level work and entering the community college system, questions and
concerns about their academic preparation and future are important to address, beginning with
developmental/remedial education.
Wagners' studies (2015) found that for Latino students it is important to integrate the
concept of social capital as early as their senior year in high school. Family and community
networks are key to college degree completion as well (Wagner, 2015). Once students enroll a
community college, the factors mentioned above along with factors, such as college GPA,
mathematics ability, academic achievement, and intent to transfer influence their transfer
pathway (Crisp & Nunez, 2014). Therefore, a students' ability to have a successful transfer
pathway in the future begins as early in high school. Crisp & Nunez’s (2014) findings point to
the overall importance of advising in high school for historically underrepresented minorities
FIRST GENERATION LATINO STUDENTS AND THE TRANSFER PATHWAY

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students, and also highlights the need to take advanced math. Crisp & Nunez’s also points to the
importance of advising underrepresented minorities students who wanted to enroll in four-year
institutions but instead enroll in occupation programs.
Remedial Education
Researchers estimate that only about 33% of high school graduates finish ready for
college-level coursework (Bettinger et al., 2013; Kurlaender & Howell, 2012). Students who
enrolled in community college before Fall 2019 had to take an assessment/placement exam that
indicated where they placed in college-level math and college level English. Although many
students had the idea of transferring within two years, depending on their assessment results and
their placement, the transfer pathway took longer. A major reason why transferring took longer
was because on average, half of the entering freshman population place into remedial
coursework (Bettinger et al., 2013; Gilroy, 2013; Handel & Williams, 2011; Scott-Clayton &
Rodriguez, 2015). In mathematics, only a small number of students placed in low-level math
continued the sequence to earn an associate degree or transfer (Bailey et al. 2010; Fong et al.
2013).
Cost of Remedial Education
There are many adverse effects for students assessed and placed in remedial education.
More than ever, increasing efficacy of student transfers is cost efficient during increased
enrollments and low state financial support (Crisp & Nuñez, 2014). Research suggests that
remediation at the college level can negatively affect students in many ways pertaining to
persistence, overall cost of education, graduation time, self-doubt and frustration (Attewell et al.,
2006; Bettinger, et al., 2013; Handel & Williams, 2011; Kurlaender & Howell, 2012). Many
students drop out of community college without completing the sequence of classes already
FIRST GENERATION LATINO STUDENTS AND THE TRANSFER PATHWAY

17
spending a considerable amount of money and time on units without college credit (Gilroy,
2013).
Many argue remediation is costly both for the students, taxpayers, and institutions. Some
researchers believe taxpayers are paying double for the same literary skills students should have
already mastered (Kurlaender & Howell, 2012). Research also points to remedial education
costing institutions annually $1.9- $2.3 billion at community colleges, and up to $500 million at
four-year institutions (Strong American Schools, 2008 as cited in Kurlaender & Howell, 2012).
Most recently Scott-Clayton and Rodriguez (2015) found that remedial courses represent about
10 percent of credits in community colleges and end up costing them nearly $4 billion a year.
Perhaps the highest cost is students’ time, money (Gilroy, 2013; Melguizo et al., 2008),
frustration and low self-esteem (Deil-Amen & Rosenbaum, 2002 as cited in Kurlaender &
Howell, 2012). Deli-Amen and Rosenbaum (2002) point that enrollment in remedial education
stigmatizes and marginalize students, and students are less likely to succeed (Kurlaender &
Howell, 2012). It is at this point when many students begin to feel overwhelmed by the
anticipated workload ahead.
Some researchers wonder if remediation/developmental coursework is effective (Ngo &
Kwon, 2015; Scott-Clayton & Rodriguez, 2015). Hodara and Jaggars (2014) point to the body of
quasi-experimental research that found developmental education having a negative effect on
students’ college credit accumulation, persistence and degree attainment. Others report that as
many as one-quarter of community colleges students may be severely misassigned to their math
courses by placement tests (Ngo & Kwon, 2015). Scott-Clayton and Rodriguez (2015) support
previous research that remedial education does not help students develop their skills that prepare
them for future college-level courses, on the other hand, they also found that remedial
FIRST GENERATION LATINO STUDENTS AND THE TRANSFER PATHWAY

18
assignment does not discourage students from making progress, if anything it may only delay
enrollment. However, they did find that remedial assignment may impact students who were
misassigned in English and writing. Scott-Clayton and Rodriguez’s major finding on the effects
of remediation is that “remediation appears to be diversionary: students generally enroll and
persist at the same rates but simply take remedial courses instead of college-level courses” (p.6).
Post Transfer
After transferring to a postsecondary institution, other factors come into play that affect a
student's transition, adjustment, and retention towards graduation. Jain et al. (2011), Ishitani and
McKitricks’ (2010) findings revealed that transfer students are often considered "at risk" in
comparison to traditional students. Moreover, Ishitani and McKitrick revealed that transfer
students experienced different environments than traditional, native students because there is a
distinct institutional culture that they are often challenged to assimilate.
Transfer students also engage less with their four-year institutions than traditional native
students (Ishitani & McKitrick, 2010). Often, transfer students do not feel like they fit with
traditional students. The feeling of not belonging is a significant factor as to why many transfer
students experience transfer shock and their grades consequently are lower than traditional
students.
The Laanan-Transfer Students' Questionnaire (L-TSQ) was developed to understand a
students' adjustment process better once they transfer to four-year institutions. Using Astin's
(1984) theory of student involvement and Paces' (1980,1984,1992) concept of Quality of Effort,
as a prototype, Laanan (2004) developed the Laanan-Transfer Students' Questionnaire (L-TSQ).
Laanan points out that past research has examined traditional outcome measures: engagement,
involvement, and satisfaction. However, Laanan (2004) and Corine, (2002) point out that
FIRST GENERATION LATINO STUDENTS AND THE TRANSFER PATHWAY

19
recently, research has turned into looking into uncovering psychosocial experiences of transfer
students. Laanan (2004) looked beyond the concept of transfer shock. There are different reasons
why students' grade point average decreases. Some students are simply not prepared for the new
rigors of college, and others do not feel like they fit in. A major contribution of the L-TSQ is
that it measures students' perception of the college or university after they transfer. Also, the L-
TSQ looks into the students' social, academic and affective outcomes, along with the social-
psychological adjustment process (including stigma) once they have transferred.
On the other hand, Bahr et al. (2012) examined transfer stigma among its participants in
the study, and results indicated that they did not feel stigmatized, but students felt uncomfortable
by some people's remarks upon finding out that they were transfer students. Results also
indicated that this student population had few on-campus support, which caused feelings of
marginalization. Corine (2002) utilized Schlossberg's (1989) theory of marginality and mattering
to describe transfer students experience. Corine's purpose was to examine marginality in transfer
students, most of which were commuter students. Also, Corinne wanted to find which
characteristics (demographic or situational) contributed to a sense of marginality for transfer
commuter students. Corine's research found that the lack of student services or programs might
be contributing to feelings of marginality.
Importance of Institutional Agents and Support Programs
In community colleges, institutional agents, counselors, advisors, and other educators are
crucial in the retention and creation of strong transfer pathways towards post-secondary
institutions (Allen et al., 2013; Chacón, 2013; Crisp & Nunez, 2014; Fiebig et al., 2010; Inkelas
& McCarron 2006; Tovar, 2015). Inkelas and McCarron (2006) found that high school students
are not informed of the demands and expectations of higher education, nor are they receiving the
FIRST GENERATION LATINO STUDENTS AND THE TRANSFER PATHWAY

20
support once they enroll in college, making retention and completion difficult. Corinne (2002)
shows that transfer students are marginalized, and few programs exist to serve their needs, in
fact, Corinne found that on-campus support was the most influential predictor of student
marginality. When it comes to transferring, Crisp & Nunez’s (2014) major finding was “ … that
there are substantial differences in factors associated with transfer for White and URM
[historically underrepresented minorities] students imply that the norms, behaviors, and supports
involved in “transfer culture” may not mean the same thing for students from different
racial/ethnic backgrounds” (p.310). Therefore, suggesting that advisors should be aware of the
differences and be sensitive to students’ specific cultural needs in order to become better
advocates.
At the community college level, Lundberg (2014) found that student interaction with
faculty members represented the most reliable predictor of learning outcomes not just inside but
outside of the classroom. Students involved in Lundberg’s study were involved in ethnic-
specific organizations or multicultural student organizations where a faculty member invested
their time and supported creating time and space for significant faculty-student interaction.
Topics discussed outside of the classroom did not involve curriculum or academic issues but
varied from career plans, personal issues, and current events.
While some students had faculty-student interactions, other students have similar and
valuable interactions with adults working in student support programs. The students' use of
student support programs and connection to key institutional agents is an important connection to
students' academic success (Barnes, 2012). Academic advising is important before and after the
transfer happens, however, there is little research to differentiate among the types of transfer
advising that reflect best practices (Allen et al., 2013). Kurlaender and Howell (2012) also found
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21
that there is inconclusive research on the effectiveness of remedial education programs
specifically. However, students feel they have more individualized attention at a community
college than at four-year institutions where they feel anonymous, isolated and alone (Allen et al.,
2013). In general, having limited institution funds directly affect student support programs and
student services that have a negative impact on the students' hoping to transfer (Bettinger et al.,
2013).
The importance of critical people or institutional agents is pivotal to the guidance and
support of students during the transfer process in general (Tovar, 2015). Allen et al. (2013)
identified five characteristics essential to quality academic advising:
1. Integration
2. Referral
3. Information
4. Individuation
5. Shared responsibility
All characteristics described by Allen et al. illustrate a high level of involvement from the
advisor but yet still highlight the students' responsibility to respond to the advising positively. In
essence, students want to have a meaningful student-counselor relationship. This type of
connection resembles what Arteaga (2015) describes as an essential and strong cultural norm
where students wanted a counselor who was present, interested, provide contact information and
feel comfortable reaching them.
Deil-Amen and Rosenbaum (2002) discerned a shift toward “stigma-free” remediation in
community colleges. A “stigma-free” remediation entails advisors not to overemphasize the
students' under-preparation as to cause students to feel discouraged or dispirited to pursue their
FIRST GENERATION LATINO STUDENTS AND THE TRANSFER PATHWAY

22
original goals, however unrealistic they may be. These findings imply that direct, active cooling
out by counselors occurs less frequently now than in the past. In fact, Deil-Amen and
Rosenbaum suggest that this stigma-free environment is actively encouraging to underprepared
students, although the author's further notion that allowing students to discover their remedial
status (and associated low chances of goal attainment) on their own prevents high rates of
attrition only temporarily.
Arteaga (2015) developed a grounded theory model (see Figure 2) that explored first-
generation, Latino, low-income students' perceptions about community college counselors.
Arteaga examined interesting causal conditions affecting students in a community college, along
with strategies influenced by contextual situations and their resiliency. Arteaga also found three
coping strategies that are important for students, the first one is connecting with people on
campus that "could provide them with hope, motivation, empowerment, and inspiration" (p.713).
The second coping strategy lies on a strong belief on the importance of counseling - for this
population in particular- that consequently leads to a third finding: students negative and positive
perceptions about counseling services and counselors.
Figure 2

Theoretical model of how first-generation, low-income, Latino students perceive, negotiate, and
develop a relationship with their community college counselor.
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23

Arteaga (2015) also found that students had negative and positive descriptions of a
community college counselor illustrated below:
Positive descriptors of a
CC Counselor
Negative descriptors of a
CC Counselor
· Caring, knowledgeable,
encouraging, motivating,
personal interest, supportive,
helpful and resourceful.
· Lack of care, students felt rushed during the
counseling session; lack of options just placement in
classes; discouragement in pursuing their goals,
unavailability, conflicting information, and personal
needs not met
Arteaga found that 71% of students surveyed, counselors assisted with the selection of
classes during the first semester, however, only 38% said counselors helped with creating a
complete and thorough educational plan. Arteaga recommends the community college system
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24
adapt towards more culturally responsive counseling by applying interpersonal etiquette that
facilitates support to this student population. By using culturally sensitive counseling, counselors
can be better equipped to support a diverse student population, increase student rapport and
improve the overall counseling experience. Also, empower students and provide them with the
necessary tools to help them through the college-going counseling and at the same time create a
strong sense of accountability. In essence, Arteaga points to a recommendation where
community colleges must "redesign the delivery of counseling services" (p.718) to accommodate
for the increasing Latino population.
Bensimon (2007) describes equity-minded people as individuals who “attribute unequal
outcomes among Black and Latina/o students to institution-based dysfunctions… equity minded
individuals reflect on their own and their colleagues’ role in and responsibility for student
success” (p. 446). Bensimon (2005) thus brings to light structural barriers that prevent colleges
and universities from equitable educational outcomes. Institutional actors must be equity minded.
"Problems of unequal outcomes reside within these individuals [institutional actors] in the
cognitive frames that govern their attitudes, beliefs, values and actions" (p.101). The influences
of institutional actors, that lack an equity-minded cognitive framework, blame the students for
their academic difficulties instead of looking at the root causes. Characteristics of equity-minded
practitioners include (Bensimon, Rueda, Dowd, & Harris, 2007):
• Being color-conscious by noticing and questioning inequitable student outcome patterns
among minority students (p. 32);
• “Being aware that beliefs, expectations, and practices can be racialized unintentionally
(p.33);
• “Being willing to assume responsibility for the elimination of inequality” (p.33); and
FIRST GENERATION LATINO STUDENTS AND THE TRANSFER PATHWAY

25
• Demonstrating caring characteristics by reaching out to students and “…give them the
tools they need to succeed-e.g., teaching them how to study, showing them how to format
a paper” (p.33).
Tovar (2015) found a correlation between high GPA and times students met with faculty
members, which further adds to the value of student-agent interactions. Strong relationships with
community college staff also help improve a students' sense of belonging (Tovar, 2015).
However, it is difficult for some students to create strong relationships with the staff because
often students enroll part-time, are employed, and have financial responsibilities that limit their
time on campus and thus limit the time they could build significant relationships with professors
or counselors (Tovar, 2015). Arteaga (2015) found other possible explanations to participants
negative counseling experience: high counselor-to-student ratios, budgetary constraints, and the
California Education Code that limits funding for counseling because they are not considered
instructional.
Although it may be difficult for counselors to meet and create a strong rapport with all
their students, Stanton-Salazar (2001) suggests that anyone who can meet these skills can
become an institutional agent. These include:
● Problem-solving skills;
● An understanding of academic culture;
● Practical knowledge of how educational bureaucracies operate;
● Networking skills to negotiate with various gatekeepers and build supportive ties; and
● Technical funds of knowledge (computer literacy, study, time-management and decision-
making skills).

