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Mexican-Americans & higher education: understanding cultural appeals as an effective recruiting tool for first-generation students
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Mexican-Americans & higher education: understanding cultural appeals as an effective recruiting tool for first-generation students
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Mexican-Americans & Higher Education:
Understanding Cultural Appeals
as an Effective Recruiting Tool for First-Generation Students
University of Southern California
Annenberg School for Communication and Journalism
Master of Arts (STRATEGIC PUBLIC RELATIONS)
December 2019
Sonia Ramirez-Munoz
Ramirez-Munoz 2
ABSTRACT
As generations of Latinos in this country begins to age and approach the
prospect of college and attending institutions of higher education it’s important that
schools understand that for many first-generation students having their family involved
in the process is exceedingly important. The research conducted for this project was
centered specifically around Mexican-Americans in an effort to focus the scope of the
research and look into the cultural experience of one of the most prominent ethnic
groups that resides in the United States. As you will find some of the cultural appeals
that are discussed are not themes that have been explored in other research, which can
exemplify the need to conduct further analysis into them and the effects that they have
in the college decision making process of first generation Mexican Americans. This study
does not attempt to capture the complexity of the Mexican culture in its entirety or
allege that every first-generation student has the same experience, but there are
values, experiences and nuances that most Mexican Americans can identify with at
some point in their lives. By understanding where the student is coming from in may
become easier to reach students and parents that may believe that college wasn’t
meant for them or the fact that even if parents may not be fluent in English that does
not mean they are not able to undertake an active participation in the journey that
their high school graduate begins on the road to higher education.
Ramirez-Munoz 3
DEDICATION
Para mi mama, porque sin ella nada de esto no hubiera sido posible. Gracias por ser
mi madre, mi mejor amiga y simplemente gracias por existir. Sin tu apoyo yo no
estaría aquí y no tendría la felicidad de ver tu cara llena de orgullo. Sabes que te
amo desde aquí hasta el infinito.
Para mis hermanos, gracias por ser el motor que me empuja a dar lo mejor de mi.
Gracias por sus porras, sus mensajes y sobre todo por su amor que, aunque yo
estaba lejos siempre lo sentí. Ser su hermana mayor ha sido el orgullo de mi vida y
siempre serán tres de mis mas grandes amores.
Y por último esto es para usted Tío Rogelio.
Me hubiera encantado poder compartir este momento con usted, pero yo se que
desde donde esta celebra conmigo. El día que se fue de mi lado le prometí que esto
era para usted y espero que desde el cielo se sienta orgulloso de mi. Lo quiero con
toda el alma y lo extraño demasiado, pero se que siempre me acompaña por cada
paso que doy hacia el futuro.
Ramirez-Munoz 4
TABLE OF CONTENTS
ABSTRACT ........................................................................................................................................................ 2
DEDICATION ................................................................................................................................................... 3
INTRODUCTION ............................................................................................................................................. 5
TERMINOLOGY ............................................................................................................................................... 9
DE-FACTO TRANSLATOR ............................................................................................................................ 14
ROAD TO GRADUATION .............................................................................................................................. 15
GRADUATION ................................................................................................................................................ 18
BEGINNING THE PROCESS ........................................................................................................................ 20
PAST HISTORY .............................................................................................................................................. 20
DEFINING WHO “WE” ARE ........................................................................................................................ 25
MEXICAN VALUES & CUSTOMS ................................................................................................................. 26
THE FUTURE .................................................................................................................................................. 26
PERSONAL DECISIONS ............................................................................................................................... 28
AMERICAN VALUES & CUSTOMS .............................................................................................................. 30
CONTRASTING VALUES .............................................................................................................................. 30
GROWING UP BETWEEN TWO CULTURES ............................................................................................. 31
FLUENCY ......................................................................................................................................................... 34
EXTENDED FAMILY ...................................................................................................................................... 36
AMERICAN SOCIETY .................................................................................................................................... 37
STUDENT IMPACT ........................................................................................................................................ 40
EXTENDED FAMILY ...................................................................................................................................... 45
POWER DYNAMICS ...................................................................................................................................... 49
SOCIAL FREEDOM ........................................................................................................................................ 52
THE INTERVIEWS ......................................................................................................................................... 55
QUESTIONS ................................................................................................................................................... 56
CONCLUSION ................................................................................................................................................ 62
BIBLIOGRAPHY ............................................................................................................................................ 64
APPENDIX A .................................................................................................................................................. 70
Ramirez-Munoz 5
INTRODUCTION
“Your home away from home. Explore, experience, discover. Belong. Find your
niche.”
With four simple statements, the University of Southern California Undergraduate
Admissions page welcomes prospective students by providing them answers to the
questions that potential students always have. Will this university be a good place for
me? What will I get out of going to college here? Will I fit in at this campus?
These are questions that prospective students have when searching for the perfect
college. USC, like any other school, encourages students of every background and
ethnicity to apply and have the opportunity to have the Trojan experience.
Deciding to go to college is a very personal choice as it involves a long path of self-
reflection and evaluation, especially when that student is the first in their family to
attend college, known as “first generation” or “first gen.” For a first-generation student
choosing to continue their education isn’t a decision that is made lightly and involves a
multitude of factors such as where to attend school and what they are looking for in a
post-secondary institution.
According to a Lumina Foundation (Fishman, 2015) study
of over 1,000 students, the top three reasons for a typical student to go to college are:
to improve employment opportunities (91%), to make more money (90%), and to get a
good job (89%). The same study found that the average student focused on these top
four factors when choosing a specific college to attend: the majors/programs that are
Ramirez-Munoz 6
offered (93%), availability of financial aid (88%), how much it costs (88%), and where
the school is located (88%).
These are all factors that are crucial in the decision-making process for the majority
of students, yet I would argue that there is another component that is equally
important to consider specifically when discussing first-generation Mexican-Americans.
As the children of immigrants, first-generation students may need to take into account
cultural influences that may directly impact the school they choose to attend.
It may seem unnecessary to focus on a subset of the already established minority
that are first-generation students, but Mexican Americans are a growing population in
the United States. According to a 2012 Pew Research study (Krogstad and Fry, 2014),
of the 12.5 million college students that were enrolled in colleges and universities, 2.4
million were of Hispanic descent. The other students were broken down in the following
way: 7.2 million were white, 1.7 million were Black and 915,000 were Asian. Compared
to white students, the number of Hispanics may be significantly smaller, but they do
account for the second highest ethnicity found in college campuses. The same study
showed that “from 1996 to 2012, college enrollment among Hispanics ages 18 to 24
more than tripled (240% increase), outpacing increases among blacks (72%) and
whites (12%).”
A study by the Lumina Foundation (Lumina 2018) found that approximately 46% of
(all students of any race and ethnicity?) enrolled in colleges are first generation and 9%
of college students are first-generation immigrants. These figures reinforce the
importance and influence that first-gens have in the future of higher education and why
Ramirez-Munoz 7
it’s so important for universities to learn how to increase the number of first-generation
students that enroll and graduate from higher education institutions. The argument that
will be presented here hypothesizes that by understanding cultural appeals that
ultimately affect the experience that these students have as they begin the college
process, universities can increase the number of students that enroll.
Universities around the country will often praise the diversity of their student body,
but they could greatly benefit from taking the time to learn how to target different
types of ethnicities and first-generation students who are beginning to venture into the
world of education and may appear to be the most obvious recipients of their recruiting
efforts.
The U.S. has a plethora of cultures, languages, and immigrants from around the
world searching for the American Dream. According to Dictionary.com, the American
dream is defined as “the ideals of freedom, equality, and opportunity traditionally held
to be available to every American.” The question is: How do first-generation students
achieve the American Dream? For many, the answer is higher education. According to a
Pew Research study (Graf, 2017) “Four-in-10 Millennial workers ages 25 to 29 had at
least a bachelor’s degree in 2016,” indicating that obtaining college degrees is
important to this age group. As a new generation of students come of age and begin to
consider their college options, they are predicted to be a more diverse group that has a
higher probability of attending college. The analysis conducted by Pew Research (Fry &
Parker,2018) estimated that 48% of post-millennials (ages 6-21) in 2018 were non-
white, and 59% of post-millennials (ages 18-20) in 2017 were pursuing college. In
Ramirez-Munoz 8
addition to that, 43% post-millennials (ages 6-17) we more likely to live with a college-
educated parent. Thus, the panorama for post-millennials is expected to be ethnically
diverse and more likely to go to college, making it even more important to find ways to
effectively target this group. The non-white population in the study included blacks,
Hispanics, Asians and individuals who identify as more than one race.
But even when diversity is touted by schools, that doesn’t always translate to having
a true understanding of a person or a group’s ethnic identity. Can higher education
institutions reach a 7th generation Italian American student the same way as a first
generation Mexican American and be successful?
At the very core, both types of students have two things in common -- they are
searching for a university, and they are Americans. Yet the argument could be made
that they have very different cultural backgrounds not only because their immigrant
families arrived from different parts of the world at different times, but because they’ve
had different challenges to overcome. Identifying the cultural nuances that make a
certain group of students unique is key for universities hoping to attract a more diverse
student body.
Throughout this thesis I will attempt to argue that to effectively target first-
generation students, specifically Mexican Americans, it’s important to understand the
underlying cultural experiences to have a better sense of where they are coming from
and how to reach them. Recruitment and admission departments should learn more
about the audiences they are trying to reach and ensure that the marketing messages
Ramirez-Munoz 9
and concepts they employ effectively reach all types of students and increase
enrollment of Mexican American students on their campuses.
This analysis doesn’t intend to capture the complexity of the Mexican American
experience in a few pages or to claim that everyone has the same story, but rather to
provide insight that may not be explained or presented before in the way that it is done
here.
TERMINOLOGY
Latino, Hispanic, Mexican, Mexican American, Chicana, and Latinx are terms that
for many are seen as interchangeable ways to identify immigrants and their children
who are born in the United States. For some people, it may seem unnecessary to
distinguish between the terms because at the end of the day they may have different
values, cultural, and societal expectations. For others, it may provide the opportunity to
identify their ethnic diversity and showcase that the terms, when used by the group,
are a way to self-identify as members of more than one part of society. It’s possible to
be American in addition to any of the terms listed above because this notion highlights
the importance of understanding that an American can belong to more than one ethnic
identity without jeopardizing or endangering their connection to this country.
Before moving forward with identifying the relevance of the research conducted for
this thesis, it’s important to understand, at the very minimum, the dictionary definition
of these terms before beginning a cultural analysis of a specific group of people.
• Latino: a person of Latin American origin living in the U.S.
Ramirez-Munoz 10
• Hispanic: of, relating to, or being a person of Latin American descent and
especially of Cuban, Mexican, or Puerto Rican origin living in the U.S.
• Mexican: a person of Mexican descent
• Mexican American: a citizen or resident of the U.S. of Mexican birth or descent
• Chicana/ Chicano: an American man /woman or boy / girl of Mexican descent
• Latinx: a person of Latin American origin or descent (used as a gender-neutral
or nonbinary alternative to Latino or Latina).
Terminology is important because social-identification has a significant impact on
the way we view ourselves and the way that others perceive us. According to Kinket
and Verkuyten (1997), “social categories influence behavior when individuals define
themselves in terms of those categories because self-definition in collective terms
involves self-stereotyping in terms of how one's category is defined in relation to other
categories.” Labels are used to highlight parts of identity that we share with the rest of
the world and for children of immigrants its equally important. According to a survey
conducted by the Pew Research Center (Pew Research 2009), “52% of Latinos ages 16
to 25 identify themselves first by their family’s country of origin.” The same study
revealed that “when asked about the terms they ever use to describe themselves, 94%
say they have used their family’s country of origin, 87% say the terms “Hispanic” or
“Latino,” and 67% say “American.”
Even though these students are identified as native-born Americans, it’s important
for many of them to retain the connection that exists with their parents’ home country,
Ramirez-Munoz 11
the heritage that they inherit and the cultural norms and expectations that their parents
brought over to the U.S as they immigrated into this country.
For the purpose of this analysis, the research, the self-reflection and personal
interviews will focus more on the ethnic identity than on the use of labels, especially
because even though as referenced above, a large portion of the children of immigrants
adopt the use of two labels when self-identifying, it doesn’t mean that everyone has the
same perception and feels comfortable with that label. In this paper, the label of
Mexican American is accepted because the focus is not on how we are collectively
identified by society, but rather on the shared experiences, values and stories that allow
us to belong to a group of people with whom we share similarities and how that
ultimately is presented to the outside world.
According to Phinney and Ong (2007), values and beliefs are correlated to ethnic
identity because they foster commitment and sense of belonging to that group. Their
article argues that to understand the specific ethnic group it is necessary to provide a
contrast with another cultural identity that group shares. In this case, the two identities
that will be examined side by side are the same ones listed in the label – Mexican and
American. The experience of growing up in a Mexican American home where the
Mexican component of the label is very present, especially in the way the family
interacts with each other and the rest of society, is unique to a very specific group of
people.
For many native-born Mexicans who came to the United States as adults or Mexican
Americans, who may have completely assimilated away from their immigrant
Ramirez-Munoz 12
background, it can be difficult to truly understand what it means to grow up between
two cultures and equally belong to both at the same time.
By examining where first-generation Mexican Americans differ from native-born
Mexicans or assimilated Americans, it’s possible to gain an idea of the experiences that
influence personality and the values that shape identity. In theory, this research should
help the reader better understand that Mexican Americans, who have a prominent
fixture in American society, are willing to work hard to maintain and increase the stake
they have in society.
