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Exploring the undergraduate Latina/o experience: a case study of academically successful students at a research institution

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Exploring the undergraduate Latina/o experience: a case study of academically successful students at a research institution

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EXPLORING THE LATINA/O UNDERGRADUATE EXPERIENCE;
A CASE STUDY OF ACADEMICALLY SUCCESSFUL STUDENTS AT A
RESEARCH INSTITUTION.

by
Raquel Torres

A Dissertation Presented to the
FACULTY OF THE ROSSIER SCHOOL OF EDUCATION
In Partial Fulfillment of the
Requirements For The Degree of
DOCTOR OF EDUCATION

August 2007

Copyright 2007 Raquel Torres

ii

DEDICATION

Para mi mam ỉ y apả, por la educac ỉon que nos dieron;
to Famil ỉa Torres (all 8 siblings and 21 nieces and nephews),
for keeping me grounded; and to my man and my girls.
.
iii
ACKNOWLEDGEMENTS
I would first like to thank the participants of this study. They are truly
amazing individuals who have achieved a great deal and who will continue to
become leaders in our society. And to the families, faculty and staff members who
have supported them; thank you all for openly sharing your experience.
For the many supporters I had during my coursework and the study. Dr.
Michael Jackson and Dr. Cynthia Cherrey who encouraged me and set forth this
opportunity. I was fortunate to have continued support through Dr. Lori White and
Dr. Denzil Suite. They have all exemplify characteristics of the ideal Student Affairs
professional. I am appreciative for their encouragement, kindness and support.
The members of my committee have been more than faculty advisors; Dr.
Melora Sundt, Dr. Lori White and Dr. Alex Jun. I have enjoyed the discussions and
appreciate the support and encouragement. Thank you!
I am indebted to my Trojan colleagues and friends – LUPE, Carolina,
Monique, Betty Jung, Val Holtom, Donna Budar-Turner, Caren McNamara, Denzil
Suite and my personal cheerleader - Lynette Merriman.
I am especially thankful to my family; my 8 siblings who kept me grounded,
to Isela, Elena and Vivi – thank you for playing quietly and for those perfectly timed
interruptions, and my redonculous husband, David – thank you for being YOU!
iv
TABLE OF CONTENTS
Dedication .............................................................................................................ii
Acknowledgements..............................................................................................iii
List of Tables ......................................................................................................vii
Abstract ..............................................................................................................viii

CHAPTER 1. OUR GROWING LATINO STUDENT POPULATION.............1
Problem Statement ................................................................................................2
Background of the Study.......................................................................................6
Purpose of the Study .............................................................................................8
Significance of the Study ....................................................................................11
Exploratory Questions.........................................................................................11
Theoretical Framework .......................................................................................12
Definition of Terms.............................................................................................13
Organization of the Study ...................................................................................14

CHAPTER 2. REVIEW OF THE LITERATURE.............................................16
Literature Review................................................................................................22
Institutional Influence ..................................................................................22
Student Identity............................................................................................30
Navigating the Institution ............................................................................38
Conclusions.........................................................................................................43
Implications.........................................................................................................43

CHAPTER 3. RESEARCH METHODOLOGY................................................45
The Researcher....................................................................................................47
Situation Assessment ..........................................................................................48
Participants..........................................................................................................50
Design .................................................................................................................54
Procedures...........................................................................................................56
Instrumentation ............................................................................................56
Data Collection ............................................................................................58
Validity and Reliability................................................................................61
Data Analysis...............................................................................................62

CHAPTER 4. FINDINGS ..................................................................................64
Findings...............................................................................................................66
Overview of the Findings....................................................................................72

v
CHAPTER 5. FINDINGS: PERCEPTIONS OF THE CAMPUS .....................74
History and Traditions ........................................................................................74
Academic Programs ............................................................................................76
Academic Caliber.........................................................................................78
Perceptions Among Peers ...................................................................................80
Perceptions of the Greek-Letter Community...............................................83
Conclusion ..........................................................................................................86

CHAPTER 6. FINDINGS: RESOURCES AND NETWORKS........................87
On Campus Formalized Resources .....................................................................88
Student Organizations and Activities..................................................................90
Academic Support Services ................................................................................95
Family’s Influence ............................................................................................100
Informal Networks ............................................................................................110
Peers...........................................................................................................110
Individuals from throughout the Institution...............................................114
Campus Aesthetics............................................................................................119
Why Not? ..........................................................................................................122
Commuting to Campus ..............................................................................123
Personal Priorities ......................................................................................125
Sense of Not Belonging .............................................................................128
Conclusion ........................................................................................................130