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26
Student Involvement
Many researchers support and still use Astin (1984) theory of student involvement to
prove that the more students are, in one way or another, involved in college life, they are more
likely to persist and succeed in college. Webber, Krylow, and Zhang (2013) discussed the
importance of student involvement and success. They based their research on the theory of
involvement and surveyed 649 first-year students and found that a high level of student
engagement positively contributes to cumulative GPA and students' perception of their academic
experience. They found that students that reported a greater satisfaction with their overall
academic experience were engaged in activities related to rigorous coursework, had interactions
with faculty, engaged in quality relationships (with faculty, staff, and students) did in-class and
out-of-class coursework, and spent more time studying.
On another note, Corinne (2002) also found that non-traditional students feel less
marginalized when they find employment on campus. In a way, employments substitute the
college experience transfer students did not get an opportunity to explore in comparison to
traditional students. When students are employed, they also create a connection with their
institution, most importantly they also begin creating social connections with those employed
with them.
Students who participate in summer bridge programs or in First-Year Experience
programs have also been proven to help if they choose to participate (Barnes, 2012). Barnes
(2012) used a mixed-methods, quasi-experimental design that focused on 148 students who took
part in the First-Year Experience during a two-year period. His studies found that these programs
are a good transition from high school to college, persistence from fall to spring semester, and a
major finding was that participants felt support and validation among their counselors and peers.
FIRST GENERATION LATINO STUDENTS AND THE TRANSFER PATHWAY

27
Another major finding was that Latino students, in particular, who participated in this program
completed the developmental math and English courses and re-enrolled in the subsequent
semester. In a similar study, McGlynn (2012) found that all five community colleges in the study
pointed to the importance of student support programs on transfer rates and a sense of belonging,
especially for underrepresented students.
Conceptual Framework
Guided by Stanton- Salazar’s social capital framework, this study seeks to understand
how institutional agents use their knowledge and status to empower and support low status
students (Stanton-Salazar, 1997). Stanton- Salazar’s defines institutional agents as “...
individuals who have the capacity and commitment to transmit directly, or negotiate the
transmission of, institutional resources and opportunities” (p. 6). Also, as individuals that are “…
high-status, non-kin, agents who occupy relatively high positions in the multiple dimensional
stratification system, and who are well positioned to provide key forms of social and institutional
support” (Stanton-Salazar, 2001, p. 1066). This framework enables us to understand how low-
status students receive “funds of knowledge” from institutional agents and how they develop
structures and/or policies to serve minority students. It also sheds light into how institutional
agents empower the working-class urban youth but to also foster the social and cognitive skills
that will last a lifetime (Stanton-Salazar, 1997, 2011). Stanton-Salazar (2001) also describes
institutional agents as individuals who can advocate and provide emotional and moral support
for students creating a human bridge of institutional resources and opportunities.
This study also seeks to inform research and practice related to actions that institutional
agents take when they interact with first generation community college students. The role of an
institutional agent is to say the least, very influential and meaningful. This study hopes to
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28
examine how institutional agents, when present and active, have made an impact in the
participants educational journey. However, among many inner city schools, or lower status
members of societies, “access to institutional support is usually an extraordinary phenomenon,
and happens through involvement through relationships with committed institutional agents
through special school and educational programs, social service agencies, different and effective
intervention and mentor programs—social capital for purposes of intervention or
empowerment” (p.1077) (Stanton-Salazar, 2011).
According to Stanton-Zalazar (2011), the motivational and ideological characteristics of
an institutional agents largely depends on five characteristics:
(1), the degree to which they are aware of the social structural forces within society and
within their institution that function to problematize the success of low-status students
(e.g., low financial resources, lack of recruitment and retention efforts);
(2), on their level of critical awareness that the success of low-status students or youth
within the institution is contingent on their receiving systematic and tailored provisions of
‘institutional support’;
(3), on their willingness to not act on the established rules of social structure that serve
the purpose of consolidating resources within the upper levels of the hierarchy (e.g.,
advocating only for students in advanced placement courses);
4), on the contents of their identity and their ideological commitments— particularly, on
whether they identify themselves as one of those agents responsible for advocating on
behalf of the low-status students and for providing them with varied forms of
‘institutional support’; and
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29
5), their motivation and willingness to be identified by the larger personnel community
that they are an advocate and an agent for low-status students.
In order for institutional agents to facilitate student support, practitioners need to possess
particular knowledge on how to make sound educational decisions on behalf of students
(Stanton-Salazar, 2001). These include:
• Problem-solving skills;
• An understanding of academic culture;
• Practical knowledge of how educational bureaucracies operate;
• Networking skills to negotiate with various gatekeepers and build supportive ties;
and
• Technical funds of knowledge (computer literacy, study, time-management and
decision-making skills).
Summary
The community college system has become a pipeline and a feasible avenue for many
Latino students to reach their higher educational goals (Mitchell, Beardsley, & Sedlacek, 1997;
Crisp & Nunez, 2014; Rendon, 1992; Rhoads & Valadez, 1996 in Corinne, 2002). The
increasing numbers of Latino students enrolled in community colleges is a testament to the faith
and hope students have of the community college system to help them reach their academic
goals. However, due to poor secondary education and the large numbers of students placed in
remedial education, students have a slim chance of transferring and graduating from a post-
secondary institution (Bahr et al., 2013; Crisp & Nora 2010; Deli-Amen & Rosenbaum, 2002;
Huynh, & Fuligni, 2012).
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30
The cost of remedial education is considerable for both institutions and students (Deli-
Amen & Rosenbaum, 2002; Kurlaender & Howell, 2012; Gilroy, 2013; Melguizo et al, 2008).
Many students assessed into remedial education are entering a system that is questionable in its
effectiveness to prepare students for college-level work, and many do not complete the sequence
of classes (Hodara & Jaggars, 2014; Ngo & Kwon, 2015).
Institutional agents such as professors, teachers, advisors, and counselors are pivotal in
creating strong educational goals and ensuring that students reach their educational aspirations
(Stanton-Salazar, 1997). Allen et al. (2013) recommend that supporting individuals should also
recommend activities for individuals outside academics to create a stronger transfer pathway and
connection to the community college and higher education, thus creating a strong student transfer
capital.
To educate California's community college population, educators must look into family
dynamics, secondary educational preparedness, students' aspirations and goals and most
importantly, pressure major stakeholders to increase their support towards this growing
population. Arteaga's (2015) asks that "... [community college] system to offer culturally
responsive counseling services" (p. 11). A multicultural approach towards preparing first-
generation Latino students must begin in high school and continue throughout community
colleges to propel more students to baccalaureate degree attainment. Bensimon's (2005) requires
a willingness of individuals to create enduring results. Crisp & Nuñez (2014) state that teachers,
counselors and other important stakeholders must increase the importance of high educational
expectations for underrepresented minority students. Crisp & Nuñez (2014) also suggest creating
intensive academic advising that promotes "transfer cultures" not commonly seen by
underrepresented minority students. Community colleges, counselors, advisors, student support
FIRST GENERATION LATINO STUDENTS AND THE TRANSFER PATHWAY

31
programs and those involved with students have the responsibility to help students come up to
the level where they can become college ready and help them move through college (Smith,
2013).
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32
CHAPTER THREE: RESEARCH METHODOLOGY
The purpose of this study is to use qualitative research to seek understanding of the
multiple factors that push students towards assessing into remedial education. This research
hopes to see how or if placement in remedial education influences a student’s transfer outcome
and to examine the role institutional agents (counselors, advisors, professors, student support
programs) have on students needing remediation. Chapter three will include the research
question, sampling used, instrumentation, and the last topic will cover procedures for data
collection and analysis.
Research Question
This study answers the following research question:
RQ: How do institutional agents influence transfer outcomes for first generation Latino
students placed in remedial education?
The rationale for using a qualitative research design is that it seeks an in-depth understanding of
human behavior. Qualitative researchers are the primary data collectors, and they seek to
understand and interpret social interactions, not to make predictions or to examine cause and
effect as in a quantitative study (Merriam, 2009). Merriam (2009) and Maxwell (2013) agree that
qualitative researchers seek to analyze the meaning behind human interactions. Maxwell (2013)
states qualitative researchers seek to understand participants' ways of creating meaning, and their
beliefs are a significant part of qualitative research. Qualitative researchers seek to understand
and analyze how participants make sense of physical events and behaviors and thus analyze how
their understanding influences their behavior Maxwell (2013). Through interviews, this study
hopes to explore the lived experience of individuals as they navigate the transfer pathway. A
qualitative design gives us information about how these individuals began to make sense about
FIRST GENERATION LATINO STUDENTS AND THE TRANSFER PATHWAY

33
college through various experiences and interacting with significant people, thus creating
meaning about their behavior and experiences.
Qualitative research offers a flexible and emergent design as the study unfolds. By using
interviews, the researcher can explore and try to understand the "how" and the "why" things are
happening Maxwell (2013). Interviews will focus on questions that explore the participants
"experience and behavior", "opinion and values questions", "feeling questions", and "knowledge
questions" as presented by Patton (2002) in Merriam (2009). Using a flexible and emergent
method will allow the participants to share their experiences and behaviors to provide a more in-
depth understanding of human behavior without feeling restricted to a set interview questions.
Sample and Population
The data for this study was collected using a small sample size. Ten participants were
interviewed, which gave the research a holistic interpretation of the study that would not be able
to achieve otherwise (Merriam, 2009). This population was chosen using convenience sampling.
According to Creswell (2008):
In convenience sampling, the researcher selects participants because they are willing and
available to be studied. In this case, the researcher cannot say with confidence that the
individuals are representative of the population. However, the sample can provide useful
information for answering questions and hypotheses (p. 155).
In order to receive more meaningful insight into participant’s social and academic experiences,
this study interviewed participants meeting the following criteria:
1. First-generation Latino/a or Hispanic
2. Low income at the time of attending a community college
3. Low income at the time of attending an LAUSD high school
FIRST GENERATION LATINO STUDENTS AND THE TRANSFER PATHWAY

34
4. Attended and enrolled in a Community College
5. Placed in remedial education for English and or mathematics
6. Transferred to a four-year post-secondary institution
The sample size for this research included a total of ten participants, three males and seven
females between the ages of 25-38. Participants were interviewed once, and they were all
available to answer any follow up questions if needed. The interviews were audio recorded then
professionally transcribed.
Instrumentation
In-depth interviews were conducted that gave this study an in insight into participants
educational journey. In-depth interviews give the audience valuable information about the nature
of the participant social life, including any challenges they may go through displaying depth and
development of the participant (Weiss, 1995). There are many things we can learn from
interviews, most valuable are their perception and how they interpret them during events that
affected their thoughts and feelings (Weiss, 1995). Because it is impossible to observe these
participants in the past, interviews are a good way of getting valuable descriptions of actions and
events that took place in the past and that one does not have access to observe (Maxwell, 2013).
Open-ended interviews were used in combination with The Informal Conversational
Interview, which is also known as an unstructured interview (Maxwell, 2013). Unstructured
interviews rely on the spontaneous generation of questions based on the normal flow of
conversation. Strengths of using unstructured interviews are, flexibility, spontaneity, and
responsiveness to situational changes. Unfortunately, unstructured interviews also have
weaknesses, they take more time, they rely heavily on the conversational skills of the
FIRST GENERATION LATINO STUDENTS AND THE TRANSFER PATHWAY

35
interviewer, and they are more susceptible to interviewer bias or leading questions (Maxwell,
2013).
This research will utilize Maxwell’s (2013) interview format using Standardized Open-
Ended Interviews, which require careful wording each question before the interview. There are
four main reasons to use this approach:
1. The exact instrument to be used is available for inspection (by IRB or by other key
stakeholders)
2. Variation among interviewers can be minimized (situation where several different
interviewers will be used)
3. Makes sure the interviewee’s time is used as efficiently as possible
4. Facilitates analysis by making responses easy to find and compare
Data Collection
The most important thing before conducting an interview and collecting data is to be
prepared, organized and confident. Participants will be asked to conduct an interview where it is
convenient for them and in their natural environment, perhaps their home or their place of work.
The interview will be about one hour or less and participants will only be interviewed once. The
first concern is to establish a strong interviewing partnership (Weiss, 1995). I began by
developing small talk to build rapport (Bogdan & Biklen, 2007) and establish my goals, asked
permission to record, provide and reviewed consent forms and described the sampling procedure
and most importantly, discussed why they were selected.
Data Analysis
Bogdan and Bliken (2007) describe an analysis of data as "… the process of
systematically searching and arranging the interview transcripts, field notes, and other materials
FIRST GENERATION LATINO STUDENTS AND THE TRANSFER PATHWAY

36
that you accumulate to enable you to come up with findings” (p.159). As previously mentioned,
interviews and audio recordings were used to collect data. Audio recording values the fidelity of
the transcripts, and there is no loss of content or detail (Weiss, 1995). To begin the data analysis,
I listened to the recorded audio of the interview before transcription begins. I wrote notes and
memos to develop ideas and categories about relationships (Maxwell, 2013). Writing memos
helped with the analytic process and memos were also useful to reflect on goals, methods,
theory, prior experiences and relationships with participants (Maxwell, 2013).
To facilitate analysis, I set a priori codes tied to my conceptual framework. Coding
enabled me to begin creating themes, assumptions or ways of thinking about grouping ideas and
begin to interpret data. Data interpretation leads me to begin developing ideas about my findings
and thus enabling me to begin making connections to the literature and other concepts important
to this study (Bogdan & Biklen, 2007).