Throughout this analysis, the terms “white” and “American” are used
interchangeably, and neither terms or the ideas that are used around them are
intended to be critical or in any way racially insensitive. The word “white” is used
throughout the paper to directly compare a Caucasian experience with that of Mexican
Americans. The term “American” is used when comparing assimilated American society
as a whole without identifying a specific ethnic or racial group.
This analysis begins with a personal reflection of my experience as a Mexican
American student. Throughout the paper, several personal stories or anecdotes are
shared to provide context and tangible examples that can be used to provide a better
understanding about the college experience of a first gen Mexican American student
has in this country.
Even though every person will have a slight variation to their story, there are many
things we have in common that we can collectively share as a group. In my opinion, it
is these nuances that must be understood and at the very least acknowledged, by
Ramirez-Munoz 13
higher education institutions. Understanding their students’ backgrounds, and what it
was like for them growing up, can make all the difference as colleges and universities
are trying to recruit and retain students.
PERSONAL CONNECTION
I am the oldest daughter of two Mexican immigrants who came to the United States
in the search of a better life for themselves and their children. My two hard-working
parents speak very little English but always made sure we understood why going to
school was the most important thing we could do. I am the first in my family to
graduate from high school and go to college, graduating summa cum laude. Today, I
am a graduate student at the University of Southern California.
Over the years I realized that no one ever asked what it was like to grow up as first-
generation Mexican American in this country and pursue higher education. Most people
focus on the first-generation aspect of the label, never really asking how my ethnicity
influenced or affected that process. People have asked me if I feel more Mexican or
more American or whether my brain thinks in English or Spanish. But I have never been
asked, “What it like was growing up in a Mexican home and living in American society?”
For many people that is not a question that needs to be answered. If a person was
born in America than they are an American and there isn’t a need to understand or
inquire any further. I would argue that a very important value exists in understanding
what it is like for the children of Mexican immigrants to grow up in the United States.
The Pew Research Center (Gonzalez-Barrera and Lopez, 2013) published an analysis
of the Census Bureau Data that showed that as of 2010 the Mexican American
Ramirez-Munoz 14
population in the United States had reached 22.3 million people. We are a fast-growing
demographic and it is important that society understands the value and stake that we
as a group have in this country. More importantly, it's necessary to comprehend that
for people that identify as Mexican-American, growing up with two strong and prevalent
cultural backgrounds will inexplicably affect the way we see the world. Certain
experiences that may be common to many are daunting and life-changing for others.
DE-FACTO TRANSLATOR
For me, one of those experiences occurred in kindergarten as a 4-year-old little girl
who spoke no English. I don’t remember the process of learning the language. In my
memory, there is just the time when I didn’t understand a word my teacher was saying
and then the time when I understood and I was able to ask questions, read books and
participate in class. Kindergarten also marked the start of my very first job, at the age
of 5, as the official translator for Patty and Enrique Ramirez, my Mom and Dad. Being
the only one in my family who could fluently speak the language meant that it was up
to me to help them navigate a world that wasn’t always friendly to Spanish speakers. I
knew first-hand what it felt like to look blankly into a person’s eyes and not understand
what they were saying, so I made it my responsibility to make sure that my parents
never felt that way.
I remember countless times over the years when the people I was speaking to were
clearly annoyed that they had to converse with a little girl or wait for me to explain to
my parents what was going on. Sometimes I would be annoyed at having to translate
for them because I wanted my parents to be like the parents of my classmates that
Ramirez-Munoz 15
spoke English and didn’t need the help. But then I would remember that the only
reason we lived in a country where they weren’t fluent in the language was because
they wanted to give me and my brother a better life. If they had taken risks to get
across the border, spent years and thousands of dollars to become legal citizens and
have to rely on a 9-year-old to help them understand the things they couldn’t, how
could I complain?
To explain who we may be as a collective group, it is necessary to understand
certain experiences that may be common to many of those who fall under this umbrella
of first-generation Mexican Americans. Being the de facto translator in the family was
not something that only happened to me. It a common occurrence in homes where
parents aren’t fluent in English. I was like every 9-year-old in school that watched the
same cartoons and wanted to have the best new toy everyone was talking about. But
growing up in my shoes was a unique experience when compared to my American
classmates for a variety of reasons.
ROAD TO GRADUATION
In elementary school, I always had teachers that talked about the importance of
graduating from high school and going to college, so that idea was something that I
took to heart. I made it my goal to graduate from a university. Even though as a little
kid I had no idea what college cost or what I needed to get there, I knew was going to
do it because I wanted to make my parents proud. Fast-forward a few years and I was
walking the stage at my high school commencement, ready to begin the most daunting
thing I had ever done in my 17 seventeen years: go to college.
Ramirez-Munoz 16
I remember enrolling in a college readiness course as a freshman in high school
because to me the idea of going to college was something that I knew I was going to
do but getting there was a completely foreign and daunting experience. At that time in
my life being in an AVID course was the lifeline that would show me what I needed to
do in order to graduate and get to college. That class was also representative of the
type of students that were in need of guidance. In a class of 10 students, 3 of them
were white and the rest were Hispanic. Every one of us in that classroom had the same
situation, we wanted to go to college, and we needed help to get there. As part of the
curriculum, we often had to write essays and do presentations that highlighted our past
experiences and showed that there were differences. This was especially true when we
discussed the schools that we wanted to go attend; for the Hispanic students, a big
aspect of the decision was including input from our parents and taking their opinion into
serious consideration.
Before I was very naïve in my expectations regarding college because I didn’t really
have anyone that I could ask for help and I knew I had to rely on the resources that
were available to me. And yet, even with the help of my AVID teacher, it wasn’t an easy
journey because I had to learn what I had to do and at the same time involve my
parents in the process. Filling out a FAFSA was one of the most memorable moments I
have from applying to college because I was so new to this that I wasn’t sure what to
expect. I remember sitting in front of my computer with my parents on each side of
me, answering over 100 questions and providing tax return information, and them
telling me that they felt bad because they couldn’t be more helpful. I had several
Ramirez-Munoz 17
classmates who had no idea how to fill out a FASFA form, but that was because their
parents were able to do it for them. To me, the difference in the experiences we had
was significant because in my case every question that I answered was taken very
seriously as it would determine how much money I was eligible to receive and
ultimately where I could go to school. For some of my classmates it was just another
form to fill out in order to get to college they wanted.
Filling out and paying for college applications was also a new experience and it
meant that I had to be very selective of where I chose to apply. I couldn’t ask my
parents for the funds to apply to five different colleges because it would be a financial
burden for them and because applying to out of state colleges would open a whole new
discussion that I knew they weren’t ready to have. I remember using the two fee
waivers I received from the College Board to apply to the schools that I knew were
plausible options for me and then applied to three other schools that offered a free
application.
Once I was accepted into the two schools that I knew were plausible and realistic
choices; the one in my hometown, Angelo State University, and Texas Tech, my first
choice that was almost 3 hours away from home. I remember sitting down with my
parents to discuss my options. I remember showing them my Texas Tech acceptance
letter and financial aid award first because that’s the school that I really wanted to
attend. We sat there and I explained that even with the Pell grant and loans I would
have to pay an approximate $8,000 per year. As I told them what it would take for me
to go to Texas Tech, they were quiet and seemed worried about finding ways to pay
Ramirez-Munoz 18
that amount of money. I knew they didn’t have the heart to tell me that as a family of
six we simply couldn’t afford it and that they didn’t feel very comfortable with the idea
of me moving away.
At that moment I knew what college I was going to attend because for my situation
and circumstances Angelo State University was the best option. I was a offered a
scholarship that when combined with my federal Pell grant covered all my expenses and
covered my books. I didn’t have to pay for housing and best of all for my parents, I
wouldn’t be facing the world “alone” at the age of 17. I never regretted Angelo State
because at the end of the day I received a quality education and I made to USC, but it
wasn’t my first choice. I compromised because that was what was the best thing for my
family and myself at that time, but I always thought that if my parents were more
knowledgeable about the process and they felt like Texas Tech resonated with them
then maybe I would have graduated from a different school.
GRADUATION
As exciting as it was to graduate from high school and be the first in my family to do
so, the experience will never compare to commencement day at Angelo State. I
remember standing in line waiting for my name to be called. It felt surreal that the
moment I had worked for so hard for had finally arrived. Each step closer to the stage
made me think back to all the challenges that I had faced to get there. Suddenly, it was
my turn. I handed my card to the announcer, who said my name and the phrase
“summa cum laude” as well as a few other things. I didn’t hear it. All that I could focus
on was the cheer that had erupted from the stands the moment my name was called.
Ramirez-Munoz 19
The cheers of my parents, my siblings and other family members who were there to
support me. That cheer was more than just a celebration of finishing a bachelor’s
degree. It symbolized the fact that I had made my parents proud, that I could be an
example for my siblings, and that even though I was the first in my family to do this, I
certainly wouldn’t be the last. The cheer that rang in my ears as I crossed the stage
proved that even though I had begun the journey with certain disadvantages, it was
possible to overcome them and achieve my goals. Every college student deserves to
have their own surreal experience, but in order to do that, they have to get in the door
first.
These numbers appear to present a steady increase in the number of Hispanics that
enroll and ultimately graduate from, so then the question could be why an analysis like
this would even be necessary. The answer to that is that even those numbers have
risen, the disparity that exists between the majority and the minorities in our population
in higher education isn’t truly reflective of the population itself. There has been a surge
in the numbers, but that has taken decades to be accomplished and in reality, it
shouldn’t be such a lengthily process to attract more minority students to colleges and
universities. Throughout the next portion of the thesis, several cultural differences and
nuances will be explained with the purpose of demonstrating that if universities took
these factors into consideration, they could then expand the pool of potential students
they could target and further diversify their student body.
Ramirez-Munoz 20
BEGINNING THE PROCESS
Applying for college can be an overwhelming process, especially if the person
applying doesn’t have someone they can ask for help. Through research and interviews
with millennial first generation Mexican-American students, I will attempt to make the
case that in order to understand this group of prospective students that are now
applying for colleges and universities, it’s important for schools to understand their past
experiences, expectations, and questions that they may bring to the table.
PAST HISTORY
The term Mexican American began to gain popularity when children of Mexican
immigrants born in the United States, for example, those fleeing the violence of the
Mexican Revolution, began to identify as Mexican Americans (Santa Ana, 2004). This
self-identification may have risen from the fact the first generations of Mexican
Americans believed they could identify as American because they were born in this
country, wanted to show their love for this country, but at the same time wanted to
honor their heritage. Regardless of the reason for the rise in popularity of the term, for
decades Mexican Americans were treated as second class citizens, a distinction that was
in several ways shaped by the courts and lawsuits (Ortiz and Telles, 2012).
In his article, The Legal Construction of Race: Mexican-Americans and Whiteness,
George A. Martinez (1997) details a few of the early cases that would be crucial to
shaping the legal and public perception of Mexican Americans.
Ramirez-Munoz 21
• Inland Steel Co. v. Bacena (1942) an appellate court in Indiana upheld that a
“Mexican should not necessarily be construed to be a white person” based on
information found in Encyclopedia Britannica.
• In re Rodriguez (1897), a Texas court debated whether Mexicans were white.
The naturalization laws during that time “required an alien to be white to become a
citizen of the United States.” But since the U.S. had treaties with Mexico that allowed
for the naturalization of Mexican immigrants, they had no choice but to consider the
children of naturalized Mexicans as white, granting their children the same racial
classification as Anglo-Saxon citizens.
• Independent School District v. Salvatierra (1930) ruled that a school district in
Del Rio, Texas, could not segregate Mexican Americans from white students because
under the law they were considered white. But the schools were allowed to segregate
them if the Mexican American students had a lower proficiency in English.
These cases exemplify the issues that were faced by the first generation of Mexican
Americans and provide insight into the public perception that Mexican Americans
weren’t equal to white Anglo-Saxons. If they were considered second class citizens by
the majority and the perception was dominant enough to merit court cases intended to
legally restrict their rights, clearly as a group they didn’t enjoy a high social standing.
Mexican Americans were considered legal because the U.S –Mexico treaties included
provisions that specified Mexican immigrants would be allowed to allow to seek
citizenship, but for many white settlers that wasn’t enough.
Ramirez-Munoz 22
It’s not hard to imagine what status Mexican Americans would have today if the courts
hadn’t ruled that discriminating against them was against the law.
WHY DOES THIS MATTER?
In 2002 (Passel, 2005) Mexico was the largest country of origin for immigrants,
which positioned them to account for 57% of undocumented immigrants living in the
country. In 2016 a study the Latino population in the U.S reached close to 58 million,
considered the driving force in the country’s demographic growth and accounts for half
of the national population growth (Flores 2017). The same study classified Hispanics as
the “nation’s second-fastest-growing racial or ethnic group, with a 2.0% growth rate
between 2015 and 2016 compared with a 3.0% rate for Asians.” According to the
Migration Policy Institute (Zong and Batalova 2018) in 2017, Mexicans accounted for
25% of the 44.5 million immigrants in this country.
A U.S. Census press release published during Hispanic Heritage Month (Census
2017), estimated that by 2060 the projected Hispanic population of this country will
reach 119 million. The press release offered the additional facts about the U.S. Hispanic
population:
• In 2016 there were nine states that had a population of more than 1 million
Hispanics: Arizona, California, Colorado, Florida, Illinois, New Jersey, New Mexico,
New York, and Texas.