CHAPTER 7. FINDINGS: IDENTITY AND GENDER DIFFERENCES.....131
Family Background and Academic Preparation ...............................................131
Socio-economic Status......................................................................................134
Affects of a College Education..................................................................137
Academic Confidence .......................................................................................139
Gender Differences ...........................................................................................140
Latino Experience ......................................................................................141
Latinas with a Purpose...............................................................................144
Conclusion ........................................................................................................148

CHAPTER 8. FINDINGS: SENSE OF BELONGING ...................................150
Conclusion ........................................................................................................154

CHAPTER 9. ANALYSIS AND DISCUSSION.............................................155
Conclusions.......................................................................................................161
Significance of the Study ..................................................................................167
Implications for Practice ...................................................................................169
Recommendations.............................................................................................173
Final Thoughts ..................................................................................................177

References.........................................................................................................179
vi

Appendices .......................................................................................................182
APPENDIX A ...................................................................................................182
Email Invitation via Student Affairs ...........................................................182
Email Invitation via Honor Society.............................................................183
APPENDIX B ...................................................................................................184
Participant Profile........................................................................................184
APPENDIX C ...................................................................................................185
Focus Group Script and Questions..............................................................185
APPENDIX D ...................................................................................................188
Participant Informed Consent .....................................................................188
APPENDIX E ...................................................................................................192
Staff and faculty Recruitment Script...........................................................192
APPENDIX F....................................................................................................193
Faculty and Staff Informed Consent ...........................................................193
APPENDIX G ...................................................................................................196
Faculty and Staff Script and Questions.......................................................196
APPENDIX H ...................................................................................................197
Participants’ Profiles ...................................................................................197

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LIST OF TABLES

Table 1.1 California High School Graduates . . . . . . . . . . . . . . . . . . . . . . . . . . .03
Table 2.1 Comparison of National Student Enrollment, 1997-2000 . . . . . . . . .16
Table 3.1 Description of Interested Respondents . . . . . . . . . . . . . . . . . . . . . . . 53
Table 6.1 Student Organizations and Activities; Academic Discipline . . . . . . .92
Table 6.2 Student Organizations and Activities; Latino Base . . . . . . . . . . . . . .94

viii
ABSTRACT
As the Latino student population across American colleges and universities
continues to increase, so does the need to further understand and make meaning of the
unique experiences of Latina and Latino students. This case study examined the
undergraduate experience of 12 academically successful Latino students from a
private, selective, research based university in California. The study drew from
Hurtado and Carter’s (1997) study which found that Latino students at large private
universities were more likely to demonstrate a stronger sense of belonging to their
institution, and from Hernandez’ (2000) research on successful Latino students. An
added component was the review of potential gender differences. This study examines
the perceptions Latino students have of campus culture, the resources they used or did
not use, and why, and some experiential differences based on gender. The results can
assist practitioners in higher education with a better understanding of the Latina/o
college experience, their use or non-use of university support services, and gender
differences.
The participants, 7 males and 5 females, were students who had maintained a
minimum grade point average of a 3.5 after completing at least 36 units at the
institution. In addition, both parents of all participants were of Latin American
descent. Data was obtained through interviews, participant resumes, and participant
profiles. Interviews were also conducted with four campus representatives (faculty
and staff) who were identified by the participants as support providers.

ix
All participants demonstrated a high level of confidence, with their academic
ability and held a strong sense of ethnic identity. Throughout the interviews,
participants acknowledged their ethnic heritage and expressed a strong sense of pride
for their history and personal story.
The overall findings illustrate that these 12 undergraduate, academically
successful students had a positive experience at this institution. This study found that
Latino and Latina students had a positive perception of the campus environment,
influenced by the history of the institution and interactions with others. They were
successful at navigating the institution by utilizing campus resources, and employing a
personal support system made up of peers, faculty, staff, and family, and by
appreciating the campus aesthetics. All of which resulted in a strong sense of
belonging to the institution. The findings further suggest that female students were
more purposeful in tapping into resources.
This study may also address the many questions higher education practitioners
may have about the institutional support for Latino students, resources available,
resources needed and the question of “what are our successful Latina/o students
doing?” The findings also provide administrators within higher education guidance
when assessing the institutional factors identified as critical, such as scholarship
programs that offer case management and academic support for at risk students,
balanced with academic programs that reflect and respect students’ histories and
cultures.