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37
CHAPTER FOUR: PRESENTATION OF THE RESULTS
Chapter four consist of data results from interviews of ten participants. The purpose of
this study is to examine how institutional agents influenced community college students on their
journey through and out of community college. The previous chapters of this dissertation offered
an introduction to the problem surrounding Latinos in higher education while also highlighting
the high numbers of Latino students enrolled in secondary schools and community colleges.
Chapter four is divided into three parts, the first part is a description of all ten
participants, which include a description of their academic and personal background. Then, study
findings are organized by emerging themes gathered from the data, and the last section concludes
with a summary. Individual quotes reflect the importance of the participants college experiences
and interaction with institutional agents. The participants' privacy is paramount, thus
pseudonyms were created to ensure that all participants' identities and their attended institutions
were kept private. All the findings presented will help answer the following research question for
this study:
RQ: How do institutional agents influence transfer outcomes for first-generation Latino
students placed in remedial education?
Review of the Participants
All ten participants in the study were chosen using convenience sampling, as described
by Creswell (2008). Interviews were recorded then transcribed by a professional transcriber. The
data was then coded using a qualitative data analysis computer software system to identify
emergent themes. Interview responses of participants were reviewed then analyzed to determine
how institutional agents influenced their educational trajectory. All participants in this study met
the following criteria:
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38
1. First-generation Latino/a or Hispanic
2. Low income at the time of attending a community college
3. Low income at the time of attending an LAUSD high school
4. Attended and enrolled in a Community College
5. Placed in remedial education for English and or mathematics
6. Transferred and graduated from a four-year post-secondary institution
Participants Profiles
Table 1 include participants demographic information while Table 2 and Table 2.1 show
participants findings. In order to provide the reader with more information on each of the
participants, a brief description of each participant is presented in this section.
Table 1
Participant Demographic Profile
Name
a
Age Gender
Time to
Transfer (yrs.)
LAUSD
(Magnet)
b

Ricardo 27 M 6 X
Blanca 31 F 7

Vicky 29 F 6

Janet 28 F 2 X
David 33 M 3
Anna 37 F 6 X
Dora 30 F 4
Laura 29 F 3
Oscar 25 M 3 X
Maria 38 F 6 X
Average/Total 30.7
3 Male
7 Female
4.6 5
a
Pseudonyms were used to protect the identity of the informants in this study.
b
Students were part of a LAUSD Magnet program/curriculum

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Ricardo is a 27-year-old male who considers himself Hispanic or Latino. He has
completed a bachelor's degree and was currently on the process of applying to a master's
program. He attended a magnet high school but did not receive any direct college prep. He was
placed in remedial math and placed in college-level English, and it took him six years to transfer
to his post-secondary institution.
Blanca is a 31-year-old female who considers herself Mexican American. Her highest
level of education is a bachelor's degree but plans to pursue a master's degree in the near future.
Blanca attended a large, predominantly Hispanic high school and received no college
preparation. She selected her community college based on proximity, convenience, and because
many of her peers from high school were also going to that specific community college. It took
her seven years to transfer due to lack of information, and feeling like she had no direction, and
her low placement in remedial math and English.
Vicky is a 29-year-old female who considers herself Mexican. Her highest level of
education is a bachelor's degree, and she is very pleased with her current job. Vicky attended a
large, predominately Hispanic high school. She considered herself a "C" average student and did
not receive any college preparation. In community college, she was placed in remedial math and
placed in college-level English. It took her six years to transfer and felt that she never really had
help from adults throughout her educational journey. She repeatedly said she had to figure things
out on her own as time went by.
Janet is a 28year old female, and considers herself Central American. She completed a
bachelor's degree and was in the process of completing her master's degree. She attended a large
high school located in South Los Angeles and was part of a college prep program that helped her
with college preparation. However, she claimed she did not truly understand the information
FIRST GENERATION LATINO STUDENTS AND THE TRANSFER PATHWAY

40
given to her. She knew it was vital for her to be part of the program and followed along. Janet
attended a four-year institution after high school but had a difficult time adjusting and had
difficulties with her remedial coursework; consequently, she left and enrolled in a community
college. She was placed under academic probation but soon managed to do well in her classes
and remove her probation classification. Within two years she transferred back to her original
four-year institution and graduated.
David is a 33-year-old male who considers himself Latino. He has a bachelor's degree
and plans to go back to school at a later time in his life. David also attended a large high school
in South Los Angeles and did not receive any college preparation or help form adults but had a
sibling who tried to help him with anything related to college. David was academically
disqualified a few weeks after going to a four-year institution because he earned a "D" in his last
year of high school. He thus enrolled in his closest community college and was placed in
remedial math and English. It took him three years to transfer to a four-year institution. He said
he did not take any breaks and enrolled in summer and winter terms to take all the remedial
education classes.
Anna is a 37-year-old female that considers herself Mexican American. She currently
holds a bachelor's degree and has a job she finds fulfilling. Anna also attended a magnet high
school in LAUSD but was not offered any college preparation. To escape a stressful home
environment, she participated in an after-school youth program that gave her support and some
information about college. It took Anna six years to transfer to her post-secondary institution
after being placed in remedial math and English.
Dora is a 30 years old female that considers herself as Latina, Mexican American. She
holds a bachelor's degree but will soon finish a master's program. She attended a large,
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41
predominately Hispanic high school and considered herself as an average student that was not
into academics. She had a sibling that attended community college and figured she would follow
his path. Because she had a sibling that previously went through the college application process,
she did not feel like she had to reach out to adults for help. However, she did mention that they
did not try to reach out to her. It took her four years to transfer to a post-secondary institution
because she was placed in remedial math and English, and she had to retake math classes several
times.
Laura is a 29year old female that considers herself Hispanic. She attended two different
LAUSD high schools and said her grades in high school were "really bad," especially with math.
She claims she never received any college preparation and felt that counselors were always busy
with ninth and twelfth graders, therefore it was difficult for her to see them. She was placed in
remedial math and English and transferred in three years. Unfortunately, she missed a critical
deadline to attend to her first choice for college and so she felt she settled with her last and only
other choice.
Oscar is a 25-year-old male that considers himself Latino or Chicano. He holds a
bachelor's degree but plans to pursue a master's degree in the future. Oscar also attended a
magnet LAUSD high school but claimed he did not receive any college preparation by his
counselor but did receive help from a university representative that visited the high school a few
times a week. This representative assisted Oscar his senior year in high school with things such
as SAT registration and understanding college applications. Although he was accepted and
attended a four-year institution after high school, he decided to attend a community college
because of transportation issues, low financial aid package and because he did not know what to
FIRST GENERATION LATINO STUDENTS AND THE TRANSFER PATHWAY

42
major in. Oscar was placed in remedial math and English in community college and transferred
in three years to his original post-secondary institution.
Maria is a 38-year-old female that considers herself Latina. Her highest level of education
is a master's degree and hopes to pursue another graduate degree in the future. Maria attended a
large LAUSD high school located in South Los Angeles and enrolled in a magnet program
within the school. Unlike the other participants, Maria felt she had "good grades" and had mostly
A's and B's until her senior year when she had family issues. Although Maria was in a magnet
program, she claims she did not receive any college preparation. She knew college existed, and
there were requirements, but no one approached her to assist her or provide any college support.
Maria attended two different community colleges and was placed in remedial math and English,
and it took her six years to transfer to her post-secondary institution.
Findings
This section presents participants’ interview responses. The emerging themes collected
from the interviews help provide an understanding of the participants' lived experiences of their
college preparation beginning from high school through the transfer process. Findings also show
how, and which institutional agents made a lasting impression in their educational trajectory.
Table 2 & Table 2.1 present the research findings and answers the research question:
RQ: How do institutional agents influence transfer outcomes for first generation Latino
students placed in remedial education?

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Table 2
Findings Part 1
Participants
Name
Professor as
Institutional
Agent
Met with an
official counselor
at a community
college
(more than once)
Met with an
official counselor
at four-year
institutions
Friends or family
as institutional
agents
Ricardo Major, 4yr X
HS Friend &
Sibling
Blanca
Vicky

Forensic
X
(meaningful)
X HS Friends
Janet Multiple X

Sorority
David Criminal Justice
HS Friend &
Sibling
Anna Sociology
Dora Multiple X Sibling
Laura Neighbor
Oscar Chicano Studies X College Friends
Maria
Multiple;
community
college & 4yr

Total: 8 3 3 7

Table 2 shows the interaction participants had with adults while at community college
and their four-year institutions. Data also shows that 8 out of 10 participants had a professor who
became an institutional agent and seldom met with an official counselor. Table also shows the
impact other people (family, friends, neighbors) had on the participants.
Table 2.1 below, outlines which students had a positive or negative experience with their
overall community college experience and which participants had a positive or negative remedial
education. A brief description of what contributed to the experience is included and discussed
thoroughly in this section.

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Table 2.1
Findings Part 2
Participants
Name
Positive
Community
College
Experience
Negative
Community
College
Experience
Positive Remedial
Education
Negative Remedial
Education
Ricardo

Sharpen Skills
Long,
Confusing,
alone
English

Math
Blanca
Like High
School
Like High School
Vicky Writing Only English Math
Janet At UC
David Set Foundation Math
Anna
Superior
Education
English Math
Dora General Ed English Math
Laura Write Papers English Math
Oscar Sharpen skills
Maria
Like High
School
Like High School
Total: 6 3 6 9

Findings from table 2 & 2.1 are conclusive with literature indicating that professors play
an active and integral role to students in their academic journey. Going through the remedial
courses, exposed participants to structure, develop study skills, and connected them to
institutional agents that helped them set a strong college foundation. Data also shows that
although 6 out of 10 students felt they had a positive community college experience, 9 out of 10
had negative feelings towards one part or both parts of their remedial education experience.
College Preparation in High School
As first-generation students, the idea of going to college seems to many like a distant
dream. A dream that for many first-generation students, can be difficult to understand and to
achieve because their parents or family members did not go through the process, nor did they
FIRST GENERATION LATINO STUDENTS AND THE TRANSFER PATHWAY

45
have much information about college in general. Although many participants in this study, heard
about college, most were confused as to what they needed in order to prepare or to even qualify.
In high school, all participants knew about college in one way or another, however many
of them did not feel included in the conversation. Participants identified many unknowns and felt
uncomfortable looking for the right person to ask. Therefore, for most participants going to a
community college seemed the "safest" choice, the easiest and their way to achieve a post-
secondary education.
Participants were asked, "How would you describe your college preparation in high
school, meaning your A-G's, SAT's, any college prep or tutoring?" Five out of ten participants
interviewed attended LAUSD magnet schools. Ricardo, Janet, Anna, Oscar, and Maria expressed
their dismay of not being well informed about college requirements while attending a magnet
school:
Ricardo: I knew about them [college requirements], but then I did not know much
information about it. The SAT, I kind of had a mindset already that I was going to a
community college. I didn't want so much money to be placed on my parents. I obviously
I didn't know much about financial aid as well, which I think is a key indicator for
students. I didn't know how it would be affordable. Aside from that, I don't remember my
advisor ever telling me about college.

Janet: A - Gs, I didn't know what A through G’s were, to be honest, like I wasn't aware of
that. I didn't even know. Now I know because that's my profession, but then I didn't know
what that was. I didn't even know it was a requirement. I didn't even think it was a
requirement, in the sense of at least making it a requirement for all LAUSD students to
FIRST GENERATION LATINO STUDENTS AND THE TRANSFER PATHWAY

46
have the A-G's completed. Yeah, I don't know. I didn't know much when it came to the
college preparation before, in high school.

Anna: I wasn't offered any of those. I was not an A student, so they never offered
anything.

Oscar: I didn't really think much about college up until senior year when took my SAT's.
I took them because of I thought that was something you were supposed to do. I never
really considered it. I guess in a way I assumed I was going to go to college, but I never
knew what I wanted to do once I got to college.

Maria: I was a… no-knowledge. I did not put it together. I didn't have no idea what SAT
meant. To me it could have been a recital or play. I had no idea what ACT’s were, period.
I didn't understand what college was. The level of what it really was or is. My parents
never talked about it, a counselor … and never saw a counselor. I just don't ever
remember talking about college with anyone.
As first-generation high school students, participants had difficulties understanding any college
information, and for many, college was not high on their priority list after high school
graduation. Vicky and David expressed that their primary goal was just to graduate high school,
and college was not a focus. They explained:
Vicky: So, I never had any college prep whatsoever. I met with my counselor, "Okay,
you have your English, your math, this and that. You're ready to graduate." That's it. I
FIRST GENERATION LATINO STUDENTS AND THE TRANSFER PATHWAY

47
never took the SATs. My mentality was never to go to college, just to graduate and go
straight to work.