• In 2016 there were 16.7 million Hispanic households in the United States.
• In California alone, there were 15.3 million Hispanics residents, the most of any
other state in the country.
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• In Texas, the Hispanic population reached an estimated 10.9 million.
• Additionally, there are 40 million U.S. residents age 5 and older who spoke
Spanish at home in 2016; a 133.4% increase since 1990 when the number was 17.3
million.
To summarize, Mexican immigrants have a significant stake in this country’s
population and their children, as well as those of other Latino groups, are a growing
segment. It would be irresponsible to ignore that this a very specific market share in
terms of college recruitment and admissions. Universities should realize there is a sector
of the population that has different challenges than a traditional college student, but
that education is a reachable goal that they can actively pursue.
Hispanic students have consistently become more interested and involved in
education and that’s visible when viewing education statistics. A Pew Research study
(Fry & Taylor 2013) showed that the high school dropout rate for Hispanics dropped
from 28% to 14% in a span of 11 years (2000-2011). “A record seven-in-ten (69%)
Hispanic high school graduates in the class of 2012 enrolled in college that fall, two
percentage points higher than the rate (67%) among their white counterparts,” the
same study showed.
Throughout history “postsecondary education opportunities have been limited for
certain ethnic and racial populations and for those of lower socioeconomic status” (Pitre
& Pitre, 2009). Even as minorities increase the stake they represent in the population
they are still rank lower in the percentages of attendance and enrollment in higher
education.”
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Largely attributed to the significant increase in the Hispanic student population, the
number of minority students nationally has steadily increased from 22% in 1972 to 43%
in 2006 whereas the percentage of white students has decreased from 78% to 57%”
(Pitre & Pitre, 2009).
Again, according to Pew Research (Krogstad & Fry, 2014), there were 12.5 million
students enrolled in colleges and universities. Of that number 7.2 million were identified
as white, 2.4 million as Hispanic, 1.7 million as Black and 915,000 as Asian. Even with
the large disparity between white students and minorities students, Hispanics were still
the second highest in attendance. The same study stipulates that “from 1996 to 2012,
college enrollment among Hispanics ages 18 to 24 more than tripled (240% increase),
outpacing increases among blacks (72%) and whites (12%).
As the numbers for enrollment continue to increase, the Latino college completion
rate is low. A 2016 report by the U.S. Census Bureau shows that nearly 15 percent, or
close to 5 million Hispanics over the age of 25, had a bachelor’s degree. The same
report stated that 17 percent of the Hispanic population was enrolled in either
undergraduate or graduate degree programs. Yet, “although Hispanic students
accounted for 16% of all undergraduates in the nation in fall 2013, they accounted for
more than a third of all undergraduates in California and Texas” (Ma & Baum 2015). In
addition, undergraduate students of Hispanic ethnicity were the “largest racial/ethnic
group in all sectors other than the private nonprofit four-year sector” (Ma & Baum
2015). A separate study showed that “From 1996 to 2012, college enrollment among
Hispanics ages 18 to 24 more than tripled (240% increase), outpacing increases among
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blacks (72%) and whites (12%)” (Krogstad & Fry, 2014). A Lumina Foundation Study
(2019) revealed that currently 46% of college students are first generation, 9% of
those are immigrants and, 42% of college students were students of color.
These numbers appear to present a steady increase in the number of Hispanics
that enroll and ultimately graduate from, so then the question could be why an analysis
like this one is even be needed. The answer is that even as those numbers have risen,
the disparity between the majority and the minorities in our population isn’t reflective of
the population itself. There has been a surge in the numbers of minorities that attend
college, but that has taken decades to be accomplished and in reality, it shouldn’t be
such a lengthily process to attract more minority students to colleges and universities.
Throughout the next portion of the thesis, several cultural differences and nuances will
be explained with the purpose of demonstrating that if universities took into
consideration these factors, they could expand the pool of potential students they could
target and further diversify their student body.
DEFINING WHO “WE” ARE
Before trying to understand what it means to be Mexican-American, it’s necessary to
understand the two cultural identities that lead to the diverse, and sometimes
conflicting, personalities children of immigrants grow up with. In this section, the
differences between each culture, seen through the lenses of Mexican-Americans, will
be explored.
In the search for the more poignant differences between the two cultures its
necessary to understand certain values from each country and explain the customs and
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traditions that show how different they can be. Part of discerning who “we” are is
understanding how to deal with the culture at home contrasting with the cultures
experienced at school, work and in a social context.
MEXICAN VALUES & CUSTOMS
The first value, and arguably the most important, is family. In Mexican homes,
family is engrained as the most essential aspect of a person’s life. This is true for other
ethnic cultures, but this analysis is intended to provide insight from a very specific
perspective.
For many Mexican-Americans, family members are the ones that you can call at any
time of day when you need them. They will be your biggest fans and critics, but they
will always support you. The family is the building block of Mexican culture. It
represents a community like no other, a connection to those who may no longer be
here but remain present. But most importantly it represents the ultimate demonstration
of loyalty. Family sticks together no matter what and going against family can be
perceived as a betrayal of the love and loyalty that your loved ones have shown you.
“Studies have indicated that Mexican-Americans are more firmly rooted in the family as
a source of identification than either blacks or Anglos, regardless of socioeconomic
status or geographic locale (i.e., urban-rural, or state of residence)” (Rothman, Gant
and Hnat,1985).
THE FUTURE
For many Mexican-Americans, thinking about the future and having the will and
determination to advance in life is very important. “Young Latinos have high aspirations
Ramirez-Munoz 27
for career success., some 89% say it is very important in their lives, compared with
80% of the full population of 18- to 25-year-olds who say the same” (Pew Research
2009).
Mexican parents very often employ a phrase: “Yo noy voy a ser eterno,” which
translates to, “I will not be around forever, so you need to learn how to take care of
yourselves.” Immigrant parents are often worried about the future of their children
because often they are unsure of what the future holds for them. For those who
undocumented, the reality of deportation is a fear they carry with themselves
everywhere they go. If their legal status isn’t an issue than the idea of leaving their
children behind in a country where they may sometimes have no extended family is
daunting. That’s why many identify as the tool that can be used to reach those goals
and move up in life.
In my own family, my mother earned the equivalent of a high school degree in
Mexico, while my dad had to leave school after sixth grade to help his family with their
livestock and harvesting the fields. Giving their children the chance to have a formal
education was the most valuable thing they could do. Providing their children with a
prospect of a better future made working 16 hours in a field picking fruit bearable. It
made working two jobs to provide for their family a worthy sacrifice. They encouraged
their children to take advantage of every opportunity. In their opinion, education was
the pathway to a better life.
For many immigrant parents, getting an education could be the way that they could
make sure that their children had a fighting chance in this country.
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Having at least a high school diploma, and if possible, a college degree would give
them the opportunity to avoid the back-breaking work. Graduating from high school
and college would prevent their children from being looked down for speaking broken
English or be taken advantage of because they didn’t understand what was being said.
In the simplest of terms, graduating high school and going to college would give their
children something they didn’t have, a choice. A choice to follow their dreams, a choice
to choose a career that was fulfilling, a choice that was not made out of necessity but
out of true calling.
To clarify, this analysis doesn’t attempt to say that this customs and values are only
representative of Mexican-American homes, it’s simply a portrayal of my personal
experience and that of many others with whom I share an ethnic identity.
PERSONAL DECISIONS
Another “unique” aspect of growing up in a Mexican home is the idea the decisions
a person makes aren’t necessarily their own to make. This may seem like a silly notion
but it’s important to understand the context because it can eventually affect the
decisions that prospective college students will make during their senior year of high
school.
Growing up in a tightknit home means that as members of that family you are
expected to make decisions that will be in the best interest of the family. On its face,
this isn’t a radical notion for a collectivist society like Mexico. Making sure that your
decisions are for the good for the people you care about isn’t something bad, but it can
cause a lot of pressure for family members. Making important decisions is stressful
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enough and adding even more from family can really be a challenge for many people.
“Mexican- Americans find such highly valued behaviors as obedience to parents and
family over individual preferences to be increasingly at odds with the more "avant-
garde" Anglo society.” (Rothman, Gant and Hnat, 1985).
It may seem like a trivial notion because as Americans we are taught that we are
the masters of our futures. We are entitled to the pursuit of happiness, but what if that
happiness is perceived as a negative action against the family? Family dynamics are
very important in Hispanic families and understanding these interactions can be very
informative when universities begin recruiting potential students.
A term that can better explain this idea in a clearer manner is familismo, which has
been used to describe as the “feelings of mutual obligation, reciprocity, and solidarity
towards one's family members” (Lopez-Tamayo, Seda, Jason, 2016). As the explanation
describes family is more important than the self and it becomes almost an instinct to
think of them first when making a decision. It may seem like an antiquated notion, but
the family does become the center around which every aspect of a person’s life revolves
around in many Mexican homes in the United States.
At the most primary level, a person’s family is their safety net, especially when that
family has no other relatives nearby to turn to in times of need. Growing up, a person
depends on their family for emotional support, for basic necessities and for the
guidance to make all types of decisions. Family is important and they should be
cherished and valued above any personal need. Since your decisions will affect their
lives, it imperative that they are taken into consideration.
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AMERICAN VALUES & CUSTOMS
By contrast, American values can be considered a lot more modern and relaxed than
Mexican parents would approve of. “The mainstream [American] values emphasized the
importance, respectively, of achieving material success, gaining independence and self-
reliance, and in seeking to separate oneself from others by competition and personal
achievement.” (Knight, Gonzales, Saenz, Bonds, Germán, Deardorff, Roosa, and
Updegraff,2010)
American’s are taught the importance of independence and personal fulfillment,
which allow the American dream to become a reality. Being independent is an
important aspect of everyday life because it symbolizes that as Americans, we have the
opportunity to decide what the best decision is for ourselves. Independence is the very
core of the American identity and for many, it’s something they would never willingly
give up. The contrast appears in Mexican American homes when families don’t have the
same perception of independence. Latino parents are constant champions of having
their children be independent in every aspect of their life, but never above the stability
of the family. A person is allowed to forge their own path, but that path should always
consider the well-being of the family.
CONTRASTING VALUES
A difference between the Mexican and American values, at least from personal
experience, is the idea that the decisions that an individual makes often face less
pushback in white families when compared to their Mexican counterparts. White
families often have a different dynamic and in Mexican families, as stated previously,
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the well-being of the group is put above the wellbeing of the self. “The demands of dual
cultural adaptation may lead to the internalization of values that are sometimes difficult
to reconcile (i.e., familism vs. independence) (Knight, Gonzales, Saenz, Bonds, Germán,
Deardorff, Roosa, and Updegraff,2010)
GROWING UP BETWEEN TWO CULTURES
Values and customs were briefly discussed, but it is necessary to go a bit further to
understand how some of the day-to-day activities and experiences will ultimately define
the way Mexican Americans view and interact with the world outside of the home.
In my personal experience, my home was always filled with love, family and a lot of
loud people trying to be heard at the table over dinner. Being Mexican American, for
me, means growing up with a culturally-rich home that honors the past and is hopeful
for the future. Mexican parents are very proud of their heritage and ancestors.
In Mexican culture roots and heritage are extremely important; being proud of
where you came from and honoring the legacy of great-grandparents and
grandparents. For many families that legacy features hardworking ancestors, humble
beginnings, and a strong love of country and tradition. As a natural extension of that
legacy, Mexican families who immigrate to the U.S want their children to be in touch
with their heritage. From a very early age, my siblings and I begin hearing stories of
what it was like to grow up in a small rural town, working in the mountains herding
cattle, farming acres of corns, and growing up with homemade tortillas and beans.
“Young Hispanics are being socialized in a family setting that places a strong emphasis
on their Latin American roots.
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More say their parents have often spoken to them of their pride in their family’s
country of origin than say their parents have often talked to them of their pride in being
American—42% versus 29%” (Pew Research 2009).
These stories often have more than one purpose because they highlight so much
more than family history and anecdotes. Reminding their children of the hard work that
they had to carry out as children is a not so subtle reminder of how the life that they
enjoy in the United States is a luxury that should never be taken for granted. It’s proof
of how important it was for them to give their children an opportunity for a brighter
future that they were willing to leave everything behind and start over in a country
where they were at a disadvantage in so many ways. “The sharing of stories and
narratives, dichos (sayings) and consejos(advice), is a prominent experience among
families in Mexico as well as among immigrant Mexican families in the United States”
(Reese 2012).
Growing up and hearing these stories so often means that they start to become a
tradition, a reminder of not only how things used to be but a memoir to the family
where it all began. An homage to the great-grandparents who began the family in a
small one-room house and through hard work and lots of sacrifices created the big
family home everyone visits during the summer and Christmas. A tribute to the
grandparents who wait anxiously all year for a chance to see their grandchildren for two
weeks during the summer. A thank you to the aunts, uncles, and cousins are more than
just extended family. Those stories are an extension of their identity, a connection to
the family they don’t get to see as often as they would like, and a reminder that even
Ramirez-Munoz 33
though they live far away their home will always be there. “In their study, Vasquez et
al. (1994) found that Mexican-origin families constructed narratives with story-like
elements as they shared family history, cultural experiences and folklore, or news and
gossip, and they worked together to construct meanings nuances of unfamiliar texts”
(Reese, 2012)
This may sound like a dramatization but it’s the reality for countless immigrant
families. As their children it’s difficult to imagine spending years without seeing your
parents, spending holidays and birthdays away from loved ones because going home
isn’t an option for many. Leaving the country for many parents could mean not being
able to come back to the United States, it could mean not seeing their children and
that’s not an option. Thus, the question remains, how can they teach their children
about their culture if they can’t show them firsthand, how can they show them what it
means to be part of a big extended family if they don’t get to experience it? It’s done
by storytelling.