1
CHAPTER 1
OUR GROWING LATINO STUDENT POPULATION
As the diversity of American college students continues to grow in colleges
and universities throughout the United States, administrators are becoming aware of
diverse needs within the student population and offering support programs (Brown,
Santiago, & Lopez, 2003; Torres, 2004). The Latino population, in particular, proves
to be growing at a higher rate in California than most other states (WICHE, 2004).
Hurtado and Carter (1997) suggest that colleges and universities may not be aware of
how the institutional climate and culture may hinder or support the Latino student. In
addition, the Hispanic Association of Colleges and Universities’ (HACU, 2004) recent
data illustrate that students of Latino descent are not only enrolling in California post
secondary institutions at a higher rate, but they may also be facing more challenges in
obtaining a college degree. Within the Latino student population are the female
students who, in addition to cultural challenges, may also experience gender issues
unique to them (Torres, 2004; Martinez Aleman, 2000). Understanding more about the
Latina and Latino college experiences may assist university administrators in
developing and assessing support programs for this growing population (Torres, 2004;
Hernandez, 2002).
Existing research on the Latino student experience is fragmented with
individual studies focusing on one or two factors that affect persistence and
graduation. There are limited comprehensive studies that measure Latina and Latino

2
students’ perceptions of campus climate and how the climate affects the use or non-
use of campus resources. In addition, a limited number of studies have identified
gender issues and assessed their impact on the use or non-use of campus resources.
The research discusses how students use resources and how they develop their own
informal networks that serve as support systems. Therefore, there needs to be a better
understanding of the development and use of informal networks developed by Latino
students as a mediator of hostile campus climates (Martinez Aleman, 2002).

Problem Statement
The Hispanic Association of Colleges and Universities (HACU), a national
organization of Hispanic serving institutions, reported that the growth of the Latino
population will require that significant attention be given to the Latino population in
education throughout the country, but specifically in the five states of California,
Texas, New York, Florida, and Illinois (HACU, 2003). Over 50 percent of Latino
college students enroll in institutions located in California and Texas (Brown et al.,
2003). The Western Interstate Commission for Higher Education (WICHE, 2003),
whose focus remains on public school high school graduates, reported that
California will continue to see a significant shift in the racial/ethnic make-up
over the next decade. During the early 1990s, California became the first state
to be minority majority…when the proportion of the graduating class was 51.5
percent minority. . . The biggest change will come for Hispanics, as this group
will grow its share from nearly 17 percent in 2001-02 to a projected 21 percent
in 2007-08, with nearly 9.2 million students enrolled that year.” (WICHE
Website, retrieved on February 23, 2004).

3
Table 1.1: California High School Graduates
Early 1990s 2002 Projected 2014
Minority Students 51.5% 56.4% 67%
Hispanic Students 25% 33% 51%
*Source: WICHE, 2004

Although the implications are that all California colleges and universities will
see an increase in Latino enrollment at their institutions, research indicates that
Latinos are the least likely ethnic population to graduate from college (Fry, 2002). The
college attainment statistics for Latino students have been researched and examined
with the intent to compare data with other racial and ethnic groups (Fry, 2003). Fry
(2003) reported that although Latino college enrollment is increasing in post-
secondary institutions, it does not equate to attainment of a Bachelor’s degree.
Enrollment patterns illustrate that Latino students enroll in community colleges at a
higher rate than White and African Americans (Fry, 2003), thus delaying the
attainment of a bachelor’s degree. Fry (2003) also discussed some factors that
influence enrollment, such as intensity of programs. Latino students are least likely to
enroll in full-time programs. Whereas 85 percent of White students enroll full time,
only 75 percent of Latino students will do the same (Fry, 2003). In reviewing four-
year college enrollment, Fry (2003) found that Latino student enrollment does not
compare to the enrollment of White students, as 40 percent of Latino students enroll
as compared to 56 percent of White students.