David: I didn't do any of that. I think the only test I took was the pre ... I don't know if it
was the SAT or the ACT, and after that, I didn't take any one of them. I don't know, to be
honest with you. In high school, I guess the focus was just to graduate high school, and I
guess that was one of the things that was like the goal at the moment. So, just graduating
felt like, I don't know, graduating was the goal. I didn't really set my eyes on what I was
gonna do after that.
Laura, like other participants, felt intimidated by college. Although Laura knew the college
center was there to help, she was intimidated to go in and ask. She also felt that no one did much
to include her. She expressed:
Laura: In high school not really. Maybe just the college center, but I feel like the college
center was there, but they were never like ... It's sort of, you can say intimidating. So, I
never had somebody directly tell me, "Oh hey guys" ... Somebody go to the classroom
and say, "Hey, the college center is available." I knew the college center was there, but
me, I never really knew what it was for.
Representatives from a local community college, visited Laura's school to help with applying,
administering the assessment exam, and applying for financial aid, all done within a one-week
frame. Laura knew she was going to go to that specific community college and naturally went
along with the representatives' directions; however, the process was very confusing, and she was
lost. Although the representatives did assist with getting the student to apply to their college, and
FIRST GENERATION LATINO STUDENTS AND THE TRANSFER PATHWAY

48
setting them up with the assessment exams, they did not explain what it all meant. She expressed
her confusion:
I just applied with ... I know there was a time, they had a week in high school where they
did the FAFSA and the applications and I applied online. But they would just give us the
computer, in the college center you would get the computer and you would apply by
yourself. They didn't directly sit down with you and tell you the steps. So that's how I
applied. And then I didn't know anything about the placement test. I know that somebody
from [A community college] came to my high school to give the students that applied to
[A community college] a placement test. But I didn't know what that meant. We did the
test in the library, but it wasn't explained. I feel like if it would have been explained
more, I would have had an idea. And that was the process. So I applied in school, they
came to the school and I took the placement test and they gave me my results. But that
was it.
Laura went through the motions of applying for college, financial aid and even taking the
assessment exam directly at her high school, which is a great resource. However, no one really
explained to her and other students what the process of applying or answered any questions.
Laura was simply going to the motions and did what she was advised to do. This is again, a great
example of resources available, of educators trying to be inclusive yet falling short in explaining
what it all means.
Most participants heard or were exposed to the idea of college one way or another, but
most did not receive clear information about what it entailed to go to college or if they met any
of the requirements. Only two participants received some form of college preparation by an
FIRST GENERATION LATINO STUDENTS AND THE TRANSFER PATHWAY

49
institutional agent. Janet and Oscar received college preparation or assistance by an adult that
came to their high school in the form of outreach.
Janet's biggest institutional agent was her academic advisor from a college prep program.
Multiple times she said that her academic advisor went above and beyond to make sure she
succeeded. Janet expressed her gratitude towards her academic advisor below:
My advisor to the program was a big, big, big, big, big, huge, and I can't emphasize it
enough, but a huge part of me going to college. Very, very huge. He was a big asset at
that moment or you know, big institutional agent at that moment in my life. He went
above and beyond to try to help me and motivate me and believe in my capability.
On the other hand, Oscar was not part of a college preparation program in high school. It was not
until a representative from a four-year institution went to the college center, pulled Oscar out of
class, and began talking to him about college. It was then where he began thinking seriously
about college. He said, "It wasn't up until some girls from [A University] came and started
talking to me about college. I guess they looked at my grades and they looked at my background.
They felt like that'd be a good choice." He was a little confused by the whole system but decided
to go with it because he grew fond of the representatives and because they showed genuine
interest in helping him.
This data further supports what researchers claim, that Latinos in inner cities fall behind
in college readiness and college financial literacy and thus are pushed to enroll in community
colleges where they become the majority in a higher education system that is difficult to navigate
(Beardsley & Sedlacek, 1997; Corinne, 2002; Crisp & Nunez, 2014; Rendon, 1992).

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Cost of Remedial Education
Research suggests that remediation at the college level can negatively affect students in
many ways on persistence, the overall cost of education, graduation time, self-doubt and
frustration (Attewell et al., 2006; Bettinger et al., 2013; Handel & Williams, 2011; Kurlaender &
Howell, 2012).
Participants all agreed that it took them a long time in remedial education, and some felt
that it was “just like high school.” The average time it took participants of this study to transfer
was 4.6. Janet was the participant that took the shortest time at two years, and Blanca took the
longest at seven years. Upon receiving the remedial results, Blanca expressed her disappointment
and frustration having to take classes she thought she should have in high school:
It was quite a strange experience, because I've taken those classes in high school ... so I
thought. So, I was thinking, "Why am I taking these again?" I thought to myself, "I've
done this before. Why am I doing it again?" I felt like it was just a cycle of doing things
all over again. Like I said, it was a setback for me, and I felt a little bit advanced to where
I was placed, but that's where I was placed, so ...
Blanca expressed she placed at the very bottom and feeling like the placement felt like a setback
and like she was going to high school all over again. She did not feel like the results represented
her level of preparation but still took the sequence of remedial classes. When asked if she felt
that the remedial education classes helped her prepare for college-level work, she said not at all.
Having a strong foundation in remedial classes is crucial move on to the transfer level
courses or prerequisites. Laura felt that she struggled in general with math, and unfortunately,
she had to take statistics three times in order to transfer. She felt that math was the reason why it
took her three years to transfer and shares her frustration below:
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51
I feel like it took me a long time because I had to get to college level, so I had to do my
remedial classes and maybe I didn't do so good in statistics. I had to take it three times.
And I feel like I struggled because I was so behind in math and this has to do with high
school. I had to start all over. These were years that were lost and that I had to make up in
such short time. Now that I'm thinking about it. I feel like that was one of the main
reasons why it took so long, my math. Taking that class three times. Because it was just
so difficult for me.
Maria, an AP student, had a lot of self-doubt, frustration and a negative self-image after being
placed in remedial English. In high school, she always did well in English, and when she began
taking her remedial English coursework, she immediately felt lost and disconnected. On two
separate occasions, she expressed how the remedial education classes felt like material she
learned in high school:
So, I just remember always feeling like the smarter one in the class [while in high
school]. And when I took these tests I was so disappointed because if I was smart and I
scored like that, I couldn't imagine. I was just like, wow. I felt stupid.

I felt like I was back in high school. I felt like it was below me just the assignments the
teacher was giving and we're writing journals and it made no sense to me. Everything I
was getting very good grades on it. I just didn't understand how I placed that. I mean, it
really did put me down as a person because I was like, wow, this is how stupid I am. I
didn't feel like I was in college at all. I felt like it was just high school all over again.
Laura was another student who felt “shocked” at her assessment results:
FIRST GENERATION LATINO STUDENTS AND THE TRANSFER PATHWAY

52
Yes. I was shocked because they were very low. I was low math, low English and just to
find out that I had to get to other levels, I still needed like three more classes to get to my
college level was just shocking. So I felt really ... I did get discouraged and I did say like,
"Oh wow, am I really this dumb or" ... But it was mostly shocking
Oscar, on the other hand, believed that being placed in remedial education was normal for
everyone at a community college, but was a still surprised at the level of work required by the
remedial classes.
When I had to apply, I was required to take a placement test. I always felt like I was
pretty good at math and writing, but once I got there, it was required for me to take the
remedial classes. I felt like those classes were required for everybody. I couldn't
remember once person that didn't have to take the remedial classes.
Once I actually took the classes, I was like, "What the hell is going on? This is real
simple things that I already know."
Ricardo was placed in remedial math but placed at college level for English. He had a difficult
time with the math courses, ultimately having to sign a waiver to retake the class after failing it
twice. Although he placed in college-level English, he did not take English until a later time.
Ricardo was ultimately placed on probation and took a year off school. When he came back to
the community college, he then took the English class he needed but also took school more
seriously.
It took Ricardo six years to transfer to a four-year institution. He claimed he was not
ready to take school seriously; he was not in the right "mindset" but also contributes taking long
to the "lack of information. And then also, not being aware of the deadlines." Consequently, he
FIRST GENERATION LATINO STUDENTS AND THE TRANSFER PATHWAY

53
ended up missing a critical deadline to attend his first choice and thus enrolled in his second-
choice four-year institution.
The literature discussed in chapter two said that half of the student entering the
community college system place into remedial education (Bettinger et al., 2013; Gilroy, 2013;
Handel & Williams, 2011; Scott-Clayton & Rodriguez, 2015). Therefore, the idea of transferring
within the ideal two-year plan becomes just a thought once students receive their assessment
results. The data provided support the idea that once students receive the results of their
assessment, some experience disappointment, self-doubt and express negative self-talk about the
disconnection between what they thought they knew and what the assessment exam represented.
Was remedial education effective?
This question has been debated among educators, researchers, and scholars. In order to
answer this question, participants were asked two questions:
1) How did the remedial education classes help you prepare for college-level work, if at
all?
2) Discuss how the community college prepared you for four-year college-level work?
Responses from the participants were mixed. Six participants said they felt positive about one
part of their remedial education. Ricardo, Vicky, Anna, Dora, and Laura all felt that the English
remedial education classes helped them in one way or another. Laura expressed that English
helped her prepare for college-level English and mentioned her lack of high school preparation:
I would say for English they did show me the right method or how to write an essay.
Citations references, the same thing, right? The formats and I didn't know any of this in
high school. How to do a research paper. I didn't learn none of this in high school. So I
feel like the remedial classes that I was placed in, they did help me get to that college
FIRST GENERATION LATINO STUDENTS AND THE TRANSFER PATHWAY

54
level even though if I struggled or not, I did pass them. So they did help me get to the
college level. I learned how to do a research paper, how to cite or quotation marks or ref.
How to just put them in the paper. So I feel like it did help me. They did a better job than
high school did. But if high school would have did their job, I could have probably not
even been placed in remedial classes.
Nine out of ten participants had negative feelings about remedial education. David was the only
person who felt positive about remedial math. Some were very disappointed at the whole
sequence of classes and felt that they were wasting their time. Blanca, for example, said, "I really
don't feel that they [remedial classes] helped me at all. I just felt like it was high school and that's
it." Maria shared the same sentiment by saying:
I felt like I was back in high school. I felt like it was below me just the assignments the
teacher was giving and we're writing journals and it made no sense to me. Everything I
was getting very good grades on it. I just didn't understand how I placed that. I mean, it
really did put me down as a person because I was like, wow, this is how stupid I am. I
didn't feel like I was in college at all. I felt like it was just high school all over again.
Laura felt disappointed at the delivery of her remedial education classes, especially for English:
Honestly, for English, my first semester with the teacher, it was very ... That professor
that I had really wouldn't teach us much because he would talk a lot about his life
experiences. It was really weird. He would just give us worksheets and give us chapters
to read, but that was it. It was just mostly worksheets and he would just talk about life
experiences.
When the participants were asked if they felt if the community college system prepared them for
college-level work, six participants had something positive to say about how it did. Ricardo said
FIRST GENERATION LATINO STUDENTS AND THE TRANSFER PATHWAY

55
that community college helped him "... prepare myself to understand how I study. That was
about it. I don't know if it works, but ..." Overall Ricardo felt that the community college was a
great way to help him improve his study skills, "Study habits, yeah. I saw how I messed up and
why I messed up, and then I incorporated that and I did better at the four year." David had
similar feelings about how the community college helped him in general:
I think it helped me in the structure format of it. You would get your syllabus, you would
get your reports, you would get the information, ways of getting extra credit if there were
any, and the syllabus. You lived and died by the syllabus. That's where most of your
information came from for each class. I think getting that structure of what a college
classroom looks like and having professors have appointment days or what days they
have office hours or sometimes they offered -- I think one math class offered tutoring? I
thought that was helpful and that was at community college.
Laura also had a positive experience when asked if community college prepared her for college-
level work. She said:
I feel like it did. This is, I feel it's a good experience for my community. I took statistics
three times and I thought I was done with it. I was like, "Criminal justice, you don't need
statistics. What?" I go to [A University] and they tell me you need statistics, criminal
justice statistics. I was like, "What?" I was dreading it. I was having a panic attack. It was
horrible. And then I took the class and I passed with a B. So I really feel like community
college did help me. It would have been ridiculous if I wouldn't have passed but I did
pass and so it prepared me. And also for research papers, 10 page papers, I feel like the
community, I learned this there. So yeah, community college did prepare me to succeed
in a four year.
FIRST GENERATION LATINO STUDENTS AND THE TRANSFER PATHWAY

56
Blanca on, the other hand, felt very negative about how the community college prepared her for
college-level work. She expressed her frustration below:
I'm gonna be honest, I didn't feel like it prepared me, because it was two different things.
It was like, "Community college? Okay." I felt like you don't have to show up all of the
time. "You can get by and you can still get a B," as opposed to when I went to [A
University], it was nothing like that. It was like, "Okay, now you have to write ten page
papers. Now you have to do this." I was lost, because I didn't know how to do a research
paper. It was my first time, and so I had trouble doing stuff like that.
Like previously mentioned, participants responses about whether or not remedial education and
community college, in general, prepared them for college-level work were mixed. Some said it
did not help at all, and it reminded them of high school, while others felt the community college
laid a strong foundation for college-level work.
Post Transfer
Whether it took participants in this study two years or seven years to transfer, once
transferred, they all shared a sense of relief and appreciation, but they also shared a sense of
urgency getting through the remaining part of their educational journey and graduate. As transfer
students, these participants were already stepping into a four-year institution with a different
background and mindset than traditional students. All ten participants were low income, most
worked at least part-time, and others had family responsibilities. This data confirms what Burn's
(2010) found among his study. Burns (2010) found that community college students that share
similar characteristics such as: caring for children, family responsibilities, part-time enrollment
status, employment negatively affect academics and decrease the chances of transferring to a
four-year post-secondary institution.
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The participants were asked to describe their first year as a transfer student at their post-
secondary institution. Ricardo and Oscar were the only two participants who had somewhat of a
less painful experience than the rest of the participants. Ricardo felt that now as a transfer
student, he had to become more serious, and so he developed a different mindset. Oscar, on the
other hand, was enamored by the idea of finally being in college. He enjoyed college life and
tried to enjoy being a college kid.
Ricardo: Hmm. It was interesting. Yeah, I think this time, because I knew what I wanted
... I knew what I wanted or how to get to where I needed to be. The first semester was
kind of like my first year of college [community college], where I thought I knew it all,
but yet now I was focused and I did get good grades, so I kind of knew it.

Oscar: I had fun. There's a song by Asher Roth called I Love College, and at the end of
the song he says, "Do I really have to graduate, or can I just stay here?" That was my
whole process throughout, either be here, keep having fun, keep meeting people, going to
parties, or go to the real world and get a crappy job and be miserable.
For the other eight participants, their first year as a transfer student was a memorable and
emotional experience. Most were excited yet nervous and even a little scared of the unknown.
Blanca, Vicky, Janet, David, Anna, Dora, Laura, and Maria all shared a similar experience as a
first-year transfer student. As previously stated, all participants were first-generation to attend a
post-secondary institution; therefore, there were many nerves involved. Many touched on
insecurities they felt, and some even mentioned feeling the weight of being first-generation and
not having anyone to speak to or to ask for help.
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Janet, for example, brought up how in the Latino community, we pride ourselves in being
fighters and "go-getters" in everything we do, and college was just another thing we tried to
navigate by ourselves. This idea of not asking for help was very prevalent in Janet's interview
and the other participants.
Yeah. So, I want to say I could have used a lot more but I think as a first, as first year
student, I was just so always so scared to go ask for help and I was like, you don't ask for
help. You figure it out on your own. That's just the common characteristics of our Latino
community where you figure it out on your own. That's what I've been doing my whole
entire life, figuring it out on my own and not allowing people to help me. Or some days,
like the career center, I wish, I wish I would have used the career center because there's
just so much you can do there, so much knowledge there but I was so intimidated by it
because I didn't understand what they did.
Blanca and David both felt nervous and overwhelmed at the new institutions' rigor and
requirements. Being a first-generation college student comes with many unknowns that include
the seriousness not having financial literacy at the college level.
Blanca: My experience at first, I was really nervous because it was my first time going to
a university. I'm the first person in my family to go to university, so I didn't have anyone
tell me, "It's like this, it's like that." I was just nervous overall. But then I started seeing
some of the classes were a little tougher than community college. That's when I started
thinking, "Okay, this is not a game. This is serious."