It’s the stories that allow Mexican-American children to not only learn about their
heritage but to feel a closeness to something that can be physically distant. It creates a
connection that is reinforced when they have the ability to experience in person and see
the stories their parents told come to life. As a result, visiting family in Mexico and
staying in your great-grandparents home or eating tortillas made from scratch or going
to a party that has over 100 people and realizing that everyone there is related to you
somehow is normal. Those experiences bring the stories to life and help lessen the
disconnect that may exist when you grow up in the United States with Mexican parents.
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“Seen from this perspective the dichos, narratives, legends, stories and consejos that
make up the lived experiences of many Mexican and Mexican immigrant families
represent a resource for communities and individuals” (Reese, 2012).
FLUENCY
A very important aspect of reducing the disconnect that may exist is the child’s
ability to be bilingual. A vast majority of Mexican parents speak only Spanish and while
some of them may increase their understanding of English over the years, that doesn’t
necessarily imply that they will be able to speak the language in a fluent manner.
Being fluent has several implications and consequences that are important to
understand. At the most basic level, speaking Spanish means being able to
communicate with your parents. They may learn English or have a basic of
understanding of certain phrases and words, but the majority of communication is done
in Spanish. Speaking the language becomes even more important when spending time
with grandparents and extended family, especially if they reside in Mexico. “Fully 95%
of Hispanics believe it is very important (75%) or somewhat important (20%) for future
generations of Hispanics in the U.S. to be able to speak Spanish” (Taylor, Lopez,
Martínez and Velasco, 2012).
From personal experience to some people not being fluent may signify the fact that
you may not like the language, even if it is the one spoken at home. As absurd as that
may seem, that situation can be translated into you aren’t interested in relating to their
family and to the culture. To be clear, this idea only applies to Mexicans individuals who
have different expectations then Mexican Americans or Mexican immigrants who live in
Ramirez-Munoz 35
the U.S. Being unable to communicate with family is one of the biggest reasons that
individuals may feel a disconnect with the people they meet and the culture they
experience. Being unable to sustain a simple conversation with members of your own
family is a big deal and it may signify a variety of messages to the family and the
community.
This premise of this argument is specifically based on personal experience because
it’s an unspoken rule of sorts in the community. There is no quantitative proof to back
this, but it’s something that the vast majority of Mexican-Americans who have contact
with Spanish speaking individuals know to be true. Statistics show that speaking
Spanish is a priority for many Latinos, but most studies don’t qualify the difference
between actually being fluent and immersed in the language and culture and what
simply having an understanding of the language means. Being fluent for Mexicans
means not only speaking the language, it means understanding references, traditions
and expectations, especially when it regards addressing elders.
In addition to that, a Mexican American’s level of fluency is seen as a direct
reflection of the parenting skills that are applied in families. If the child speaks Spanish
in a very “pocho” or in a broken manner than that’s the “parents’ fault.” Culturally
speaking, it is considered their responsibility to teach their children the language of
their ancestors and levels of fluency are a direct meter in which to measure their
success as parents. This may seem arbitrary, and it may be, but for many, it is not a far
reach. The logic may run something like this: the parents only speak Spanish, their
children learn Spanish at home as their first language, the children go to school to learn
Ramirez-Munoz 36
English and can learn to use both of them fluently. If the child grows up and “forgets”
Spanish or can’t speak like it like a native speaker than they are “making the choice” to
leave Spanish behind. Parents are responsible for making sure their kids are able to
speak the language, especially when the kids are younger. “Overall, 85% of Latino
parents say they speak Spanish to their children, according to the Center’s 2015
National Survey of Latinos” (Lopez, Krogstad and Flores, 2018).
EXTENDED FAMILY
As emphasized before, family is important in Mexican cultures and the nuclear family
unit is not the only one that matters. “On one side are those who argue that Latino/a
families in general, and Mexican American families in particular… live near kin, stay in
touch, provide many types of assistance, and often put the needs of their extended
families before their own (Baca Zinn & Wells, 2000; Mirande ́, 1997)” (Sarkisian,
Gerena, And Gerstel, 2007).
Extended family members will feel empowered to provide their opinion and input,
even if it’s not asked. The unwarranted advice, the intrusion into personal matters are a
way of saying “I care about you.” It may not always be easy to deal with these types of
family members, but at the end of the day they are family and even if misguided, their
intentions make family events a bit more tedious even if they are coming from a good
place.
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AMERICAN SOCIETY
Mexican and American values and customs have been discussed. To further
understand what it means to be Mexican American it’s necessary to put in context all
the previous information while living in American society.
Family is a cornerstone in many societies and while the United States is no
different, the role family members undertake can vary within cultures. For a Mexican-
American, like myself, the approach to family dynamics the families of my white friends
was heavily contrasted with the one that developed in my home. “Families from
Mexican backgrounds place strong emphasis on values related to interdependence,
which can be reflected in their family obligation values and behaviors, whereas
American mainstream traditions place greater value on independence (Markus &
Kitayama, 1991).” (Tsai, Telzer, Gonzales, and Fuligni, 2015)
The cultural norm of Americans moving out at the age of 18 has been a “cultural
norm of sorts, much like with Mexican Americans with speaking fluent Spanish. Like the
Mexican example, there doesn’t appear to be a wide number of scholarly works that
explain the origin of the idea as an established American custom. It appears to be
accepted as a social norm that is identified with Americans specifically. The idea of
encouraging an 18-year-old onto the world on their own is something that continues to
baffle outsiders. Even if the idea is not as popular or as commonly occurring as some
people think, it remains a key component in American social norms, at least as
perceived by outsiders. Yet, according to an analysis by Pew Research (Fry, 2017),
“Today’s young adults are also more likely to be at home for an extended stay
Ramirez-Munoz 38
compared with previous generations of young adults who resided with their parents.”
Fry’s (2017) analysis of the US Census Bureau data shows that for the individuals' ages
25-35, the percentages for every generation showed a significant change in trends. In
1964 and 1981, only 8% of that age lived at home. By 1990, the percentage had risen
to 11% and holding steady until 2000. The most significant change occurred in 2016
when at least 15% of individuals in that age group still lived at home with their parents.
Becoming independent of the family and building a life on your own terms is an
essential part of the American experience. If we value independence in every aspect of
life, then it is only reasonable to assume that the same could be said for young adults.
The notion of moving out and being a separate entity of the person’s parents is seen as
a rite of passage that allows young adults to find their way in life and experience what
it means to be on their own. It's intended to give people a sense of responsibility for
themselves, even if they are not ready for it. Society perceives young adults moving out
of their parents’ home as giving parents the opportunity to live the life they may have
put on hold to raise their families. They have the chance to experience life once again
on their terms, without having to take their children’s needs to concern so heavily into
account.
This can ultimately change the roles that family has in a person’s life. If parents stop
being the controlling figure in the relationship once someone turns 18, then family roles
will be affected. Once the parent no longer provides food, shelter and financial
assistance than the adult children may change the way they regard the position and
influence their families have over their lives. If they are no longer living at home and
Ramirez-Munoz 39
depending on their families for survival, then the decisions they may take in the future
aren’t dependent on the opinion of said family members because the family unit has
changed.
By contrast, for Mexican parents the idea of kicking their children out simply
because they are turning of legal age is preposterous. A vast majority of Mexican
Americans are raised to be independent and pave their own way but are not expected
to leave their homes when they come of age. Living at home is a very common norm
for many adults, especially those who are single, and it is not seen as a lack of
independence it simply makes financial sense. Instead of moving out and acquiring bills
and rent payments of their own, they can help the parents, who are now older, and
help them live a more relaxed life with less stress over financial burdens.
“Another question designed to explore the strength of traditional family values asks
whether it is better for children to live in their parents’ home until they get married.
Nearly seven-in-ten (69%) Latinos say that it is, but there are significant differences on
this question by age and generation. More than six-in-ten (61%) young Latinos feel this
way, compared with seven-in-ten (72%) older Latinos.” (Pew Research 2009).
Another reason many single adults remain living at home well after they turn 18 is
the very notion that your house is your home and it isn’t necessary to leave that home
simply because you reach a certain age. A major influence in this way of thinking could
also be religion. Nearly 80% of Mexicans belong to the Catholic faith (Lipka 2016) and
living by those religious standards created the cultural norm that people leave their
home after they get married and not before.
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All of these are viable reasons as to why the children of Mexican immigrants live at
home longer and highlights why this matters when discerning the role of family and the
impact this can have on college-bound students.
If adult children are not expected to leave once they reach legal age it allows the
parent to maintain the power dynamics that has always existed. Even though you are
not asked to leave and for the most part may be independent there are certain rules
and boundaries that must not be broken, a sort of unspoken set of rules. Mexican
parents will always remind their children that as long as they are alive the house, they
live in always be their home. It’s a reminder that family is important and that they will
always be there for the person, including of course with all the that may entail. On the
flip side of the token Mexican parents will waste no time in reminding their children,
young and grown, that this is their house, their rules and that they will not tolerate any
type of disrespect or variation of such.
STUDENT IMPACT
Thus, how does parental influence affect a prospective college Mexican American
student? As mentioned at the beginning of this white paper, these types of decisions
are influenced by a multitude of factors. The first part of this analysis provided some
examples of values customs that contrasted the differences between two cultures. In
the second part further research will be presented and the effects the values and
customs will be explored as well.
Earlier in this analysis statistics were presented as an attempt to illustrate the
prominence of Latinos in this country.
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The following will showcase the research that has been conducted into this specific
group of college students and the effect that the cultural norms previously discussed
can impact. “Prior to entering college, [first generation college students] often lack
sufficient knowledge about postsecondary education options that many continuing-
generation students take for granted, including information on how to apply to college,
how much it costs to attend, how to obtain financial aid, and examples of what college
life “looks like” (Casillas, 2018).
Research conducted by Ruffalo Noel Levitz (Bermejo, 2017) into the recruitment of
first-generation college students revealed the following:
• First-generation students and their parents need help with meeting deadlines,
and with being aware of deadlines. (Bermejo, 2017).
• It is important to communicate with both first-generation students and their
parents, and parents’ means of communicating is often different than that of students.
(Bermejo, 2017).
As the ideas above illustrate, the main problem for first-generation Mexican
Americans is that they are starting from a lower vantage point than traditional students
because they are the first ones to do something like in their family and they may not
have the needed resources at home. “Many [first generation college students] do not
know how the college system works or how to apply to college, receive financial aid, or
choose a major. Further, this population is less likely to know the difference between
various higher education institutions and may select one that does not suit specific
educational needs and goals” (Falcon, 2015).
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High schools all across the country provide college readiness programs that are
intended to help students who are in this position. For many fist-gens, there is “a lack
of familiarity with the importance of high school curriculum and how it relates to college
preparation and readiness among FGCS parents” (Falcon, 2015). Not knowing what
colleges expect from prospective students puts them at a disadvantage before the
process even begins, especially if the parents of these students aren’t knowledgeable
about what is necessary to help their students succeed and allow them to become
competitive candidates.
Deadlines are specifically mentioned because every school and institutions have
different requirements regarding applications and submission of documents. It’s
important that both the parent and student become aware of the fact that FASFA,
college applications, and scholarship deadlines are all important when comes to
selecting the right school and they tend to have different due dates, Students shouldn’t
miss out on opportunities simply because they don't have any prior experiences to
reference. Of course, this doesn’t mean that students aren’t responsible for staying
current with their deadlines, but many forms require parental assistance and by keeping
parents in the loop it allows the student and the parent to work together and involve
the family into the process.
Another important point that is made is that parents and students communicate and
consume information in very different ways. For first-gen parents, the challenge lies in
finding a way to consume the information in ways they understand and then be able to
process what that means for their student.
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Ruffalo Noel Levitz (Bermejo,2018) describes it perfectly, “Engage their parents so
they can become advocates.” Mexican parents have a strong influence on their children
and being able to be pro-active in the process will benefit the student in the long run.
From an institutional perspective, this highlights the need of universities and
colleges to work with local high schools in order to make sure that prospective students
have a very clear understanding of what it takes to get accepted into college. Having
clear guidelines, that are formulated for first gens students, is a great resource for
interested students.
“Saenz and Barrera (2007) reported that both first-generation students and non-
first-generation students indicate that encouragement from parents, relatives, and high
school guidance counselors are key factors in choosing to attend post-secondary
institution” (Woosely and Shepard, 2011).
A second issue that seems to come up constantly is focused on the idea that many
first-gen students may feel like they don’t belong at universities. “Cushman (2007), for
instance, indicated that first-generation students may feel that "their fellow college
students often seem to be members of a club of insiders" (Woosley and Shepler, 2011).
Showing students that they fit in at the institutions that they apply to is important
because if they don’t see themselves as equals to other college students then the
probability of them applying to school diminishes. One of the suggestions provided by
Ruffalo Noel Levitz (Bermejo, 2018) states: “Meet students’ expectations for dynamic,
customized content that provides a personalized experience at every stage of their
journey to college.”
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Going to college is already a new and daunting experience and finding ways to make
students feel unique and like they belong there goes a long way towards feeling
welcome and like they belong.