4
Since the educational attainment of Latino students does not reflect that of
White Americans, colleges and universities should become interested not only in
recruitment, but enrollment and persistence of Latino students (Torres, 2004). In 2002,
President Bush developed an Advisory Commission on Educational Excellence for
Hispanic Americans (Martinez & Martinez, 2003), charged with identifying the
educational situation of Hispanic students and developing recommendations for
improvement. Although the commission was disbanded in 2003, it was able to provide
a goal and challenge for colleges and universities across the country (2003). The
commission proposed that the Hispanic college graduation rate be increased by ten
percent by 2014, which would double the current rate. The commission went so far as
to develop a simple formula. Each of the 2,300 institutions granting bachelor’s degrees
should increase their Hispanic graduates by three students (2003). Fry’s (2003)
examination of enrollment patterns supports this idea as his findings illustrate that
Latino students who enroll in four-year institutions immediately upon high school
completion have an increased rate of earning a bachelor degree. Only 26 percent of
Latino students who enrolled at a community college earned a bachelor’s degree
within six years, as compared to the 62 percent of Latino students who earned a
bachelor degree within six years if enrolled at a four-year institution (Fry, 2003).
In addition to recruiting and enrolling students, the challenge lies in providing
an environment that will encourage Latino students to persist and ultimately graduate
from the institution (Fry, 2002; Torres, 2004). The increase in enrolled Latino students
may add an additional challenge on the institution, due to the traditional cultural

5
dynamics of Latino students (Gregory, 2003). The dynamics of the Latino community
include ethnic identity, immigrant and generational status, and country of origin and
ancestry. Torres (2004) urges administrators to begin by “understanding the conditions
that influence how latino/a students situate their identity” (2004, p. 458) in order to
place meaning on the local campus experience (2004). For institutions identified as
Hispanic Serving Institutions (H.S.I.), having a large Latino student population is not a
concern, however, most colleges in the nation are not H.S.I.s and have a culture deeply
rooted in White America. How then can campuses provide an environment that will
promote retention and graduation of their Latino students who applied, gained
admittance and enrolled at four-year institutions?
Since California is a state experiencing rapid growth within the Latino student
population (WICHE, 2004), colleges and universities from throughout the state have
an interest in preparing to accommodate these students, and may prove to be leading
institutions with best practices that ensure persistence and graduation. Hurtado and
Carter (1997) state that the ultimate goal is to develop a research model that places the
minority student experience in the center with the purpose of improving students’
educational attainment (1997).
Within the Latino general population are the female students, who may find
additional barriers due heavily to traditional gender roles that challenge women’s
education. In January 2001 the Los Angeles Times reported “Latinas Face Obstacles
in Education” and cited issues such as traditional sexism and gender expectations
encountered by Latinas that may not be experienced by their male counterparts

6
(Hayasaki, 2001). In addition, Barajas and Pierce (2001) studied the successful
strategies of Latino students and how these differed depending on gender. Therefore,
the question raised is do these traditional Latino gender roles negatively affect the
college experience and thus retention, or do they provide additional motivation?
Martinez Aleman (2000) took a closer look at women in higher education and found
that women of color relied on their female friendships as a method of survival at
predominantly white institutions. In addition, Hernandez (2000) touched on college
environment and relationships and suggested further research on the role of the
environment on sub-communities and the impact of relationships on student
persistence.

Background of the Study
This study took a qualitative approach in learning about the Latino college
experience at a predominantly white cultured, private, research-based university in
California. The institution is located in an urban setting, surrounded by a residential
community within a lower-socioeconomic status.
The university is an older institution, having been established in 1880. It has a
large student population, with approximately 30,000 students, of which 16,000 are
undergraduates. Over one hundred academic programs are offered through more than
fifteen colleges. Students of the university are offered balanced activities between
academic affairs and a social life. The university’s athletic programs compete

7
nationally through the National College Athletic Association (NCAA), Division I. In
addition, the social culture advocates participating in Greek letter organizations.
As a research based institution, the university remains selective. The 2003
entering freshmen class represented the following profile; a middle average SAT score
between 1270- 1420, an average high school grade point average of 3.99 on a 4.0
scale, and a 29.8 percent admittance rate. Of the 2976 freshmen, 158 were National
Merit Scholars and 72 National Hispanic Scholars. Of the total entering class, 57
percent were residents of California, and 61 percent graduated from public high
schools. The ethnic breakdown represented 8 percent African American, 13 percent
Latino/Hispanic, 1 percent Native American, 20 percent Asian, 50 percent white, and
6 percent international.
In 2005-06, of the entire undergraduate population students of color made-up
less than 50 percent and received supplemental services and programs through
resource-center departments within the division of Student Affairs. Currently, three
departments serve the Asian Pacific American student population, which was
approximately 21 percent, the African American students are 6 percent of the
population and may received support services through a Black cultural center, the
Chicano/Latino students are 13 percent of the total undergraduate student population
and received support through a Chicano resource center (Pocket Profile, 2006).
Finally, the institution has a strong institutional culture that prides itself on
having a sense of family. Students, parents, alumni, faculty and staff are readily
accepted as members of the family. The sense of family runs so deep that a ‘lifecycle’