David: My first year was overwhelming. Everything is much more expensive: parking
passes, books. I wasn't expecting that. I needed to take a loan, that was new. I didn't
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anticipate having to take out a loan, and I really didn't know much about interest rates. I
think definitely looking back on it now it would've been a whole more helpful for a
counselor to kind of break those things to me and discuss it a bit more openly, and
maybe, if they didn't have the capacity to instruct me on it, they could at least guide me
into who could give me that information. Maybe a financial literacy forum to discuss
loans and the different types of loans, subsidized loans, government loans, Sallie Mae,
and all these other entities that offer loans.
Anna was the only participant that managed to speak up and talk to a counselor about what she
was feeling on her first year as a transfer student. She advocated for herself and asked if there
was a way she could bypass her current classes because she felt she was more advanced than her
classmates. She describes her experience:
Oh my God. I didn't like it. I felt that a lot of the students that were in my classes were
still very immature. I felt like they were asking questions I recall having ... it was a
humanity, or, I don't know if it was sociology. It was about case management. One of the
students, they asked what is a caseload? What is this? It was just, are you kidding me?
You're already your, it's supposed to be your third year, and you don't even know what is
case management? Why are you here and why are you wasting your time? Interviewer:
The first semester, I argued aloud with the counselor. This time around, I knew to go talk
to the counselor of that that department. I remember having a conversation with her.
These courses are so basic. I need something more advanced. Or can I take a test so I can
skip this course because it's wasting my time?
It is not unusual for transfer students to feel out of place at their receiving institutions. Like many
other transfer students, it took Maria seven years to transfer and so naturally she was older than
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traditional students once she arrived at her four-year institution. Maria shared her feelings of
feeling out of place and not fitting in her first year as a transfer student.
Yeah, it was different. I felt out of place again because here I am, it's taken me six, seven,
eight years to get there. A lot of people are freshly out of high school. So here I am in a
class with 19 year olds, 18 year olds and I'm like 23, 24. People who join this sorority, do
this and do that. And me not being able to do any of it because I was a working mom. So
I felt like I did not belong. I felt like I did not belong. I started taking night classes
because day classes was like maybe I could get adults at night because these youngsters
are ....just not fitting in. So I switched from going to school in the morning to going to
school at night because I just did. I felt like I did not fit in because it was a lot of dorming
and young people and so it was a little overwhelming. Again, I thought about not
Dora also felt different and a little out of place during her first year by the institution itself,
however, she began to feel better once she began to build a connection with her peers and
professors as described below:
I did suffer from imposter syndrome. Do I belong here? I remember feeling like this is
not the place for me. I felt supported within my peers. Everyone was, since it was such a
small class size, everyone got to know each other and we really got to know each other
and our professor really cared for us.
Ishitani and McKitrick (2010) state that transfer students also engage less with their four-year
institutions than traditional native students and the data from these participants confirms it.
Blanca, Vicky, Anna, and David all expressed a sense of urgency, this "in and out" attitude was
represented by their responses below:
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Blanca: I wanted to graduate before the two years, so I actually got to graduate in one
year and a semester, because I pushed myself because I was just so tired of school,
school, school. I wanted to have something already. I put that pressure on myself. Yeah.
Because I felt that I lost so many years while I was in community college that I wanted to
catch up. At my age, and where I was, I just wanted to catch up where I was supposed to
be.

Vicky: I just felt like I need to get my classes taken care of, go to class, go home, study,
and go to class, home, study. It was mostly ... I didn't interact with many people. I was at
a point where it had already been six years and I figured I need to get going, I can't mess
around anymore, take classes again. I need to get in and get out.

Anna: You know, to be honest, I was always in a rush and running in and out

David: I was really on a tight schedule. I would take classes first thing in the morning 8
a.m. to eleven, work out, then go to work. I really didn't fraternize with anybody. I didn't
go out; I didn't party
Most participants were employed, and thus, participation in student support programs, clubs, or
organizations was out of the question. Laura describes her busy schedule as she worked and went
to school full time during her first year in her post-secondary institution:
It was, I would say, maybe overwhelming just because I had to work full time. I literally,
I don't know how I did it, now that I think about it. I went to school on the weekends,
Saturday and Sunday. I worked from Monday through Friday from five in the morning to
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1:30. I would get out, start a class at two then I had a gap. I don't know how I did it. Now
that I'm thinking about it. Start a class at seven then I had to go to whatever time I had,
get some reading done, homework and then I will start again the next day. Get up really
early. So, it was overwhelming. Hard, very hard just because working, both full time
work and school.
Importance of Institutional Agents and Support Programs
Stanton- Salazar (1997) defines institutional agents as "... individuals who have the
capacity and commitment to transmit directly, or negotiate the transmission of, institutional
resources and opportunities" (p. 6). This study seeks to understand how institutional agents
became active agents and contributed to students' funds of knowledge. Stanton-Salazar (2011)
also outlines five motivational and ideological characteristics institutional agents possess, and
this research highlights instances where institutional agents contributed to the participants' social
capital and funds of knowledge. In this study, participants had different people that became very
influential in their trajectory through higher education. Their institutional agents ranged from
advisors from student support programs, professors, friends, and family.
Institutional Agents in High School
Stanton-Salazar (2011) outlines characteristics institutional agents possess as having
awareness of social structures within society/institutions that function to problematize the
success of low-status students. As an example, institutional agents that work with student support
programs or outreach represent this idea. People who work with student support programs
understand and are aware of social structures that make it difficult for low-status students to
success.
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There were two participants in this research where institutional agents representing
student support organizations became active agents by providing direct support. Janet and Oscar
both received help with the college-going process while in high school. While Janet's interaction
was more in-depth than Oscars, they both received valuable information that contributed to their
funds of knowledge and allowed them to take advantage of information not otherwise given to
them.
Janet expressed her gratitude when her advisor leaped into action and rushed to assist her
when she had significant technical difficulties with her web based college application. Her
advisor took it upon himself to help her, after office hours, and together they worked on the
application from the beginning until they submitted it. Janet's advisor knew how important it was
to guide her through the whole college application process because she was overwhelmed and
going out of his way to help her while she was having technical difficulties seemed just like
another part of his job. However, to Janet, it "meant the world.” Janet expressed her gratitude
below:
It took something so simple for them, but huge for me, because they came over and was
able to kind of calm me down and help me do the entire application again. And submit. I
think that was the biggest thing, "You went above and beyond your job description to be
able to push me to apply," because at that point, if he wouldn't have done that, I wouldn't
have applied. Like I wouldn't have because I was feeling too overwhelmed to even know
what to do at that moment.
As Janet was describing her gratitude towards her advisor, I noticed that the tone of her voice
changed, and she became emotional. I asked her if I was right to assume that she was getting
emotional, I asked her to describe her feelings bellow:
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I think it's because it meant so much to me. It's like, you didn't need to do that. It's just
one of those things that, it meant a lot. It was such a small act that didn't cost him a lot
but it meant the world because it changed my trajectory of my life. So it's always and it's
emotional in the sense that I'm grateful to have had that person at that moment in my life.
Yeah. Sorry.
Janet’s experience with her institutional agent is a clear example of the impact an institutional
agent has on the overwhelming process of applying for college. Janet was very overwhelmed
already, if it were not for his assistance, she is sure she would have given up in submitting the
application.
In Oscar's case, the interaction with his institutional agent was not as often as Janet's
institutional agent, however, it did make a difference in Oscar applying to four-year institutions.
He said he did not think about college until his senior year. If it were not for a representative
from the nearest university doing outreach, Oscar would not have been identified and helped out
with his college applications. Bellow, he describes his experience with the outreach
representative:
I didn't really think much about college up until senior year when took my SAT's. I took
them because of I thought that was something you were supposed to do. I never really
considered it. I guess in a way I assumed I was going to go to college, but I never knew
what I wanted to do once I got to college. It wasn't up until some girls from [A
University] came and started talking to me about college. I guess they looked at my
grades and they looked at my background. They felt like that'd be a good choice.
As previously mentioned, Janet and Oscar were the only participants that had an active
institutional agent while in high school. These adults represented an institution designed to help
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students like them in inner city schools and low performing high schools to assist them in
creating a college-going culture.
The other participants had a different experience with their institutional agents. Ricardo,
Laura, and Vicky had close friends that served as institutional agents, and David and Dora had a
sibling who helped them with the college application process. Below we have their response to
the question, “Can you tell me about the relationship you had with individuals that talk to you
about college? If anyone in high school?”:
Ricardo: So the only one would be my best friend, James. I knew that he ... at first, I
knew that he was gonna go to [A University], but I I really know where I was gonna go.
Again, I already had a mindset on community college, so I thought that would be the best
choice for me. As far as ... yeah, he was the only person that I knew around me that took
the SAT.

Laura: Oh yes. My classes. I was going to start for fall and I had no classes until one day
one of my friends came over and she said like, “When are you starting school?” She
actually was going to the same school, but she was the one year ahead. So I told her, “Oh,
I don’t know, I don’t have any classes left, but I’m starting Monday.” I thought it was
going to be something like high school where you just get your classes on your first day.
And she said, “No, you have to actually add them.” And then I was like, “What do you
mean? I mean we’re starting already so soon.” And she said, “Yeah, you have to add
them.”

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Vicky: Only person I had was a friend. He told me, “Okay, what do you like to do?”
Okay, I like to do this, “Then why don’t you pursue it?” And that’s the only reason why I
continued on to college, otherwise I I have.

David: In high school, the only person that really talked to me about college was my
brother because he is two years older than me, so he went to [A University], and he
would be the one that would talk to me the most. At school, I never really met with
counselors. The only time I met with a counselor was one time I got kicked out of class,
and that was one of the first and only times I met with a counselor.

Dora: I guess my older brother but because I had things at the ... he did get accepted to
four years but then decided to go to a community college. I felt like that was the path for
me too. Nobody else. I I really talk to teachers about it or my counselor at the high
school. I know two of my closest peers got accepted to a I right after high school. I just
remember them telling me, “I got accepted.” They were scared but they were still ... one
of them finished and the other one dropped out so we I really talk about it
Institutional Agents in Community Colleges and Four-Year Institutions
Once at a community college, participants in this study reached out to different people for
advice and guidance. Ricardo relied on a friend and a sibling for assistance. However, he did try
to do walk-in services for counseling. When asked to discuss his experience with a counselor or
advisor Ricardo said this:
So, I really didn’t have advisors or counselors. I would do walk-in counselors. For the
most part all of my counselors, whenever I would try to book it, they would be busy. It
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was really hard to get ahold of my counselor, and then to get ahold of the right
information. I think I was told two different things from two different counselors. It
wasn’t until my third counselor where they kind of helped me out a little bit, but it wasn’t
a pleasant experience. I felt like I had to counsel myself.
After transferring, Ricardo became very involved with his professors, and they made a
significant impact on his connection to the university. They all took an active role in providing
him assistance not only understanding class material but understanding future career paths and
gave him valuable career advice.
Like many other entering community college students, Blanca met with a counselor one
time and only because it was mandatory. She said, “They just simply went over a paper stating
what degree I wanted to get. They checked off the classes I needed and that was it. I never met
with a counselor ever again, through the whole time I was in college.” It is not uncommon for
students like Blanca to feel disconnected from the counselor.
Vicky was the only participant who successfully met with a community college
counselor. After taking classes for a few years, she finally met a counselor who took an interest
in her and became an active institutional agent. She recalls her first time meeting him, "So he
told me, he looked at my previous courses and he's like, ‘What are you still doing here? You just
need a couple more classes, some of your generals and you should transfer. You're ready to
transfer. What are you doing here?" Vicky after that, met with a counselor every semester to
make a plan for the next semester and the next year.
In addition to having a secure connection with a counselor, Vicky also met with a
professor who took a very active role as an institutional agent. She explains below:
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Another instructor that helped me out a lot aside from the counselor was a forensics
teacher. She helped change ... she told me, "Okay, you know we have a certificate
program here. You can take it aside from your associates and then it should help you out
in the future." So she opened a few more doors for me to get me through the path I
needed to go through.
Vicky's advisor gave her specific advice about which classes to take and even gave her specific
career advice. When asked how she felt having a professor who took a specific interest in her
studies she said, "It felt great, because if it wouldn't have been for her, I wouldn't be where I am
right now. She helped open a lot of doors for me. Interview process she helped me out as well."
Stanton-Salazar (2011) states that institutional agents, possess a characteristic where they
have a critical awareness of the success of low-status students or youth within the institution is
contingent on receiving systematic and tailored provisions of institutional support. Vicky's
professor not only gave her tailored advice by telling her which classes to take, helped her for job
interviews but also convinced her to join a club she created specifically for students like her.
Janet, a student who went to a UC straight out of high school but left to attend a
community college, found a professor as a significant institutional agent. She expressed her
intense gratitude when asked to share if there was someone in the community college that helped
her. She shares a description of her professor and most prominent advocate at the community
college below:
However, in terms of my biggest advocate was the first professor I took there, which was
the first summer that I started school there. Ironically enough, and she's going to be a
huge asset of me like moving forward or like transferring out of college in the community
college. But ironically enough, that was the first professor I ever heard talk about her
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background. She introduced herself and she said that she graduated from [A University].
And that right there was my initial connection with her. She also said that she struggled
and she was on academic probation there. So she told her story, she told her narrative,
which connected with me. I was like "What, this is crazy," like what are the odds of me
taking her class. That was kind of like the first hit.