Another challenge that first-generation students face during this process is choosing
the right university. After choosing the institution its necessary to find the appropriate
living situation. This can be a stressful and in true Mexican fashion it will most likely be
done with the support and input of the family.
Parents who have no idea how the university system works often say they support
and trust that their children are making the best choices. They may push back if the
financial burden is too heavy for them to take on if or they feel that moving away is not
a viable option, but at the end of the day, they will want their children to take
advantage of every opportunity that comes their way. Add a second layer to that and
imagine that this will be the first of their children to undergo this experience. Can it be
possible to trust their children into a complicated education system they don’t know?
Do they trust that they gave their children the right tools to face college on their own?
Staying at home during college or as a young adult is a custom that is nothing new
to Mexican-Americans. If the student finds a school that is close enough to commute,
then for many parents it means that their children will remain living at home as they
begin college because that is the logical sequence of events. Why would their children
move out if they are able to continue their career in the comforts of their own home?
The conflict can arise when students want to experience the entire spectrum of
college, including living on campus. How can students justify to their parents paying a
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substantial amount of money to share a room with a complete stranger when they have
a room at home? Going further on up the ladder, what is the best approach to
convincing parents that moving to a different city or state to go to college is the best
option? How does a first-generation student navigate all these questions and make the
right decision for them? The answer to those questions is dependent on the level of
involvement that parents have in this whole process and that is a key component to
reaching first generation and their parents.
EXTENDED FAMILY
A contributing cultural factor to the decision-making process in Mexican Americans is
the role that extended family has in terms of influence they can have. The following will
showcase the differences between cultures and how they can influence students and
their parents.
A positive aspect of growing up in an American home may mean that extended
family members that may not feel the freedom to interject themselves into the decision
and provide unwarranted input. American families are more inclined to keep their family
circles as small as they can, thus limiting the influence that they can exert. At its core,
this is a very reasonable way to look at family dynamics. Siblings and parents are the
people that a person grows up with and it makes sense to limit the number of people
that have influence, but unfortunately, that doesn’t apply to Mexican families. For many
American families, extended families are interacted with at an annual family reunion or
seen at weddings and events that merit gathering with the outlying relatives.
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Mexican families are inter-connected and family circles are vastly expanded when
compared to American families.
Personally, I remember talking to my friends about what we had done over the
weekend and more often than not my story was centered on visiting this aunt or going
to a get together at this uncle’s house or going to a family friend’s event. On one
occasion a friend, who was white, asked me how many aunts and uncles I had. I told
her my mom had two brothers, but they lived in Mexico, and my dad had two brothers
who lived in the same city as we did, two sisters in California and a brother in Mexico.
She gave me a puzzled look and asked, “If you only have two aunts and they live in
California, which aunt’s house did you visit last weekend and two weeks before that?”
Before I could answer one of my other friends, who was also white, laughed and
answered, “Oh it’s because she’s Mexican, she has like 50 aunts.” We all laughed
because in a very broad sense it was true, but it made me realize that they didn’t
understand what it meant to socialize so often with extended family.
For many of them, anyone besides grandparents are not individuals with whom they
really had any contact. By stark contrast, I could create my mom’s family tree beginning
with my great-grandparents and their children’s children and all the way down to my
generation as a great-grandchild and most importantly I had met them all at some
point or another. For me, it was hard to imagine not knowing who they were and
having a large chunk of my family existing without out ever meeting them.
Perhaps it may help to think of the dynamic in a way allow the differences to be
further contrasted and showcase the real variances that are experienced.
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As a Mexican American, I am accustomed to attending family get-togethers that
would include uncles, aunts, cousins, grandparents, great uncles and aunts, second
cousins and their children and the event could be as simple as a five-year old’s birthday
party. For Mexican families, the reason to get together is not nearly as important as
establishing and fostering a sense of community between all the members of the family.
The idea of coming together to celebrate regardless of the occasion highlights how
important family is for this group of people. Extended families are the people with
whom we socialize since a young age and they become an integral part of our lives.
Growing up simply means we will be throwing the parties and inviting all the cousins
and second cousins and their children, the same way our parents did. So, how does this
translate as potential influences for college-bound individuals growing up in this
environment?
Because family is so involved and in constant contact, discussions about the future,
plans after graduation, potential colleges choices are all topics that be discussed with
the tightknit group in which we socialize. There isn’t anything inherently wrong with
having outsiders’ input and ideas, but at the end of the day they can be unwarranted
and what’s even more consequential is that some of them can influence the ideas and
perceptions that parents have already formed.
The number of times in which I personally heard the words “tu tia me estaba
diciendo,” which translates to “your aunt was telling me” is very high for someone who
between two parents has two direct aunts in my nuclear family. But that’s the problem
in Mexican families, everyone is an aunt no matter how many times removed.
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Whether she’s mom’s sister, or dad’s cousin or the granddaughter of a great-uncle,
she's become an “aunt” and is given the opportunity to share her opinion. Those five
simple words more often than not meant that mom or dad had discussed a personal
issue with a family member and whatever they had discussed had certainly left them
thinking.
The prospect of sending their children to college is so new and unprecedented,
Mexican parents seek support from the people that they know the best. They want
answers that will settle their doubts and family will always be there, regardless of the
fact that their advice may create either a positive or negative influence in the people
they are advising.
The problem arises when parents are given advice and anecdotal stories that only
work to increase their own stress and anxiety. For every positive reinforcement that
they could receive, there is always someone that will have a story that proves their
biggest fear. After they have those conversations, it’s up to the college-bound student
to walk them back from the ledge, to make them understand that horrible anecdote
was the exception and not the rule, but most importantly that they raised smart and
conscious children.
For anyone who is reading this analysis, it may seem odd that parents could assert a
level of influence over the student based on the stories they heard from an aunt, but
it’s a pretty typical situation that could unfold, regardless of the topic. The fear of the
unknown is heightened by the fact that people are confirming the worst-case scenarios
parents could imagine and even some that they had never considered.
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For the college student, it adds another layer of pressure because now you have to
deal with the stress of making the right decision as to which college to attend and being
able following through to reach that goal.
POWER DYNAMICS
In many homes of white families, power dynamics seem to change between the
children and parents, and that is something that is very easy to see when the observer
grows up in a home in which the dynamics don’t change or evolve. The power dynamic
that changes is the way that children, who are now adults, are able to relate to their
parents in a different manner. By no means does that imply that children of white
families are allowed to disrespect their parents or that they act reckless, but they are
able to reach a level in which they may not be equal to their elders because they
remain parent and child, but they are both adults and that changes the dynamic.
Parents treat their adult children as adults because they have grown up. They
realize that whether they want to or not they can’t treat them as children any more or
expect their comments and decisions to be as accepted as they were when their
children were small.
The argument could be made that in Mexican families that realization doesn’t
necessarily happen, even if the “child” is a 25-year-old individual. As discussed in
previous sections Mexican parents’ value and rely on family unity and interdependence
to thrive as a unit. Children of these families are also not expected to leave home at
eighteen so for many parents there isn’t a need or a reason for the power dynamics to
change. Children get older and they begin to take ownership of their lives and making
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decisions, but as long as their offspring live in their home or visit them, they are
expected to maintain a certain level of respect and interaction that is not altered even
with age.
To provide more context, in the Spanish language there are many ways that a verb
may be conjugated and two of those conjugations are tu and usted. These two forms
are used to differentiate between the type of people you are speaking with, tu is
informal and would be the conjugation that’s used when speaking to friends or with
people who are considered equals. Opposite of tu, is the form of usted, which is used
when addressing people who are of higher rank, respected and usually older than that
person. In most Mexican families, children address their parents using the usted form
since they are very young. Traditions and cultural expectations dictate this as the
general rule and the addressing parents casually is not as common.
For example, in my family, my siblings and I have always addressed her with the
casual form of tu. For her it has never been a problem, she doesn’t consider it a lack of
respect or rudeness. In fact, she prefers that we use a more informal type of language
when talking with her. On the other hand, my father is a completely different story, we
have always addressed him with the usted form and for him, it’s very important to
maintain that level of respect between the elders and the youngsters. In his family,
both of his parents are addressed in a more formal manner and I know for a fact that
he has never considered being more casual with them and wouldn’t be okay if we took
it upon ourselves to change the established power dynamic that is reinforced through
language.
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In fact, he tends to get annoyed when he hears my siblings and I being very casual
with my mom because he sees it as a lack of respect, even though she doesn’t agree
with that characterization.
It certainly may be a confusing assessment to grasp by individuals who are not
fluent Spanish speakers, but I would argue that has a lot to do with the way the English
language is set up. In English, there are no formal and informal conjugations of verbs
that allow this type of distinction to be made. The closest similarity would be when
someone addressing their parents used ma’am and sir at the end of every sentence and
yet even that is not equivalent. The Spanish language allows the distinctions to be
made in simple, everyday conversation and that makes it a lot easier to carry out. The
power dynamics don’t change and that can be difficult to grapple with, especially as a
grown adult, but the lessons of respecting elders and family dynamic are learned and
ingrained from a very young age.
The power dynamic structure is important to understand because important
decisions are made by students as they choose to pursue higher education and the
dynamic can affect those decisions. If a student’s decisions defy, or any way contradict
the power dynamic it can create a stressful situation for them If parents are opposing a
student’s choice of school for example, then culturally speaking, it’s a difficult situation
to be caught up in because pushing back isn’t a common interaction between Mexican
parents and their children.
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SOCIAL FREEDOM
Freedom, the cornerstone of American democracy and something that is generally
given by parents as their children come of age and ready to experience and navigate
different types of situations. Before this analysis gets into how Mexican families have a
completely opposite point of view, it’s important to frame freedom in the context of
family and social freedom.
Most Americans would agree that as children become teenagers in the United States
certain social freedoms are given and expected. For clarification, these opinions and
comments are based on personal knowledge and experiences and are not expected to
qualify the experience of every American high school student in the history of this
country.
Thus, even though it may not represent one hundred percent of the population, it is
very common to be given more freedom and allowed to experience life as the student
gets closer to adulthood. For example, students may be given the opportunity to go
out with friends without needing a parent chaperone and slowly be given more freedom
as they come of age.
Compared to American teenagers, Mexican American are not generally given the
same level of freedom. For example, my friends were given permission to go the
movies with friends with a minimal inquiry, I had to provide a full intelligence report
regarding the outing to my parents. I had to let them know who was going to go,
where we were going, what movie we were seeing, what time the movie ended if we
were going to do anything afterward, what time I would be home and who would make
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sure that I was home by curfew. The icing on the cake was that my parents liked at
least a day to think about it. It may have seemed more arbitrary in my mind as a high
school student, but I knew that none of my other friends had to go through the same
approval process that I underwent. At times I was jealous because in many ways we
led similar lives, we worried about the same classes and assignments and we were
equal in a variety of ways, but I knew in certain respects was different. My American
friends didn’t understand why I had to go through such an extensive process to go to
the movies, because in their homes that wasn’t the norm.
During my undergrad I lived at home and even though my routine changed and I
was treated much more like an adult that I was, I knew that as soon as it was getting
“too late” I could expect a call from one of my parents asking where I was and kindly
reminding me that it was such and such hour of the night, usually 9:30 p.m., and that I
had school and work the next morning so I should probably come home soon.
I was a college student, I worked 30 hours a week, I didn’t depend on my parents
for financial assistance regarding my personal expenses and I was old enough to vote,
but that didn’t matter I was still beholden to essentially the same rules and expectations
they had when I was in high school. Perhaps coming home a little later wasn’t a big
deal, my mom would make a comment at breakfast and dad at dinner and that would
be the end of it for them. But for me, it was a clear sign that they didn’t regard me as
an adult. Moving to Los Angeles to begin graduate school really emphasized the
difference not living at home meant in terms of personal freedom. My family is very
traditional and for them, it wasn’t clear why their expectations should change just
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because I was in college. I was still their daughter and I lived under their roof, but they
didn’t adhere to the idea that I was an adult so for them the dynamic didn’t need to
change.
By no means would I like it to appear like living with Mexican parents is like living
with tyrants, but it can be very different and difficult. The difficulty is created when a
person is exposed to traditional values in the home while living in a society that is not
as strict and focused on maintaining a certain power dynamic. By the same token,
there are Mexican parents who do not behave in this manner and may adopt American
influenced parenting styles.
This may become an issue for first-generation students because college represents a
very unique set of opportunities that they may not be accustomed to following. College
life runs at a different pace, class times are not set 8 am to 3 pm and a crazy schedule
is the bread butter of any student who juggles school, work, and social life. In a
nutshell, it's a different environment that may be a natural progression for students, but
it’s not one for parents. It’s necessary to teach parents about college culture and allow
them to grow alongside the student. They want their children to have the best
experience possible but at the end of the day, they simply want to feel involved and not
as if their children outgrew them somewhere between high school graduation and the
start of the Fall semester. The issue is finding the balance between school, family life
and finding a way to blend cultural norms together and still be their own person.
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THE INTERVIEWS
This white paper was organized with the intent to provide readers with background
information, cultural norms and eventually providing a few concepts that could be
employed in order to effectively reach students. The bulk of the paper is centered on
providing information about cultural norms because in understanding where first-
generation Mexican Americans are coming from in terms of cultural expectations is the
first step to understanding these students.
As a source of primary research four first-generation Mexican Americans were
interviewed to gauge the similarities that exist between subjects who are not related to
each other and whose families originate from different parts of Mexico. This section will
include quotes and further analysis of the Mexican American experience.