8
has been identified and articulated by administrators. The life begins when an
individual gains interest in the institution and initiates researching the opportunities for
admission. As a student, the individual becomes engaged in learning and living as a
full member of the family. As an alum, the individual contributes back to the
institution through service and financial support. The cycle closes as the alum
becomes involved in the recruitment of younger individuals who show interest in the
institution.
This study focused on the lifestyle and experience of successful Latino and
Latina students at this institution. Hurtado et al. (1996, 1997) found that Latino
students at large private institutions had a tighter sense of belonging to their
institutions when compared to students at other institutions. This qualitative study will
explore the experience of academically successful Latino students at a selective
university.

Purpose of the Study
The purpose of this study was to examine to what extent Latino students’
perceptions of the campus climate affected the use or non-use of campus resources.
Several researchers (Hernandez, 2000; Hurtado & Carter, 1997) have discussed
institutional climate as a factor in issues of persistence among Latino students. The
definition of campus culture and climate has been very broad and diverse throughout
several studies. Although the idea of campus culture can be viewed as the history,
traditions and practices of the institution on a regular basis (Tierney, 1994), Hernandez

9
(2000) also brought forward the physical attributes of the college campus, such as the
buildings, spaces, and departments, as they trigger memories of positive and negative
incidents for students (2000). Hernandez also discussed in great length how Latino
students utilized existing services and resources that influenced their persistence
(2000). These services and resources are also seen as part of the campus culture
because they are formalized services endorsed and offered by the institution.
Additional researchers discussed the positive implications that formalized services
have on the academic and social integration for students of color (Mayo, Murguia &
Padilla, 1995). Hurtado and Carter (1997) addressed the climate and culture as the
racial environment perceived by the students. The campus culture also encompasses
the traditions and delivery of services and programs and how such are perceived by
students. In addition, the presence of ethnic sub-communities are also part of the racial
environment. For example, a presence of a Latino enclave is the visibility of an active
Latino community on campus, which includes students, faculty, staff and perhaps the
surrounding community (Hernandez, 2000; Torres, 2004). For purposes of this study,
the general term will be institutional culture when referring to traditions, philosophy
and practices and campus climate when referring to racial environment and perception
of students.
This study also identified gender issues and assessed their impact on the use or
non-use of campus resources. Whereas some older research (Hernandez, 2000;
Hurtado & Carter, 1997) found that gender does not impact use or non-use of
resources, more recent studies (Barajas & Pierce, 2001; Torres, 2004) found that there

10
is an impact on types of resources used and strategies developed, as will be discussed
in Chapter Two. The final purpose was to examine to what extent Latino students
developed and used informal networks, given the campus climate. Informal networks
are personal relationships that are developed, maintained, and utilized by students as a
personal resource (Barajas & Pierce, 2001; Martinez Aleman, 2000; Torres, 2003).
Martinez Aleman suggested that women of color develop their own network systems
through friendships with other women of color, which influenced their overall college
experience and persistence in a predominantly white institution (2000).
Although the existing research provides general descriptions of the Latino
student experience, it does not provide the practitioner with sufficient data on
institutional issues. “Though we have a sense of what sorts of actions seem to work,
we have not been able to tell administrators how and why different actions work on
different campuses for different types of students…suited for their own needs and
resources” (Tinto, 1993, p. 3). Tinto further challenged the academy to provide
practitioners with specific answers with regard to enhancing the experience, and thus
retention (1993). This study will learn from the current Latino students about the
services, resources and climate of the institution, as well as their personal habits and
support systems that have influenced their success.
Unlike Tinto’s approach that researched departure from the institution, this
study will focus on the retained students. Such a study is best suited with a qualitative
approach as “only knowledge of the experiences of individuals within a specific
institution will tell of the unique character” (1993, p. 28).