So she was, again, a huge asset and she would always tell me like, "You need to go back
to [A University], like you can't give up, like you need to go back." She would always tell
me, "What are the odds that I was the first professor you took when you came back or
when you came to A community college? What are the odds to that and that I'm your
mentor now? What are the odds? You need to go back." She was such a huge part of
pushing me to want to go back and believing that I could be back. It was interesting at
that moment that I was just like "Wow. That's great. Yeah. you're right."
Janet's professor was a significant institutional agent that met the motivational and ideological
characteristics institutional agents possess (Stanton-Salazar, 2011). Janet's professor
demonstrated commitment, motivation, and willingness to be identified as an advocate and agent
for students. She recognized and validated Janet's struggles and motivated her multiple times,
demonstrating her commitment.
David had a sibling that assisted with any college-related information, especially during
high school. During his attendance at the community college, he only met with a counselor once,
and the whole experience felt rushed and felt he did not learn anything new that flyers could not
provide. He expressed his disappointment and wished he should have met with a counselor more
often than just once.
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But other than that, that one time, and I was at community college for probably going on
three years, I think that was one of the only times I met with a counselor to discuss grades
and transferring and it could have happened a bit more. I think it should've happened a bit
more. It would've been nice to meet with somebody every semester, at least to go over
what classes I needed to take, but I just kept track of my own classes on the catalog. In
the back of the pages it tells you your transfers, so I just was scratching them off and
making sure that nothing changed from year to year.
However, while in his four-year institution, David met a very involved professor. He explained
his interaction below:
The one thing I will say there is that I did meet the first professor that actually assisted
me with something outside of just the classroom. Professor Annie, she was a criminal
justice, so with my major I took several classes with her. She took the time to explain to
me, looking ahead, she's like, "You're gonna have to do your internship," and she started
prepping me for things that were coming prior to me hearing about it. She told me about
the writing exam that you have to take in order to graduate, and you have to score a
certain number on it, at least at that time.
Like other participants, David felt that the involvement of professors stepping in as active
institutional agents, made them feel connected to the institution and made them feel like they
belonged. David expressed his gratitude towards his professor and his feelings of difficulty
towards being a first-year student at a university:
You felt the sense of belonging. You felt comfort. With that comfort, you started to ask
questions. Your first time being at a college institution, you don't know what the norm is.
I don't know if I'm asking questions, am I bothering somebody? Is this the right person to
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ask? What do I do? How do I go about solving this problem? So, having somebody
engage and take the time out of their busy schedule to give me information that was
coming along that she saw was gonna be important to my success or to my continuation
of education, I thought was really helpful.
Ana was another participant whose professor took the role of an institutional agent. She did try to
seek advice from a community college counselor but said, "There was no real interaction. I just
felt like a number. I just left and I never went back to ask for any type of assistance." Like other
participants, speaking to a counselor felt impersonal and rushed. On the other hand, Ana's
sociology professor took a counselor role and not only provided Ana with advice on which
classes to take next, but he also gave her support and encouragement when she felt like giving
up. She considered him as her role model, and she expressed her gratitude below:
At that time, I already had a counselor, he wasn't a counselor. He was actually a
sociology professor. I considered him my counselor because I would go to him. I would
ask him about classes. What classes to take, what classes not to take. If I had trouble,
even with some of my writing, he would go out of his way to help me. There was times
when I felt like I was never gonna finish, and I would go to his office. I knew his
schedule. I would call him I'm. He would gladly answer the phone and just give me some
positive feedback.
Dora was another participant who did not find the need to see a counselor because her professors
fulfilled that role. She said, " I did not [see a counselor]. We would check in with our professors
still because it's such a small school, they have that advisor role." In the interview, Dora said
something very significant that captured what other students felt when asked to describe the
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relationship she with a counselor, she said meeting with a counselor felt very “transactional”, she
explained:
Most of the time, since my brother went there, he would help me with classes but the
times that I went, it was very transactional. "Here are your classes, this is what you need."
I remember they didn't really take the time to get to know me or ask me questions about
my career. I told them my major and that was it and then they would plan around that.
They didn't really try to build rapport with me or anything.
Oscar was yet another student whose professor became a critical institutional agent while in
college. He recalls his professor taking almost like a mother role:
Yes, I made some pretty good friends and I've met some good professors that actually felt
like they cared. Like I had a school mom, but I didn't meet her until my junior year, my
third year because I was actually at [A college] for a lot longer than planned. She was a
Chicano Studies professor and her class was the hardest class I've ever taken there. It was
Chicano Studies 1. A lot of people failed that class, or they'd get D's and have to retake it.
The thing about her class is that she never let you play the victim and that was important.
Just having accountability of your actions was something that I didn't really understand
until later. Only prolonging the ... whatever, like lying to yourself only made it worse and
made you waste more time. She always called you out on whatever it was.
Student Support Programs and Clubs and Organizations
Vicky met with a counselor but did not participate in any student support programs. She
went to the transfer center but did everything on her own, no one came to assist her or see if she
needed anything. Ricardo, Janet, and Oscar were the only students who utilized a student support
program while at their four-year institution.
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While in community college, Ricardo used the writing center to help with his essays and
math tutoring. He did say that he used this service in his last year at community college when he
started taking school more seriously. After a few years at a community college, Ricardo
understood the importance of networking and participating in clubs and organizations. In his
four-year institution, he joined an organization based on his major. He said he used the
organization for networking, help with writing and help with his graduate personal statement.
Once he transferred, Ricardo took advantage of student support programs, thus building a
strong connection to the university, professors, and peers. He graduated in two years and had a
positive overall experience with the receiving four-year institution.
Blanca met with a counselor once but only because it was mandatory and only utilized a
student support program towards the end of her community college journey, once she was close
to transferring. The student support program and a few professors were her support network and
thus exposed her and prepared her to apply to her four-year institutions. She expressed her
dismay at finding this kind of support towards the end of her community college journey below:
I didn't have any of that sort until the end, until I was closer to transferring, where I
joined a club and they actually took us on field trips to go visit colleges so we can see
which university ... I'm sorry ... which university we wanted to attend. That's what helped
me to choose what university I wanted to go to. That was helpful, but it was sad that I got
to know about it towards the end, and not a lot of students know about stuff like that
Unfortunately, Blanca did not participate in any student support programs, clubs, or
organizations in her post-secondary institution because she claimed she did not know of them.
She was strictly focused on school and finishing as soon as possible. As a matter of fact, she
managed to graduate in only one year plus one semester versus the traditional two years. She did
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express her concern for taking multiple classes to graduate as soon as possible may have
prevented her from participating in student support programs.
David, Anna, Dora, Laura, and Maria did not use any student support programs, clubs, or
organizations at their community college or four-year institutions. They all had one thing in
common. They had this "in and out" attitude that came from a few things. Most participants were
working at least part-time, others had home responsibilities and thus participating in a club or
organization was somewhat like they were wasting their time. Once transferred, most
participants felt like they have been in a school system for way too long, and so they were felt
like they needed to take care of their classes and get out. It almost seemed like participating in
clubs or organizations was a luxury they did not have.
Below are participants responses towards this “in and out” attitude discussed:
Blanca: So, when I began [A University], I wanted to push myself, because I had been
going to school non-stop with no breaks or anything, so I pushed myself. I wanted to
graduate before the two years, so I actually got to graduate in one year and a semester,
because I pushed myself because I was just so tired of school, school, school. I wanted to
have something already. I put that pressure on myself. Yeah. Because I felt that I lost so
many years while I was in community college that I wanted to catch up. At my age, and
where I was, I just wanted to catch up where I was supposed to be.

Vicky: I just felt like I need to get my classes taken care of, go to class, go home, study,
and go to class, home, study. It was mostly ... I didn't interact with many people.

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David: I went to school, I did everything there, but I didn't feel like part of, I guess, or I
didn't have that, a lot of people are really proud of the school they go to. I just didn't have
that. I just saw it as, this is a stepping stone and something that I need to do and
something that's better for me and my future, and I just need to do what I need to do now
in order to get what I need to get later.

Anna: You know, to be honest, I was always in a rush and running in and out. I didn't
even look if there was any [student support programs]. I was just so tired.

Laura: Honestly [this is] how I was, I literally just went to school and went out. In and
out.

Maria: I don't think I did [utilized student support programs, clubs or organizations] and I
don't think I did not because they weren't available, because to me college was going to
class, going home to my child. It was a very different college experience. It was more
like I need to get to class and get back home. So there wasn't much time at campus at all.
Asking for help
One significant finding among all participants was the concept of asking for help.
Whether it was asking a friend, sibling, an adult, a teacher or advisor, this concept of not asking
for help was very prevalent across the board. Participants were asked how they felt about asking
for help throughout their educational journey, and the answers were compelling.
There is no doubt asking someone for help can be nerve wrecking and intimidating.
During the interviews, this concept of students sharing how debilitating they felt sometimes
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asking for help was compelling. Some participants even touched on this idea of having
difficulties asking for help being tied with their cultural norms. Maria expressed that in her
family, she was raised not to ask for help. She shares the experience below:
I don't think I was raised to ask for help. You go to your family. Your family is your help.
I don't remember my mom ever or my dad ever having a conversation with me. You ask.
It's I'm a girl, you don't ask, you sit there, and you take it or ... I don't remember being
raised to ask for help. So, I never asked for help and I think that's ... Because even when I
was doing my applications where my four year it took a lot for me to pick up the phone
and say, Hey, I can't figure this out. What do you need from me? I tried everything. And
it made me feel like I didn't know. I was one of those people that I know there's no stupid
questions but in my eyes there is, so I didn't want to be the one to ask the stupid question
so I wouldn't ask for he
Having difficulties asking for help also lies in the community participants came from. Oscar
grew up in South Los Angeles, and he discusses the difficulties growing up in a community
where it is difficult to ask for help.
Being raised in South Central Los Angeles, I'm not going to say South Los Angeles, but
that's a different story. You kind of treat opening up or emotion as weakness, or you don't
want to feel vulnerable because you feel like somebody might take advantage of you.
Throughout the whole time, I never really asked for helped. Maybe one time I asked one
guy, some guys I looked up to because he was older and he seemed to have a good head
on his shoulders, how he handled everything and he just said, "Making priorities and
knowing that it's okay to feel bad if you got a bad grade." Pretty much the same thing the
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other professors taught me, it's all about accountability. If you screw up, acknowledge
that you screw up and try to find a way to fix it. If not, move on.
This idea asking for help equating to weakness is a common theme across a few participants.
Ricardo, who had a difficult time at the beginning of his community college journey, struggled
with asking questions because he did not want to feel "unintelligible," below we have his
response to this question:
To answer your question, it was extremely difficult to ask anyone for help. I always
struggled with asking for help because I did not want to look unintelligible to the person
whom I am asking. I didn't bother asking questions during my first years at a community
college because I felt as if I knew everything I needed to know and I was completely
wrong. This thought process was one that impeded me from asking anybody for help
because I either thought I knew it already or I thought the person would have a different
perspective of me. It wasn't till I reached my low moment of getting myself into
Academic Probation where I knew I had to make an effort and speak up when I needed
my questions answered. After my academic probation, I went to tutoring services, asked
friends, joined school clubs, and just felt safe asking the people around me for help.
Many first-generation students already feel like they have to navigate the higher education
journey with little assistance and asking for help is a quality that can be difficult to strengthen.
Laura recalls how she felt not only feeling the weight of being an adult now in college but also
having to figure things out on her own because she did not want to be embarrassed.
So, going to college, it was even harder. I feel like it was difficult for me to even pass
some tests or classwork and so for me my experience was very difficult. Academically
very difficult. And I had, like I said, I didn't know ... even for tutoring I was like, who do
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with ...I need help? Who can really help you? Is the professor, you're on your own, you're
an adult? And I didn't know where to go to find help. So I just mainly dealt with the
difficultness of math by myself. Or English, whatever it is, I just dealt with it by myself.

I would say that I didn't know who to directly go for help and I didn't know exactly what
to ask for, at that point in my life I felt I was the only one that did not know the steps to
attend college for instance not knowing what a placement test was. A big factor is also
that I was embarrassed of not knowing the answers to my questions, I just figured it
would be better to figure it out on my own.
Dora shared similar feelings about feeling fear or sounding dumb if she asked for help. She
understood the difficulties of being first-generation and expressed her concern towards not even
knowing what or who to ask. She describes her feelings below:
I feel like, reflecting back, I feel like I was not well informed about my transfer decisions.
I think it's because I was afraid to seek help. As a first gen student, you don't want to
sound dumb or I don't want to go get help because I don't know what to ask. I didn't know
where to start. That was my ... I feel like, I still missed out on a lot of information about
transferring.
David brought up a significant point about the many uncertainties first-generation students face
when they hear about different programs for the first time. Since it was the first-time hearing
about financial aid, student support programs and other similar programs, David, like many first-
generation students, do not know if they are trustworthy, especially if they are asking for very
sensitive information like their social security number. David shares his concerns below:
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Looking back at it now, I think I would've took more of an initiative to ask for it now.
Having seen all the information that is available, that was available, I think just as going
through it the first time, there's a lot of uncertainty, and you almost have a distrust for
going into different programs and putting your socials and giving that information out.
So, you play it very safe.
After reflecting on this idea of asking for help, participants like Janet and Dora know the
importance of asking for help. However, they still feel a little nervous.
Janet: Oh man. I ask it. Help me please. Help me. But I mean it's still a battle. I can't lie.
It is still a battle because there's certain things and that's just because of my personal
experience with me being the pillar of my family and me being the person that takes care
of my family. It has, sorry. So, certain things I'm still like okay, I need to take care of
this. I need to take care of this and I don't really stop to like can someone help me. But
when it comes to things for my career, my academic, my education, it's still scary. Don't
get me wrong. It's still scary but if I absolutely need the help and I can't figure it out on
my own, I'm going to ask because I realized that I can't. It takes a village. You can't do it
alone.