The four subjects that were interviewed have a wide variety of approaches to higher
education and their experiences, especially with regards to gender, birth order and the
age of their parents. The interviews were Fabiola Ceballos, a current undergraduate
student at California State Polytechnic University, Olivia Andrade, who has taken a
sabbatical from college for two years but is planning her return to California State
University, Los Angeles, Steve Casas, who received his Associates Degree from Rio
Hondo Community College, and Cesar Rodriguez, who attended Worcester Polytechnic
Institute in Massachusetts. The four subjects are residents in Southern California and all
of them have family that lives relatively close. A short summary of the interview will be
provided along with quotes, findings, and commentary aimed at expanding the
Ramirez-Munoz 56
overarching idea that culture does influence college life, specifically for first-generation
Mexican Americans.
Fabiola, 25, is the fourth child in a family of five, and she was the first in her family
to attend college. She began her degree in education at her local community college
and then transferred to Cal Poly Pomona.
Olivia, 30, is the middle child in a family of three and she was the first in her family
to attend college. She is also a new mom. Taking a break from college was a decision
she felt was the correct choice for her, but having a baby changed the perspective she
had. The realization that the decisions she makes will affect her daughter made her
reevaluate and she’s in the process of returning to school.
Steve Casas, 30, is someone who never really was a fan of school, but he knew it
was important. Even though he didn’t plan to pursue an undergraduate degree, he
chose to complete a degree at a community college and is happy with his decision.
Cesar Rodriguez, 24, is the second oldest in a family of four and was the first to not
only attend college but to move out of state to do so. He moved back to Southern
California after graduation and is now working as an architect at a firm in Irvine,
California.
Full transcripts will be made available at the end of this thesis.
QUESTIONS
What does the term Mexican American mean?
All four interviewees responded with a variation of the same answer: Being Mexican
American means having Mexican parents but being born in the United States and being
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considered a U.S. citizen. None expressed any problems with the term and were in
agreement that the two words were an accurate description of who they are.
Had they ever visited their parents’ hometown or any part of Mexico?
All had visited their parents’ hometown as young children and one of them, Fabiola,
continues to visit regularly. This reaffirms the premise that for Mexican parents it is
important to have their children visit the towns and cities where they grew up.
Regardless of the reasons why three of them hadn’t returned in years, they had all
made the obligatory trip as small children and have strong memories of those trips.
They all enjoyed their trips because Mexico was very different than the United States,
especially compared to Southern California. Going to Mexico meant freedom,
experiencing firsthand the stories that they had heard growing, up and being conscious
of the fact that as English speakers they were the minority.
Speaking English in Mexico tends to get mixed reactions from the people you
encounter. While some may think it is “cool” to hear you say phrases and words in
English, most of them would react in an annoyed manner to hear visitors constantly
speaking in a different language. Sometimes speaking in English is endearing and
funny, but English speakers can be viewed as people they can’t relate to or who think
they are better because they speak two languages. This is a very different situation
than when Americans complain that immigrants don’t speak English all the time. When
Mexican Americans visit Mexico, they are fluent or strongly familiar with the language,
so opting to speak a language that they know others won’t understand is simply rude.
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How important was speaking Spanish in your house?
The answer, as was expected, was unanimous; growing up in a Mexican home
meant that speaking Spanish was obligatory. If your parents don’t speak English, then
the first language that is used at home is Spanish. It’s not only a part of their ethnic
identity but a fact of life for all of them.
Are there any experiences that you believe are unique to first-generation
Mexican Americans?
The answer to this question was very interesting because everyone had the same
answer: I wasn’t allowed to go to sleepovers. This may seem like a trivial item because
sleepovers aren’t exactly a life or death situation, but they are certainly a big point of
contention for young children and their Mexican parents. Mexican parents, at least a
large majority, are not too keen on having their children sleep over at a stranger’s
house. The issue is something that most will never budge on because for them it’s not a
point they need to discuss or are even willing to argue. There are several layers to this
dynamic.
I would argue that they don’t feel comfortable placing the care of their children in
the hands of strangers, even if they are acquainted with the parents of the children
who are inviting their kids over for a sleepover. The funny anecdote that came up in
every interview was the fact that parents resorted to the exact same excuse when
denying their kids permission. “Tu tienes casa y no tienes porque estar quedandote en
otro lugar.” This translates to “you have a home and there is no reason why you should
sleep anywhere else.” As a young child and even as a teenager that can be difficult to
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explain to friends who are not accustomed to this sort of logic. For Americans, in
general, having sleepovers is a very common occurrence and not being able to
experience them, sometimes even with members of the family, can be a point of
contention. Every single one of the respondents are adults who could have provided a
more profound answer or touched upon a more pressing issue, but for everyone, the
issue of sleepovers or rather the lack of them was something they all knew made them
different from everyone else.
How important was it for your parents that you attend college?
The answers to this question varied a bit because every set of parents had a
different approach to their children attending college and the way they handled the
process. One of the themes that commonly appeared in the four interviews was that
parents were supportive of their children’s plans to attend college if that was their
choice. Mexican parents aren’t hard pressed to pressure their children to continue in
higher education because they realize it’s a very personal decision, but they will provide
the support in the ways and means that they can. Even though they won’t pressure
their kids to attend, they do provide a very clear ultimatum; if their children don’t want
to continue in school that’s their choice, but they have to work. The option of being at
home enjoying life at a leisurely pace simply isn’t an option for Mexican parents;
everyone has a role they must fill and if that role isn’t as a student then it will be as an
employee.
Going to college is an opportunity to decide the type of career their children want to
carry out and if they decide to forgo that opportunity then they will be expected to have
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responsibilities and take ownership of their life. They may not be asked to pay rent or
move out of their family home, but they are expected to become contributing members
of society.
What challenges, if any, did you face while applying for college?
The challenges question was very different for every participant because they all
had variations of the same experience. All four agreed that being the first in their family
to attend college was at times a challenge simply because they were so new to the
entire process. FAFSA, admission requirements and applications, and financial aid
processes were all new experiences that they had to face without having someone in
their own family be able to guide them. All four had the opportunity to either be
enrolled in college preparedness courses or work closely with counselors to make the
prospect of going to college a reality.
Three of the respondents attended colleges near their home, but for one of them,
that wasn’t the original plan. For Olivia the prospect of attending a university in
northern California was a very real possibility, she was ready to make that transition,
but she admits that she felt that in certain ways her parents had “bribed” or presented
a strong case as to why she should stay local. Her father supported her choice to move
away from home but presented her with the option that if she chose a school that was
close by her parents would buy her a car. They discussed the possibility that being
away from home would be a hard transition for her to make and she considered all of
the possibilities and ultimately decided to stay. Her decision wasn’t based on getting a
car or being persuaded to stay close to home but was based on a lot of reflection.
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For Cesar, the process of going to a school in Massachusetts was a point of
contention because he didn’t disclose his plans to his parents until the last moment. He
had applied to schools all over California and several out of state so his parents knew
he was considering those options. He knew getting them on board might be difficult,
but he believed in the conviction of his choice and worked hard to make it a reality. He
details that moving so far away from home put a strain on his relationship with his
father because he wasn’t on board with his son’s decision, but that over the course of
his college career they were able to get back to the way things before. He admitted
that he chose that school not only for the architecture program that they offered but
because it was the farthest one that he could find from home. He wanted to experience
that independence that he felt he had missed out on growing up in a Mexican home,
and he got it. After finishing his bachelor’s degree, he began working in New Jersey but
soon returned home. He admits that he missed being close to his family and having the
tightknit relationship they had as he was growing up. Making the “right” decision can be
difficult because it’s necessary to take different elements into consideration and family
is often a big factor, especially in Mexican homes.
Another layer that wasn’t a focus of this research was the differences that gender
roles can have in the decisions that students make. In Olivia’s case she wasn’t stopped
from following the path that she wanted but growing up she had to undertake a role of
surrogate mom to take care of her younger brother while her mom was at work. Since
she was a little girl, she knew that her parents depended on her and that her leaving
would directly affect them. In Cesar’s case, he wasn’t given the same responsibilities
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that someone in Olivia’s shoes would and maybe because he was “un hombre” or a
man, which is the most common defense of sexism and machismo in Mexican culture,
he was allowed to contradict his parents and be considerably cut off financially for a
period of time because he made the choice to leave. Perhaps if Olivia or Fabiola had
attempted to make the same choice and handled it in the same way Cesar did, they
wouldn’t have been “allowed” or encouraged to defy their parents because they were
“mujeres” (women) and that’s not how daughters were expected to act. But that’s an
argument can be made in a different research paper that focuses on the gender
stereotypes and perceptions that are still prevalent in Mexican homes.
CONCLUSION
Throughout this paper I, as a first generation Mexican American, have tried to
convey the nuances, customs and values that I would argue are a major defining factor
of my personality and affect the choices that I made in the past and will continue to
make in the future, especially in terms of my educational career.
As a group, we have faced challenges over the years that have paved the way to
redefining what it means to be Mexican American. It meant securing the same right in
the late 19th century as Anglo-Saxon Americans, whose only advantage was arriving to
America and colonizing the country a few decades before our descendants did the
same. It meant fighting against discrimination and reminding this country that we are
not second-class citizens, but Americans who have a rich and vibrant ethnic
background. It means proving the status quo wrong that assumes and asserts we have
no interest in succeeding or pursuing higher education. It means that we should create
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role models that allow every child born to immigrants in this country to know they can
be anything that they want to be. But, the most important thing that needs to happen
is that the community and higher education institutions create partnerships that allow
Mexican Americans to thrive and have the opportunity to walk at commencement
knowing they belong on that stage.
The term Mexican American has slowly lost the stigma that it once carried. It is no
longer seen a term that denotes a disdain for someone of Mexican descent, but rather
as a way to display pride in one’s heritage. Mexican-Americans are an important part of
our society and they are the youngest of the nation’s largest racial and ethnic groups.
Cultural appeals are important because they reach students in a way that is very
unique, a way in which a lot of people assume can be done by stereotypes even though
that is not the case. By finding ways to involve parents with cultural appeals, the
student may face less resistance and it provides parents the opportunity to see that
they can be active participants and not be spectators in the sidelines. Taking the time
to understand the experiences that are unique to those around us will always make us
better people because we are willing to connect and learn something we didn’t know
before. Universities may already be perceptive to these issues, but as the first-
generation student who experienced the entire process, it's clear that there is so much
more that can be done to enhance the experience that Mexican Americans and first
generations students from all minorities have as they apply to college. Universities
taking the time to learn about their students can only result in stronger relationships
between the school, the students and parents.
Ramirez-Munoz 64
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Ramirez-Munoz 70
APPENDIX A
Interviews: Olivia Andrade, Steve Casas, Fabiola Ceballos, Cesar Rodriguez
Olivia Casas Interview| March 12, 2019
Sonia: What was it like growing up with Mexican parents?
Olivia: In my family, it was my dad always engrained in us go to school. School is more
important than anything because you don't want to have a job where you have to work
hard. So, you better go to school and do good and have your degree, so you don't have
to, pretty much rely on anybody and just you, just for yourself.
Sonia: Have you ever visited your parents’ hometown in Mexico?
Olivia: Yes
Sonia: Did you like it? How was it?
Olivia: The last time I went I was six or seven years old. I don't really remember much
of it. Other than that, I have not gone since then, so that was over 20 years.
Sonia: But did you enjoy it when you went?
Olivia: It was fun, it was something different. It was a lot of stuff that I hadn’t
experienced here and obviously living here is different.
Sonia: How important was your parent's heritage when you were growing up? How
important was it to them for you to know about Mexican traditions?
Olivia: They always told us you know; you are what you are. You are Mexican your
heritage is you know, what made what makes us now who we are and I mean I
understood it. They always embedded in us never forget your heritage because that’s
who they were and all of our whole family was Mexican.
Sonia: How important was speaking Spanish in your house?
Olivia: Very important because that's only that’s the only language my parents speak.
But we were able to manage it speaking both English and Spanish because my parents
understand it, but they don’t speak it. We had to be fluent in Spanish.
Sonia: Have you ever felt like you were stuck in between two cultures that may not
always mesh well with one another?
Ramirez-Munoz 71
Olivia: Yes, for my growing up. It was you know, the Mexican way to do everything,
you know the Hispanic way to do everything, the “correct way” with what they call it.
Getting married, moving out, having kids in that order that my parents considered the
right way and I didn't quite do it that way. But for me, it's that was not the right way. I
don't feel like that's for me. It's [the traditional life sequence] has been done for
generations and couples have been together for years and great, but the way things
are done here [in the U.S.] aren’t as traditional.
Sonia: Are there any values that you feel are unique to Mexican families?
Olivia: I guess for me it was more I had to take on the mother role for my siblings and
my mom really was a working mom; so I had to pick up, not her slack because she was
a good mother, but when she was at work I had to help out. I feel like you know,
some of my friends didn't have the same responsibilities that I had. I have nothing
against like watching [my siblings] them and taking up that role because right now I
feel like I'm a good mother to my child and I know what it's like because I've raised my
little brother since he was small. But I feel like for me that was an important family
value and to other people may feel like that wasn’t my responsibility because it wasn’t
my child. I felt that my friends didn’t understand why I had to help out.
Sonia: Are there any experiences that you believe are unique to first-generation
Mexican Americans?
Olivia: I feel like there is a difference not trying to give less credit to Mexican
Americans, but I feel that if you come here at an older age you don’t have as many
options as someone who is born here. Being a Mexican American can give you a step
up because you may have access to more opportunities than their parents.
Sonia: What challenges do you think you faced growing up in a Mexican home in
American society?
Olivia: For me, that was my biggest challenge. Having to go to school, do good but yet
at the same time, have to come home and you know, take care of family
responsibilities.
Sonia: Do you feel like your parents had different expectations…?
Olivia: They expected for me to be that perfect daughter and obviously, I'm not the
perfect daughter. I made my mistakes. Yeah, so aside from I mean, I'm not a bad
daughter, you know, I just have different you know points of views than they have. So,
their expectations were like, you know, go to school, get a great job don't have to work
[that] hard, you know, like have a great life something that they never had. But I mean
I have a good life. I may don’t follow the life path they wanted me to, but I have been
successful.
Ramirez-Munoz 72
Sonia: How important was it to them for you to go to college?
Olivia: They were like you have to go to college. You have to go; we will help you out
the most that we can and however we possibly can, and you just worry about school.
Don't worry about anything else. You know, and for me, it was a great help because I
didn't have to work when I was in school. I guess I was “babied” a little cuz I know you
don't some of my other [white] friends their parents were more “you're all on your own,
you are eighteen years old”. For me it wasn't like that, I had a lot of help from them
[my parents], you know to go to school.
Sonia: So, you went to school here in LA, how would your parents have reacted to you
going somewhere far away for school?
Olivia: I had applied and gotten accepted to go to Chico State. They were happy about
it. There were like okay if that's what you want, then that's what you can do, but I feel
like they weren't completely happy. I did a lot of things for them and I guess they were
worried about who was going to help them if I left. I feel like my dad bribed me to get
me to stay here in Los Angeles. I mean he gave me an option and I was just like I don't
know. He was like, you know, if you go over there I’ll give you money and if you stay
here then I'll buy you a car and it will be for you to use it for whatever you want. So, I
feel like he bribed me to stay here. But I mean I did I had my choice and I made my
choice to stay here. At the end of the day for me my family is everything. I felt like if I
would have left, I would have put a burden on them. Like going to you know going
somewhere where I had no family, nothing over there. We are a small tight family, so
we haven't really like have a big extended family nearby. We are a family of 5 and I
don’t think they would have taken it very well because it would have been an
adjustment. I don’t know, I just thought of them and how much it would affect them in
regards to me moving far away. And like, you know, I didn't have money to go over
there. So I knew if I went over my dad was going to have to like help me out and like
send me money and now I'm over there you know studying which is great, but then I
don't know how hard it is for him here to have to work hard for his money and I'm over
there causing extra expenses that he shouldn’t have because it would my choice to go
to Chico State.
Sonia: What challenges did you face applying to college?
Olivia: I was the first one to go to college in my family. Even though I have an older
brother he didn’t go to college. He worked and he had a baby, so he went to college
several years after I did.
Sonia: So, how was it like applying for college was it? Was it like a little bit daunting?
Do you have any one you can ask for help in your family?
Ramirez-Munoz 73
Olivia: I was pretty much by myself. I knew I couldn't ask like my brother like, you
know, what is this or that. So eventually they're the ones who actually but come to me
and be like you already did this, what do I do? Or hey, can you come over and help me
fill this out? And I felt like he was the one that was supposed to help me since he was
the older brother, but he ended up going to school and got his bachelor's which is
great. I'm happy for him. But I had to figure it out on my own.
Sonia: What was the hardest part?
Olivia: Deciding where to go and what was the best school for me to go to was the
hardest thing. Obviously, I knew that I was going to apply to schools that I felt would
benefit me the most. But then when I started submitting, I began to think about the
college that I chose would impact my family. If I went somewhere far away, I would
have to rely on my family and depend on them for a lot of things. If I went somewhere
local than I could take care of everything by myself. If I didn’t have a car, I could take
the bus.
Sonia: How involved was your family in the process?
Olivia: No, they never really got involved in the decision of where I wanted to go to
school. They always just said that it was my choice because it was going to be my
school, my classes and I was the one that was going to be doing everything. They just
always told me that “we'll support you 100% to wherever you want to go and choose to
go, and you know, whatever you decide to do, but it's your choice.” I feel like they
didn't know what to do because they had never had to deal with any of this before. It
was different when my little brother started school, they put more effort into because
they already knew what to expect. But there weren't really they weren't involved in my
process because they didn’t know. The process was new to them. It's new to
everybody. They would tell me “how can we help you if we don’t understand it.”
When my brothers decided to go to college, they asked me to help them. They said that
since I had already done it then it was up to me to help them. But I think that with me
they learned about the process even if they didn’t understand everything one hundred
percent. I would talk to them and tell them I need to fill this [form] out and I need your
taxes so I can put them on there so I can get money to see if they give me any grants
and stuff like that and they would. They knew everything that had to be done, but they
still were like, but we don't understand it all. They used to tell me we don’t speak
English and we don't know what they want, but you already went through it so you can
help.
Sonia: Do you feel like your parents have assimilated to American culture or do you
think they still really hold on to a lot more values that are more traditional of Mexican
culture?
Ramirez-Munoz 74
Olivia: They still hold on to a lot of values in Mexican culture. However, they understand
that things in the U.S are a little bit different and that there are things that are normal
here that are good for their children. For me, the hardest part was me moving out. To
them, it was like No, Why? Why would you move in with someone that you aren’t
married to? Someone that you aren’t even sure is going to work out.
To them, the typical path was getting married first, but I used to tell my mom that she
“ran away with my dad” and she used to say that it was different back then. I
understood what she meant by back then, but to me, it was the same thing.
Sonia: Did you ever feel like there are situations in which displaying your Mexican
heritage wouldn’t be “appropriate” or would make you an” outsider”?
Olivia: For me, honestly, it wasn’t an issue. My name says it all. I come from a Mexican
family so I couldn’t act like I wasn’t Mexican. I never really dealt with anyone that was
disrespectful to my heritage. People would make jokes sometimes.
Sonia: Were there ever any experiences growing up that were different than that of
your friends from other cultures?
Olivia: I had a friend who would invite me to her house and ask me if I wanted to sleep
over and when I would ask my mom and she would always say that was out of the
question. And I would tell her you know them and talk to her parents, but she would
say we don’t know the dad, brothers or who else is in that house. I couldn’t even stay
at my cousin's house, she would say that’s why you have a house, you don’t need to
sleep anywhere else. I had other friends who were Mexican American, and they were
allowed to go on sleepovers because their parents were a lot more relaxed and it wasn’t
a big deal. For me even asking about sleeping over was out of the question. Sometimes
I would lie when my friends ask and say that we were going somewhere because I
knew that my parents wouldn’t let me. My friends would ask me why I never wanted to
go, but I simply couldn’t go. I think they were even more strict and protective because I
was the only girl. My friends couldn’t understand because they couldn’t relate to it.
sometimes they took it as me not wanting to go, but they didn’t understand that I
wasn’t as “free” as they were. I couldn’t just tell my parents hey I’m going to go hang
out with my friends, see you later. I didn’t expect them to understand because I never
said anything. I didn’t tell them that I had to take care of my little brother and do
chores because my mom would get home late, so they didn’t know. They just knew
that my parents were strict and that simple things like a sleepover weren’t something I
was allowed to do.
Sonia: How important do you believe your Mexican heritage and upbringing is when you
make decisions?
Ramirez-Munoz 75
Olivia: So, I'll start off with before. I was very like, okay, let me think about this, like let
me see if my decisions were going to affect certain people. But I feel like as I got older
and like was more independent and didn't like rely on my dad and mom to help
anything like that, I feel like I was able to base my decisions based on my needs and
wants. And now that I have a daughter I have I think more like how this decision is can
affect her or how she’s going to be impacted.
Sonia: Thank you so much for taking the time to talk with me, I really appreciate it.
Steve Casas Interview | March 12, 2019
Sonia: What does the term Mexican American mean to you?
Steve: Somebody from Mexican descent, but you were born in America.
Sonia: do you identify as Latino, Hispanic, Mexican American or just American?
Steve: Mexican-American, yes
Sonia: have you visited your parents’ hometown?
Steve: Yes, I sure have, but it's been a long time since I've gone.
Sonia: How was it? How was your experience?
Steve: I went was I was younger. The last year went I was in the year 2001. So, it's
been about eighteen years since I've gone, and I still remember like it was yesterday.
As a kid, you're like running free and here you can't do that. So, I loved it.
Sonia: how important was your parent’s heritage growing up?
Steve: It is very important. I mean, they [my parents] still visit [Mexico], and when I
was a kid they were visit like at once or twice a year. They’ve always told us where they
were from.
Sonia: How important was speaking Spanish in your house?
Steve: It was very important cuz I wasn't my first language. My parents are Mexican,
100 percent. They speak almost zero English so in order for me to communicate
Spanish had to be my first language.
Sonia: have you ever felt like the two cultures didn’t mesh well together or they
clashed?
Ramirez-Munoz 76
Steve: they did, especially in the Mexican culture because their beliefs are very strong.
So, they have a mindset of how you should live your life and Americans are totally
different. Like when it comes to like moving in with somebody. I have white friends.
and they told me firsthand that as soon as they turned 18 their parents said here's this
amount of money, you're on your own or you have this amount of time to find a place.
Mexican culture is not like that. You could be 50 and still living at home. They baby you
so much. Most people move out once they decide to get married.
Sonia: are there any values that are unique to Mexican families?
Steve: Yeah, for example family parties. Mexicans are very family-oriented, so family is
everything, family sticks together, family helps each other. I saw my family every
weekend. If it wasn’t at a party, it could simply be at a family get together. Every year
we used to have a family reunion, even though we saw each other at least once or
twice a week. Every year like the whole family was there.
Sonia: unique experiences to first-generation Mexican-American.
Steve: Yes, the family values that I have are different to my parents, even though I had
a practice what they believe I wouldn't expect my daughter to do the same. I've always
been the black sheep of the family, so I've done whatever I felt what I wanted to do.
So not necessarily because my parents told me hey, you have to do it this way. This is
the way it should be done. I questioned it cuz my thing is, why do I have to do that?
Just because you live your life that way or you are brought up that way.
Sonia: and just to get your input, do you think your sisters and brother would have
been able to question your parents the same way you did?
Steve: I am the youngest of four, so I mean my parents were older when I was born.
So, I guess they saw my brother and my two sisters grow like the way they did. My
brother and my sisters helped raised me, so their mentality and experiences [as first-
generation children] also influenced the way I was raised.
Sonia: What challenges does do you think you face growing up in a Mexican home in an
American society? That was different in your world that may others didn’t understand.
Steve: My parents never ever let me sleep over, not even at my cousin’s house. They
used to tell me; you have a home so you're going to sleep in your home. I was never
allowed to go to sleep over at their house and they never slept over at my house either.
Like I said, I had a little bit more freedom than probably my brothers and sisters. I
didn't necessarily have to ask for permission I’d be like I'm going; I'll be back later, and
I would leave before they would say no you can't go. Because if I waited to see what
they said the answer was always going to be no.
Ramirez-Munoz 77
Sonia: Did you ever feel like your parents had different expectations?
Steve: Oh, yeah, like my parents always told us school was important. Don't work hard
like we did. My dad went to the 6th grade and my mom did start high school here when
she came from Mexico, but she had to drop out cuz she's a middle child of eleven. So,
she had to help out my grandparents.
Sonia: two Mexican or two white?
Steve: Yes, I mean from go Mexico. What I can remember the last time I went and
played with the kids around the neighborhood, in the rancho. I would forget that they
didn’t know English so I would start having full conversations in English and then they’d
just stopped and stared at me and I would remember they don’t speak English. It
wasn’t on purpose, but it did make me seem different than them.
Another thing is that when I went my parents would always give me money, I would
just ask, and I would get it. but for the kids that lived in the rancho it wasn’t that easy,
because they had limited income. So, when we would go to the store, I could buy
whatever I wanted, and they thought I was so different because I was rich. Being in
America that was different because I grew up in more of a Hispanic community. When I
was growing up East LA was 99 percent Hispanic so even all my friends at school, they
were either Mexican of Latino, so I always fit in.
Sonia: assimilation?
Steve: I think they embraced American culture in a way that happened slowly through
the years. Maybe I don’t see it as much, but I dint see them incorporate the same level
traditions in their everyday lives. For example, when my grandma was alive, they used
to go to church every Sunday because they were the ones that took her to mass, but
once she passed, they stopped going. So, I guess they were only holding onto that
tradition for her and afterwards they weren’t as compelled to go to mass every single
week.
Sonia: going to college, before?
Steve: my brother went for a semester and then he stopped once he started working,
but he’s 21 years older than me, so it was different then when I started school. My
parents always told me to go to school and do something that I loved so I wouldn’t
have to work a day in my life. But I've never been a school person. I struggled since
elementary school. School was never my thing. I went to school because I had to, not
because I wanted to or had the urge to learn. They didn’t push it on my brother or my
sisters, so they left the decision up to me. My dad did tell me, he's like if you want to
live under my roof either go to school or work so you're not going to be bumming at
home. So, I decided to get my associates, I wanted to give it a try.
Ramirez-Munoz 78
Sonia: How did you choose a school you wanted to go to?