Dora: Now, that I'm ... it's still hard. I have to ... I do seek help from my professors and I
still feel like I'm going to sound stupid or this is a dumb question. I think it but I still
second guess myself, if that makes sense.
Conclusion
This chapter covered a review of the research question, a description of participant
backgrounds, and data collection methods. The emerging themes of the study were categorized
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into emergent themes: college preparation in high school, cost of remedial education,
effectiveness of remedial education, post-transfer, importance of institutional agents and student
support programs, institutional agents in community college and four-year institutions, student
support programs and asking for help. Findings were presented as emergent themes from
participant responses. Conclusions and recommendations gathered from the data analysis will be
used for future research opportunities and will be presented in chapter five.

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CHAPTER FIVE: DISCUSSION OF THE FINDINGS
This study examined the lived experiences of ten participants who met a set criterion and
provided data in the form of interviews. This chapter provides an overview of the study, a review
of the findings, conclusions based on the findings, implications about the issues raised in the
research, and suggestions for future research.
Summary of the Study
Latino students in inner cities fall behind in college readiness and college financial
literacy and thus are pushed to enroll in community colleges where they become the majority in a
higher education system that is difficult to navigate (Beardsley & Sedlacek, 1997; Corinne,
2002; Crisp & Nunez, 2014; Rendon, 1992). Nationwide, over half of the students enrolled in
community colleges are referred to as developmental (remedial) education. Unfortunately,
diverse students' populations have very low rates of completion (Barnes, 2012; Scott-Clayton &
Rodriguez, 2015). Data shows that Hispanic students who indicated their academic goal was to
earn a degree or to transfer, only 8% of them completed both transfer-level math and English,
31% completed transfer-level English only and only 11% completed the transfer-level Math
within the district in the first year (California Community Colleges Chancellor’s Office.
Management Information Systems, Student Success Metrics, 2019). Stanton-Salazar (1997)
states, institutional agents are "those individuals who have the capacity and commitment to
transmit directly, or negotiate the transmission of, institutional resources and opportunities" (p.
6). This study conducted interviews to gather data and identify institutional agents that have
made significant contributions to the participants' educational journey.

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Findings
Using Stanton- Salazars’ (1997, 2001) social capital framework this study seeks to
analyze and make sense of the data outlined in chapter four and summarized below. Results from
the interviews demonstrate that most participants saw the community college as the most feasible
way to earn a degree. Data from the ten participants agrees with research that found that the
transfer process has been serving as access/gateway or pipeline for many first-generation
students and students of color to earn a college degree (Corinne, 2002; Crisp & Nunez, 2014;
Mitchell, et al., 1997; Nora, 2015; Rendon, 1992). The transfer process can be challenging to
understand, especially for students who come into the community college system already
academically behind and assessed into remedial education.
College Preparation in High School
When participants asked to describe their college preparation in high school, all ten
participants agreed that they received little to no college preparation. This data supports Inkelas
and McCarron’s (2006) findings that high school students are not informed of the demands and
expectations of higher education. Counselors and teachers were not actively present during the
students’ college preparation, thus creating institutional barriers towards higher education. Only
two participants, Maria and Oscar worked with outreach representatives -institutional agents-
that created a bridge to higher education. Stanton-Salazar (2001) describes the process of
institutional agents being a human bridge to resources and opportunities for students that do not
have them. If it were not for a TRiO program and a University outreach program, Maria and
Oscar would not have gotten any college preparation. The other eight participants did not get any
college preparation by counselors, teachers or any student support program in high school.
Participants in this study, all from different high schools, prove that their institutions did not
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provide low-income, minority students with the necessary tools to understand and move through
this process successfully, consequently they were "systematically denied true opportunities for
long-term success" (Stanton-Salazar, 1997, p. 15)."
Cost of Remedial Education
Some researchers question the effectiveness to prepare students for college-level work
with remedial education (Hodara & Jaggars, 2014; Ngo & Kwon, 2015). The average time for
the participants in this study to transfer to a post-secondary institution was 4.6 years. Janet took
the shortest time at two years, and Blanca the longest at seven years. In this study, participants
attributed different reasons for the length of time it took them to transfer. Being assessed in
remedial education and going through the sequence of classes to prepare for college-level
math/English was a significant reason. This study found that 9 out of 10 participants had a
negative response towards the effectiveness of the remedial math and only 5 out of 10
participants felt that remedial English alone, was effective in one way or another.
Maria, an AP student in high school, placed in remedial education, felt frustrated and
dealt with a lot of self-doubts, insecurities, and negative self-talk while going through her
remedial education classes. The self-doubt was so severe that she ended up dropping out of
community college. Maria expressed her disappointed being placed in remedial education, "I
think that the whole time I was in A community college, I felt down, and that's why I left. I gave
up on school because of it." Many students like Maria, felt the weight of starting from the
bottom, especially at an institution where they do not know the system, and many do not have
the support. Many students in community college, assessed in remedial education feel like they
were back in high school but still keep going; showing their resilience and willingness to work
hard to reach their goals.
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Dora described the interaction with her counselors as very "transactional," and this
sentiment was true across most participants. Even scheduling a meeting with a counselor was
challenging, and once they met with them, most felt like they were going down a checklist, given
flyers, asked only a few questions and felt like they were part of a transaction.
Kurlaender and Howell (2012) said remediation could be costly as students are relearning
the same literary skills they should have already mastered. However, not all students did and
therefore ended up having to relearn and master these literary skills at a community college. All
ten participants in this study were assessed in remedial math, English or both, and participants
like Blanca and Maria felt that they were repeating what they learned back in high school. Thus,
supporting Scott-Clayton and Rodriguezs’ (2015) findings that there may be a misassignment in
remedial English, therefore impacting students such as Maria, which caused her to drop out and
causing Ricardo to take an academic break.
A significant finding from this research was this idea of remediation not just applying to
academics; it was an overall experience of remediating skills not learned during high school. For
example, learning how to correctly write a paper, in essence they had to learn how to be a college
student and finally be given a structured education. Starting at a community college and
beginning at remedial seemed like an opportunity to start from "scratch" or a “do-over” for many
participants. Community college became a learning experience, a space for them to learn about
college and learn topics some felt they should have learned in high school.
Remedial/developmental education became more than just catching up on math and necessary
English skills, but it allowed many students to catch up with their overall educational experience.

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Institutional Agents and Student Support Programs
According to Stanton-Salazar (2001), in order to support students, institutional agent act
as mediators between two different cultures, the institutional culture, and student culture. First
generation, Latino students face multiple (economic, informational, social, cultural) barriers and
active institutional agents recognize and work through, around and even break these barriers to
help this student population. Three out of the ten participants saw a community college
counselor at least more than once and Vicky was the only participant that met with her
community college counselor more than once. Most participants used negative descriptors to
describe their counselors. Findings from this study mirror Arteagas’ (2015) findings of student’s
using the following negative descriptors of community college counselors: lack of care, students
felt rushed during the counseling session; lack of options just placement in classes;
discouragement in pursuing their goals, unavailability, conflicting information, and personal
needs not met.
Most participants found professors, with status, authority, and social capital to take the
advocate role and become the institutional agent they needed in order to succeed and navigate
the transfer pathway. This data supports Lunberg’s (2014) findings indicating that student
interactions at the community college level, represents the most reliable predictor of learning
outcomes not just inside but outside of classroom.
This study found that eight out of ten participants had a professor who took on the
institutional agent role and actively made choices that helped students navigate the community
college system. Moreover, seven out of the ten participants said they also had friends or siblings
who became an institutional agent. This study found that anyone who has an advantage and has
the information is capable of stepping into the institutional agent role and provide emotional and
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moral support in their academic journey (Stanton-Salazar, 2001). This form of support can be
described by promoting emotional and moral reassurance to students to show them that they not
only belong on campus, but practitioners, such as professors, care about their educational well-
being (Stanton-Salazar, 2001).
Professors who took it upon themselves to take active roles in the student's educational
trajectory became advocates, Stanton-Salazar (2001) describes this form of support as promoting
the best interest of students by advocating on their behalf. Further supporting Stanton-Salazar's
(2001) suggestion that anyone who meets these skills can become an institutional agent:
problem-solving skills; an understanding of academic culture; practical knowledge of how
educational bureaucracies operate; networking skills to negotiate with various gatekeepers and
build supportive ties; and technical funds of knowledge.
In this study, professors helped student understand requirements for majors, assisted them
with career planning, and even encouragement and support. Some also created clubs and
organizations and invited students to become a part of it, thus creating a sense of belonging for
many students. Also supporting Bensimon et al., (2007) claims that these individuals meet the
characteristics of equity-minded practitioners: being color-conscious by noticing and questioning
inequitable student outcome patterns among minority students (p. 32); "Being aware that beliefs,
expectations, and practices can be racialized unintentionally (p.33); "Being willing to assume
responsibility for the elimination of inequality" (p.33); and demonstrating caring characteristics
by reaching out to students and "…give them the tools they need to succeed-e.g., teaching them
how to study, showing them how to format a paper" (p.33).
Barnes’s (2012) major findings found that student support programs foster a good
transition from high school to college, improve persistence from fall to spring semester, and
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participants felt support and validation among their counselors and peers. Unfortunately,
participation in student support programs was not an option for most of the participants in this
study. Results were conclusive with Ishitani and McKitricks’ (2010) findings indicating that
transfer students engage less than tradition or native students thus affecting their connection to
the institution and affecting their sense of belonging. Cultural expectations to contribute to the
family either by taking care of siblings, sick parents or through employment was a real obstacle
in them participating in student support groups or activities; thus, creating a lack of institutional
connection and sense of belonging. Maria, Blanca, and David, for example, did not feel like part
of their institution because they had to contribute monetarily or take care of family
responsibilities. The thought of joining clubs or organization was simply not a priority for most
participants, therefore creating lack of institutional connection, institutional support and
validation.
Asking for Help
Stanton-Salazar (2011) states, " Institutional agents—as empowerment agents—also
facilitate and enable the development of key "coping strategies," articulated here in terms of the
problem-solving capacities, help-seeking orientations, networking skills, and instrumental
behaviors which are directed toward overcoming stressful institutional barriers and harmful
ecological conditions" (p. 1093). This "self-seeking" coping strategy is something many
participants in this study did not have, and it took a toll on their emotional well-being and in
helping to overcome stressful institutional barriers as described by Stanton-Salazar (2011).
Most participants had some level of trepidation asking for help even though they needed
it. Either they did not feel comfortable seeking help or were almost ashamed to ask. Many even
felt "dumb" asking for help and being lost in the overwhelming feeling of not knowing what to
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ask. Going to college for many already seems like an adult transition and asking for help does
not fit that role of an adult. Feelings of embarrassment prevent students from reaching out and
asking for assistance.
All participants were first-generation and asking for help was just something that they
were not used to in different parts of their educational trajectory. Ricardo and Dora did not want
to sound or feel "dumb" if they asked someone for help in community college, and Laura was
just embarrassed to seek help. Maria, Oscar, and Janet shared a similar sentiment about being
raised not to ask for help and figuring things out on their own. Also, David brought up an
important point where many first-generation students do not have trust towards an institution
they are still trying to understand. In high school, Blanca was so lost and confused she did not
know what to ask, and Anna felt teachers in high school were “mean”. Oscar said something that
resonated with all the participants, he said asking for help almost felt like a "burden" if it was not
necessary.
Implications
Latinos in inner cities fall behind in college readiness and college financial literacy and
thus are pushed to enroll in community colleges where they become the majority in a higher
education system that is difficult to navigate (Beardsley & Sedlacek, 1997; Corinne, 2002; Crisp
& Nunez, 2014; Rendon, 1992). While many Latino students enroll in a community college in
hopes to earn a baccalaureate degree, many are faced with a long and confusing road as they find
they have to go through remedial courses to become college ready. In Los Angeles Community
College District (LACCD), only 5.4% of Hispanic students completed both transfer level math
and English within the first year. If Latino students enroll in community college to earn a
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baccalaureate degree, and most are assessed into remedial education, additional support must be
given to reach this student population.
Educators and institutional agents should be able to anticipate students' needs or at least
give students space to make them feel comfortable to ask difficult questions or to welcome an
open dialog. A major finding from this research found that most participants found it challenging
to ask for help in a system difficult to navigate. Educators must find ways to instill and enable
help-seeking behavior with low-income, first-generation, Latino students.
Many participants, while in high school or college, heard about student support programs
but did not know what they were about. As an educator, I wonder and hope to find ways to get
students to invest their time in seeking out what these programs are and why they need them.
Furthermore, I wonder and seek ways to present this data to incoming community college
students that being a part of a student support program will help them, if they utilize them. This
study found that professors served as institutional agents, and few utilized student support
programs. In most cases, professors are having a bigger influence on students than counselors.
As California community college move away from assessment procedures and remedial
education courses, students will have less interaction with professors that have the potential of
become empowering institutional agents the way this research shows. This new assessment
procedures, known as Multiple Measures, will now use high school equivalencies to better place
students. Although this study showed students struggled with remedial education, and even
proved that remedial education delayed transfer outcomes, this study also found that going
through the remedial education sequence of classes helped some students develop and strengthen
skills not learned and mastered in high school.

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Limitations of the Study
This study examined the lived experiences of low-income, first-generation, Latino
students navigating the transfer pathway as remedial students. This study also examined
participants’ experiences while in high school, especially with their college preparation. The
average of the participants was 30.7. Therefore, multiple years have passed since the students
were in high school, community college, and their four-year institution. When participants were
asked to recall and explain specific experiences, a few participants said it was difficult to
remember specific details.
Having a semi-structured interview was very helpful, but I felt my limited experience as
an interviewer prevented me from asking more probing questions and asking better follow-up
questions to get more in-depth information. Some participants were nervous and thus provided
short responses, while other participants were in the field of education and provided more in-
depth answers.
Future Research
This study found that low-income, first-generation, Latino students in inner city schools
are not receiving the necessary skills and tools to be college ready. They enter the community
college system with hopes of transferring in two years yet face many obstacles when most are
assessed into remedial education. This study only examined ten participants who were assessed
in remedial education and looked into their institutional agents that made a significant
contribution to their educational journey.
Practitioners and relevant stakeholders have realized that assessment exams and remedial
education may not be a strong predictor of college success. The California Community
Chancellors Office (CCCCO) has validated high school performance as a stronger predictor for
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college success: "Research suggests that when used as the primary criterion for placement,
assessment tests tend to under-place students; and a student's high school performance is a much
stronger predictor of success in transfer-level courses rather than standardized placement tests"
(California Community Chancellors Office, 2019).
Governor Brown signed Assembly Bill (AB) 705 on October 13, 2017 and took effect on
January 1, 2018. All community colleges are required to comply with AB 705 no later than the
Fall of 2019. This new assessment process is known as Multiple Measures to determine course
placement. Students who 1). earned a high school diploma or 2). passed the General Education
Development (GED) test or 3). obtained a high school proficiency certificate within the past ten
years, are now eligible to participate int the Multiple Measures process. The intent of AB 705:
AB 705 was written to clarify existing regulation and ensure that students are not placed
into remedial courses that may delay or deter their educational progress unless evidence
suggests they are highly unlikely to succeed in the college-level course. Assessment
instruments and placement policies have serious implications for equity, as students of
color are far more likely to be placed into remedial courses; students placed into
remediation are much less likely to reach their educational goals (California Community
Chancellors Office, 2019).
As an educator I am relieved research has reached important stakeholders and has shown how
assessment instruments and placement policies have serious implication for equity and students
of color, and further prove that these assessment exams and remedial education procedures are
affecting students' educational goals. This study has proven that participants were either affected
by the assessment results or by the time invested in taking the remedial education sequence of
classes.
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Assembly Bill 705 proposes the following outcomes said to be consistent with both
efforts to improve student success (California Community Chancellors Office, 2019): increase
the numbers of students who enter and complete transfer-level English and
mathematics/quantitative reasoning in one year; minimize the disproportionate impact on
students created through inaccurate placement processes; and increase the number of students
completing transfer-level English and mathematics/quantitative reasoning within three years.
According to the California Community Chancellors Office (2019), the following are
examples of what can be used under the definition of multiple measures:
• High school or college transcripts
• Highest level of coursework completed in a subject area and corresponding course grade
• Attitude surveys
• Vocational or career aptitude interest inventories
• Specialized certificates or licenses
• Education and employment histories
• Military training and experience
• Interviews
• Holistic scoring processes
I am very hopeful, and consider AB 705 a step in the right direction. Community colleges will
now use high school performance (i.e., high school coursework, grades & GPA) however, based
on this research all ten participants in this study graduated high school, but participants like
David said that community college helped him set a strong college foundation he did not have.
Laura said that the community college helped her write papers, something that she should have
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learned in high school. Laura further describes her high school education as "unstructured" as
teachers asked her to copy information from textbooks and reading out loud instead of learning.
My concern is this, research indicates that many high school students are not prepared or
feel prepared for college-level work (Bettinger et al., 2013; Rendón, 1994). Bettinger et al.
(2013) further claim that one-third of high school graduates are not ready for college-level work.
The 10 participants in this study all graduated high school, in today's standards, they technically
could be placed in transfer-level English based on AB 705, however, 6 out of 10 participants in
this study felt that community college helped them gain many skills not previously learned or
mastered in high school. Going through the remedial courses, exposed participants to structure,
develop study skills, and helped them set a strong college foundation after they transfer to their
post-secondary institution.
AB 705 is a relative new bill, and there is still research needed to be done to see its
implications and efficacy. In the future, with these multiple measures in mind, it would be
beneficial to study how many students do well once placed in transfer level math/English. High
school graduation does not necessarily mean students are college ready. Participants in this study
explained how they did not learn basic skills in high school that they learned going through the
remedial education sequence of classes.
Although research does question the efficacy of assessment tools and procedures, and
thus question assessing students in the appropriate level, participants in this research did learn
some valuable information going through the remedial sequence of classes. For many of the
participants, it was not necessarily that they were remediating in math and English, some were
learning college surviving skills not learned in high school.
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It would be beneficial to examine how community colleges would take this into account,
will student support program and institutional agents become more active and pick up where
remedial/developmental education left off? Will the community college have a high number of
high school graduates not passing their transfer level English because they were not properly
thought how to write an essay in high school?
Conclusion
Data shows that secondary education has not prepared students for college-level work,
thus creating inequitable educational outcomes across students who are low-income, first-
generation, and Latino. Research indicates that many high school students are not prepared or
feel prepared for college-level work (Bettinger et al., 2013; Rendón, 1994). Since secondary
schools are not preparing students to succeed, and thus many are placed in remedial education.
Hodara and Jaggars (2014) point to the body of quasi-experimental research that found
developmental education harming student's college credit accumulation, persistence, and degree
attainment. Others report that as many as one-quarter of community colleges students may be
severely misassigned to their math courses by placement tests (Ngo & Kwon, 2015). Data from
this research support this research, remedial education for participants has delayed transfer,
caused feelings of frustration, low self-esteem, and caused a participant to drop out and another
to take a break.
Assembly Bill 705 will now use Multiple Measures to determine course placement in
community college. However, this measure does not take into account the lack of secondary
preparation for low-income, first-generation Latino students. Students that graduated high school
will be able to participate in the multiple measures program, yet they may not be ready for
transfer level math or English.
FIRST GENERATION LATINO STUDENTS AND THE TRANSFER PATHWAY

95
A vital component of this research is the level of involvement and influence institutional
agents have across the different educational levels of students. Stanton-Salazar's (1997, 2011)
social capital framework enables us to understand the data to see how institutional agents
influence low-income students to receive "funds of knowledge." Data from this research found
that professors played an empowering role in contributing to students’ funds of knowledge at
different levels of their educational journey. By evaluating students’ experiences navigating the
transfer pathway, this study revealed that anyone is capable of becoming an institutional agent.
Empowering institutional agents help create sense of belonging by contributing to the students’
funds of knowledge, thus enabling the development of coping strategies such as empowering
students to ask questions.
FIRST GENERATION LATINO STUDENTS AND THE TRANSFER PATHWAY

96
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Appendix A
Interview Protocol
Interviewee (Occupation and Name): __________________________________________
Interviewer: ______________________________________________________________
I. Introduction
• Thank you for agreeing to participate in my study on your journey as a transfer student. I
appreciate the time that you have set aside to answer my questions. The interview should
take about an hour or less, does that work for you?
• Before we get started, I want to provide you with an overview of my study and answer
any questions you might have about participating.
• I want to assure you that I am strictly wearing the hat of researcher today. What this
means is that the nature of my questions is not evaluative. I will not be making any
judgments on your feelings towards your experience, choices or institutions you have
attended. I am trying to learn more about your personal experience navigating the transfer
pathway, and hopefully learn about your experiences that can help other students and
educators.
• Might you have any questions about the study before we get started? If you don’t have
any (more) questions I would like to have your permission to begin the interview.
• I have brought a recorder with me today so that I can accurately capture what you share
with me. May I also have your permission to record our conversation?
II. Interviewee Background/ Demographic questions
a. What is your age?
b. What is your ethnicity?
c. Education: What is the highest degree or level of school you have completed?
d. Are you considered first-generation to attend a post-secondary institution?
III. Heart of the Interview
High School:
1. Where did you attend high school, and can you tell me why you attended that school?
2. How would you describe your grades in high school?
3. How would you describe your college preparation in high school?
a. E.g.: A-G’s, SAT, ACT, AP’s, Tutoring
4. Tell me about the relationship you had with individuals that talked to you about
college, if anyone?
5. (If applicable) Can you describe the relationship you had with individuals that helped
you with the college application process?
a. E.g.: financial aid, scholarships
Community College:
6. Where did you attend community college, and why did you select that school?
7. Describe your enrollment process.
a. Did anyone help?
b. If so, how did they help?
8. Tell me about the process during assessment/placement exam.
a. How did you feel about the results?
9. Describe your experience while attending the remedial education classes.
FIRST GENERATION LATINO STUDENTS AND THE TRANSFER PATHWAY

105
10. How the remedial education classes helped you prepare for college level work, if at
all?
11. Describe experiences you had with a counselor or advisor while in community
college, if any.
12. How did you utilize any student support programs, if at all?
13. What was your experience during the college application process as a transfer
student?
a. Did anyone assist you?
b. If so, how did they help?
14. How long did it take for you to transfer and why?
15. Please describe your overall transfer experience.
16. What challenges did you face during the transfer process?
AFTER Transferring:
17. Which four 4-year institution did you attend and why did you choose that school?
18. What was your major and why did you choose that major?
19. Describe your experience as a first-year transfer student.
20. Describe you sense of connection to your institution, if at all.
a. Peers?
b. Faculty?
c. Others?
21. How did you utilize any student support programs, if at all?
22. Please describe your participation in clubs or organizations.
23. How long did it take you to graduate once your transferred and why?
24. Discuss how the community college prepared you for four-year college level work.
IV. Closing Question
25. Is anything that you would add to our conversation today that I might not have
covered?
V. Closing (thank you and follow-up option):
• Thank you so much for you sharing your thoughts with me today! I really appreciate your
time and willingness to share. Everything that you have shared is really helpful for my
study. If I find myself with a follow-up question, I am wondering if I might be able to
contact you, and if so, if email is ok? Again, thank you for participating in my study.

FIRST GENERATION LATINO STUDENTS AND THE TRANSFER PATHWAY

106
Appendix B
University of Southern California
INFORMED CONSENT FOR NON-MEDICAL RESEARCH

Title: The Lived Experience of First-Generation Latino Students in Remedial Education and
Navigating the Transfer Pathway

You are invited to participate in a research study conducted by Alexandria Las and
supervised by Patricia Tobey, PhD at the University of Southern California, because you meet the
criteria:
1. First-generation Latino/a or Hispanic
2. Low income at the time of attending a community college
3. Low income at the time of attending an LAUSD high school
4. Attended and enrolled in a Community College
5. Placed in remedial education for English and or mathematics
6. Transferred to a four-year post-secondary institution

Your participation is voluntary. You should read the information below, and ask questions
about anything you do not understand, before deciding whether to participate. Please take as much
time as you need to read the consent form. You may also decide to discuss participation with your
family or friends. If you decide to participate, you will be asked to sign this form. You will be
given a copy of this form.

PURPOSE OF THE STUDY
The purpose of this study is to analyze your college preparation while in high school. I will also
analyze your experience as a transfer student and a student who was assessed into remedial
education for math and/or English.

STUDY PROCEDURES
If you volunteer to participate in this study, you will be asked to participate in a 40-50 minute
interview. The interview will consist of questions that will ask you to recall on experiences while
in high school and as a community college transfer student.

POTENTIAL RISKS AND DISCOMFORTS
There are no known potential risks or discomforts for participating in this study.

POTENTIAL BENEFITS TO PARTICIPANTS AND/OR TO SOCIETY
Based on the results of this study, recommendations and/or suggestions can be made to
community colleges and/or four-year institutions to better understand and help transfer students
who meet similar criteria.

FIRST GENERATION LATINO STUDENTS AND THE TRANSFER PATHWAY

107
PAYMENT/COMPENSATION FOR PARTICIPATION
You will not be paid for participating in this research study

CONFIDENTIALITY
We will keep your records for this study confidential as far as permitted by law. However, if we
are required to do so by law, we will disclose confidential information about you.

The data will be stored in a password protected personal computer only accessible to me. Voice
recorded data will be erased once it has been professionally transcribed. Please note that data must
be kept for a minimum of three years after the completion of the study.

PARTICIPATION AND WITHDRAWAL
Your participation is voluntary. Your refusal to participate will involve no penalty or loss of
benefits to which you are otherwise entitled. You may withdraw your consent at any time and
discontinue participation without penalty. You are not waiving any legal claims, rights or remedies
because of your participation in this research study.

ALTERNATIVES TO PARTICIPATION
There are no possible alternatives to participation.

INVESTIGATOR’S CONTACT INFORMATION
If you have any questions or concerns about the research, please feel free to contact Alexandria
Las.

RIGHTS OF RESEARCH PARTICIPANT – IRB CONTACT INFORMATION
If you have questions, concerns, or complaints about your rights as a research participant or the
research in general and are unable to contact the research team, or if you want to talk to someone
independent of the research team, please contact the University Park Institutional Review Board
(UPIRB), 3720 South Flower Street #301, Los Angeles, CA 90089-0702, (213) 821-5272 or
upirb@usc.edu

SIGNATURE OF RESEARCH PARTICIPANT

I have read the information provided above. I have been given a chance to ask questions. My
questions have been answered to my satisfaction, and I agree to participate in this study. I have
been given a copy of this form.
□ I agree to be audio recorded
□ I DO NOT agree to be audio recorded

Name of Participant

Signature of Participant Date
FIRST GENERATION LATINO STUDENTS AND THE TRANSFER PATHWAY

108

SIGNATURE OF INVESTIGATOR

I have explained the research to the participant and answered all of his/her questions. I believe
that he/she understands the information described in this document and freely consents to
participate.

Name of Person Obtaining Consent

Signature of Person Obtaining Consent Date

Abstract (if available)

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Asset Metadata

Creator Las, Alexandria (author)

Core Title The lived experience of first-generation latino students in remedial education and navigating the transfer pathway

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 11/26/2019

Defense Date 07/31/2019

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

Tag community college,first-generation,inner-city,institutional agents,Latina,Latino,low income,OAI-PMH Harvest,remedial education,social capital framework,transfer

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Tobey, Patricia Elaine (committee chair), Green, Alan (committee member), Venegas, Kristan Monique (committee member)

Creator Email ms.alexavel@gmail.com,velasco1@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c89-240093

Unique identifier UC11675419

Identifier etd-LasAlexand-7956.pdf (filename),usctheses-c89-240093 (legacy record id)

Legacy Identifier etd-LasAlexand-7956.pdf

Dmrecord 240093

Document Type Dissertation

Rights Las, Alexandria

Type texts

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

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

Repository Name University of Southern California Digital Library

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