Steve: I came across that school through our Career Center. In East LA everybody went
to East Los Angeles College. So, I don't want to do that cuz they called that the “13th
grade” cuz everybody from Garfield High School went to ELAC so I didn't want to do
that. I wanted to leave. After talking to a lot of my friends and learning about some of
the schools they got accepted into, I kind of wanted to do that so I could live the
college life. But like I said, I never cared too much for school. I wanted to leave, but I
ended up going to Pasadena City College. It was still technically local, but it wasn’t East
LA College. My dad bought me my first car about a year after I graduated from high
school and during that time, I used to get my associates. That was the turning point for
me cuz once I had my car everything started to change. I got a job and started
experiencing life and the liberty that came with having a car and then school wasn’t as
important. So, I stopped at my associates.
Sonia: where there any challenges when you applied to school?
Steve: the biggest challenge for me was dealing with financial aid. Since I chose to go
to a community college getting in wasn’t very difficult and I had friends that could help
me. But with getting money for school it was different because both of my parents were
retired and that affected the federal aid that I could receive. But my dad did tell me
that since I didn’t qualify, he said he would pay for my classes.
Sonia: were your parents ever involved in the process?
Steve: No, my parents had no idea what was going on. What the process was, what I
needed, if I need their tax forms for the last year or two years and they would give me
them. I think they weren’t as involved because since they didn’t know anything, they
didn’t want to bug me, so they didn’t really get involved they just let me handle things
on my own. They did tell me if I needed help, they would help me find someone that
could give some advice.
Sonia: how important do you think your heritage has been an upbringing has been
when you make certain decisions?
Steve: Honestly, I haven't come across something that I have to be like let me think
back or let me see what my parents would do or what is the right thing to do culturally.
My personality was very independent, so I know that when I was younger, I didn’t want
to have the mentality of my parents.
Sonia: Thank you so much for taking the time to talk to me.
Ramirez-Munoz 79
Faby Ceballos Interview | Jan 21, 2019
Sonia: What does the term Mexican American mean to you?
Faby: Mexican American means that your parents were born in Mexico and you were
born in the United States.
Sonia: Have you ever felt that that term didn’t apply to you?
Faby: I usually say that I am Mexican and then people’s first though is that I was born
in Mexico. So, I have to tell them that even though I was born here, and I follow the
Mexican tradition so much I consider myself Mexican.
Sonia: Have you ever visited your parents’ hometown?
Faby: Yes, I realized how different my lifestyle is comparison to that of my parents. And
even then, I only got a glimpse of what their lives were like because the town has
upgraded quite a bit. From having running water and inside bathrooms wasn’t
something that existed when they were growing up.
Sonia: How important was your Mexican heritage growing?
Faby: It was very important, because my parents did move to the states, but they
brought their traditions with them. So even though they have adopted some American
traditions since they moved here, they never left behind the traditions that they were
raised with. Their values, faith and even their food is still the same.
Sonia: How important was speaking Spanish in your home?
Faby: It was extremely important. My parents have always told us to speak Spanish so
that we could be bilingual. I didn’t start learning English until I was 6, so from that age
until midway through my high school years I had an accent. Everyone knew that
Spanish my first language. I’m sure that I still have it, but my parents always reminded
us that we would learn English school and that it was important that we could
communicate with my family in Spanish so I could speak with my grandparents. Even
though my parents have an understanding of the language there were family members
that didn’t, like my grandparents. So Spanish was not only important in the
communication between our families, but they considered being bilingual an important
skill for the future.
Sonia: Have you ever felt that growing up in house was different than in the homes of
other non-Latino homes?
Ramirez-Munoz 80
Faby: In high school I had a friend that was white. We spent a lot of time together and
I got to see her upbringing. She was raised to be very independent, move out at 18 and
be on birth control at 16. She was raised to take care of her own things and when she
reached the legal age her parents focused more on their life then they did on hers. She
could go to the mall whenever she wanted. My parents were very different, I had to ask
for permission and see if my parents would have money to give me. I always had to
ask, but she never did. In her house everyone kind of lived their own lives, in my house
my parents have always tried to keep the family together all the time. They kept up
with my life, they cared about where I was going to study, where I was going to work,
and my parents were actually my friends. When I turned 18 my parents never even
addressed the fact of me “having to move out once I turned of age”, they didn’t expect
us to leave and always made it clear that their home was open to us as long as we
needed it. I’m 24 years old now and me leaving hasn’t even been something we
discussed, much less talk about birth control. Privacy was also something that isn’t
really something that exist in Mexican culture. We obviously had privacy, but as a family
we told each other everything I know everything that was going on in my brother’s life,
especially the younger one and he knew about what was going on in my life. Our
parents have always really been involved and I consider them my friends, so I shared a
lot of things with them. So maybe I did have privacy but not like my other friends who
had parents that wouldn’t ask anything and weren’t involved in each other’s lives. We
were a big family in a small house, so we shared a lot of things with each other.
Sonia: Have you ever felt like you were “stuck” between the two cultures?
Faby: I did in a few areas. Like dating in Mexican families is very different, like I knew
that I could never ask my parents if my boyfriend could vacation with us, that simply
was a thing. Another aspect was the idea of having a curfew, as an adult I obviously
don’t have one, but I am conscious of the fact that I live at home and I know what’s
acceptable in my household and what wasn’t. Sometimes my friends can’t understand
why as an adults I still honor so many of the traditions, and I tell them that it’s not that
I’m restricted in what I can do but I want to respect my parents’ home and the rules
and values that they have always given us.
Sonia: Did you ever feel like your parents had different expectations?
Faby: My dad always told that school was our only job. Even when I started college, he
didn’t want me to work because he wanted me to focus solely on getting my degree. I
had to talk to him and explain that the reality was different and I needed to work and
he understood. They always wanted their kids for us to be independent, but they never
made us feel that we were taught how to be independent because one day we would
leave the house, but that didn’t mean I had to leave the house at 18. When it comes to
big decisions like buying a car, I would ask their advice even though I didn’t ask for
money.
Ramirez-Munoz 81
Sonia: Have you ever felt like it wasn’t appropriate to express your Mexican culture
throughout your life?
Faby: I don’t think I considered anything a challenge, but there are aspects that have
been challenging. They have been things that I do take my parents reaction on input on
seriously because I care what they think about, but that hast been a problem. My
parents taught me to be confident in who I was and that included having a Mexican
family. Sometimes the most challenging part for me was having to explain to my non-
Latino friends why I did certain things the way I did or how I thought about a specific
situation. Having to act “more American” was harder than embracing my “Mexican side”
fully.
Sonia: Do you think your parents have assimilated to American culture?
Faby: I think that my parents have become accustomed to the ways that things are
done in America, but their values don’t change. I think one of the biggest things that I
have noticed in them was that they sort of embraced being more open with their
emotions. When they were growing up that wasn’t really a thing, and now they are
more at ease with it. They have become a lot accustomed to a lot of things like me
going to work and school and having late hours and everything that comes with being a
college student that works as well. It was difficult for them to have to let me handle
that on my own, but slowly they begin to learn that I was going to be more
independent and that my schedule was going to be crazy. I am their fifth child, but I
was the first girl, so I think they had to learn how to let me be independent and not feel
like they had to protect me 24/7.
Sonia: How important was it for your parents for you to go to college?
Faby: They left the decision up to me, but I knew that’s the path that they wanted me
to follow. They supported me in whatever decision I was going to make.
Sonia: How influential was our heritage in you making decision about your life?
Faby: When it came to choosing what career I wanted to follow I really thought if my
career if it was something that I could balance with having a marriage and kids. My
mom was always present in our lives and supporting my dad, even though she worked
and I knew that’s what I wanted. I wanted a career that would allow me to be there for
my kids and I know that was largely because of the example I had at home and the
fact that my Mexican heritage really focused on family unity and as a mother always
being there for the kids I will have in the future.
Sonia: Did you ever feel like you had to prove you were Mexican enough?
Ramirez-Munoz 82
Faby: Yes! It’s weird because I feel like when I go to Mexico, I feel like I have to prove
/ show how Mexican I am, but when I’m here I also feel that sometimes I need to
prove that I am American. I think that sometimes people don’t understand that you can
be both. I do live an American lifestyle because I have grown up here all my life, but I
am also very in touch with my Mexican side. But I think some people and certain
situations make me feel like I have to prove that I am one side or the other, depending
on where I am.
Sonia: How important was your extended family in your life?
Faby: Extended family had always been important, especially more now that I am an
adult. Growing up I didn’t really see my mom’s family because they lived a few hours
away, but I was raised by my grandma and I was super close to her and to my dad’s
family. So my family was always present in my life.
Sonia: Thank you for taking the time to talk to me.
Cesar Rodriguez Interview | Jan 25, 2019
Sonia: What does the term Mexican-American mean to you?
Cesar: Mexican-American, what that means someone whose parents are parents and
descendants are Mexican, but they were born in America.
Sonia: Do you identify as Mexican American?
Cesar: I say I am Mexican. I don’t mind people saying I’m Mexican American, but I
don’t use it to identify myself to other people.
Sonia: Have you visited your parents’ hometown?
Cesar: Yes, when I was younger. The last time I went was 14 years ago and hopefully I
can go back soon. It was definitely a culture shock going for the first time. I had never
really seen people who were actually poor. Growing up we always had food to eat and
a home, so I didn’t know what poverty was actually like. I had seen homeless people
ask for money in Los Angeles, but when I went to Mexico for the first time, I got to see
people who were literally asking for food for their children and had nothing. I met a lot
of my family members when I went and I stood out because I was so light skinned
compared to them. Which is funny because now I am tan and here I "look Mexican”
over there I was the one that stood out for being so pale. Everyone was very nice, but I
could tell that everything about me stood out. It was a good experience and I really
enjoyed going to visit.
Sonia: Did your parents talk about their childhood when you were growing up?
Ramirez-Munoz 83
Cesar: They did, especially my dad, but I would only really pay attention to the funny
stories because that’s what I liked. Once we came back from that vacation, I started
paying more attention because now I could picture where he was had grown up.
Sonia: How important was your parent’s heritage to you growing up?
Cesar: It was pretty important, like going to church and church festivals were
something I wanted to go to. I liked the aspect of congregating and being with the
family, even though as an adult I don’t have a very strong connection to my faith as I
did as a kid. But as a child it was definitely very influential and it definitely mad me miss
my family more when I was son the East Coast for school. I missed having my family
close by and even though I could have stayed over there and worked, I wanted to
come back close to home.
Sonia: How important was speaking Spanish in your house?
Cesar: Oh, very important. My dad doesn’t like it when we speak English in the house. I
only communicated in Spanish with my parents and my brothers and I only speak
English when we were in our rooms and not in front of my parents. My mom really
didn’t care, she didn’t mind if we spoke English around her. When we went to Mexico, I
also had to make sure I understood the language to talk to my family.
Sonia: Do you feel like your family has assimilated?
Cesar: I think that they tried really hard to adapt and in some ways they didn’t. Like for
example, sleep overs were not a thing that I could do, my parents said I had a house
and there was no reason for me not to sleep somewhere else. For them it was really
important for us to be together. I think for them movies helped them adapt. They saw
movies of kids going off to college, so my mom began to understand that I was able to
move away for four years. She was also heavily involved in my school and I think it
helped her realize they could let go of the reins a little bit and trust their children. Even
if it was something as simple as allowing their kid to go on a field trip without their
presence. They also had a hard time giving us more freedom, even as we grew up.
They wanted us to be home at a super early hour and we had to lie a little bit to be
able to hang out with our friends for a little while after school.
Sonia: Are there any values that you feel are unique to Mexican families?
Cesar: Mexican family members are very comfortable around each other, at least in my
opinion. Like in my family “nalgada” as a joke it was normal, but I knew in other
cultures that wasn’t it. But once I moved away and had the chance to spend time with
other cultures, I realized that in my family I could make jokes and laugh around with
Ramirez-Munoz 84
my family and in comparison, white families were a lot more restrained and maybe
acting as more mature than Latino families.
Sonia: Are there any experiences that you believe are unique to Mexican American
families?
Cesar: Yes, obviously not everyone has the same experience, but I think that when
Mexican parents see their children cross the stage at graduation it’s even more special.
Seeing the look on my parent’s face was everything to me. They left behind their home
and came to a new country that was completely new to them, but they got to see their
kids cross the stage and they felt so insanely proud.
Sonia: How involved were your parents in the process?
Cesar: My parents knew that I applied to several colleges, but I didn’t tell them that I
had to applied to schools out of state. My dad didn’t want me to leave California and he
was upset when I told him I would be moving to Massachusetts. He felt like I was being
disrespectful but once I graduated, they realized that it was possible for their kids to
succeed even if they weren’t close to home.
Abstract (if available)
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Asset Metadata
Creator
Ramirez-Muñoz, Sonia
(author)
Core Title
Mexican-Americans & higher education: understanding cultural appeals as an effective recruiting tool for first-generation students
School
Annenberg School for Communication
Degree
Master of Arts
Degree Program
Strategic Public Relations
Publication Date
12/02/2019
Defense Date
11/26/2019
Publisher
University of Southern California
(original),
University of Southern California. Libraries
(digital)
Tag
college,cultural appeals,first-generation,first-generation students,Higher education,immigrant parents,Immigrants,Mexican-Americans,OAI-PMH Harvest,University
Language
English
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Electronically uploaded by the author
(provenance)
Advisor
Castañeda, Laura (
committee chair
), Floto, Jennifer (
committee member
), Yang, Aimei (
committee member
)
Creator Email
soniaram@usc.edu,sonrammun@gmail.com
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Ramirez-Muñoz, Sonia; Ramirez-Munoz, Sonia
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Tags
cultural appeals
first-generation
first-generation students
immigrant parents