11
Significance of the Study
The research took an intensive look into the lives of Latino students during
their college career. Results will provide practitioners in higher education a better
illustration of the practices and perspectives of Latino and Latina students, which in
turn will influence decision makers about the delivery of services in order to provide
these students with an increased sense of belonging. Hurtado and Carter (1997)
describe the student’s sense of belonging as having cognitive and emotional ties to
their institution, which portrays the academic and social integration between the
student and the institution.
Exploratory Questions
A. What are the Latino students’ perceptions of the campus climate?
B. What resources are Latino students using? Why?
C. What resources are Latino students not using? Why?
D. Informal networks: Who do Latino students use as resources and for
what purposes?
E. Is there a relationship between the perception of campus climate and
informal networks?
F. Is there a relationship between the perception of campus climate,
informal networks and gender?

12
Theoretical Framework
In 1997, Hurtado and Carter published their conceptual model entitled “Final
Model of Sense of Belonging” that discussed the Latino student experience from the
pre-college year to the first three years of college. The influencing factors of college
structure and student background were tested to determine level of effect on the
transition, climate, and sense of belonging of Latino college students (1997).
The findings of the study (Hurtado & Carter, 1997) were based on the results
of a quantitative study resulting from surveying hundreds of Latino students from
throughout the United States, enrolled in a variety of colleges and universities. Of the
493 students who were invited to participate, 287 participants completed the study.
Participants were questioned about their last year of high school, specifically with
questions that touched on campus to be enrolling at, academic ability, and background
characteristics, including gender. To assess the first year of college, or the transitional
year, Hurtado and Carter’s findings helped explain the students’ cognitive mapping,
how they identified, managed and utilize resources, and their family relationships
(1997).
Hurtado and Carter (1997) concluded that it was during the second year of
college where participants experienced the most hostile campus environment. While
during the first year, Latino students experienced transitional issues (both highs and
lows), the second year allowed the student to settle in (1997). Latino students
experienced racism and discrimination, coupled with racial tension on campus. The
final year surveyed was the third year, where Hurtado and Carter measured students

13
for a sense of belonging (1997). Student experience with regards to the racial climate
during the first two years established a personal sense by the third year. Hurtado’s and
Carter’s theoretical concept illustrated that Latino students felt: 1) part of the campus
community, 2) a member of the campus community, or 3) a sense of belonging to the
campus community (1997). The first level is a somewhat marginalized presence. The
student is a part of the community, but does not play an active role, such as with the
second level, membership of the campus community. The final level of membership is
a sense of belonging, where the student feels welcomed and is an active member of the
campus community (1997).
This study proposes to use a modified version of their framework, based on
Hurtado’s and Carter’s results that found Latino students at large private institutions
had an increased number of students with a sense of belonging (1997). Since this
study will be conducted at only one institution, all of the institutional data will be the
same for the participants. Such institutional factors include campus selectivity, ethnic
diversity on campus, and resources offered to Latino students, as previously described.

Definition of Terms
Hispanic, Latino, Chicano. Although the preceding three terms may have
different meaning for different individuals throughout the United States and on college
campuses, for purposes of this study the term of choice will be Latino. Latino will
encompass any individual who has Latin American descent. Latinos will be used when
discussing a group that includes both male and female. Latino will be used when

14
referring to a male of Latin American descent, and Latina when referring to a female
of Latin American descent. When describing participants from other studies the
author’s term will be used.
Sense of Belonging. This term was introduced to the Latino student research by
Hurtado and Carter (1997) when researching the college experience of students’ of
color. Hurtado and Carter’s term fully encompasses the academic and social
integration of students and their institution. The term further implies an emotional tie
the student has with the institution (1997).
Successful Students. The participants of this study will describe as successful
students. For the purposes of this study, successful students are those eligible for the
campus-based Latino honor society, as follows; grade point average of 3.5 or above,
and a minimum of 36 units completed at the university.

Organization of the Study
Chapter 1 presented the introduction of the study, the statement of the problem
in relation to the Latino college student population, the background of the study, the
purpose of the study, significance, the questions to be answered by this study, the
theoretical framework, and finally the definitions of terms.
Chapter 2 is a review of relevant literature. It addresses existing research of the
institutional influence on the Latina and Latino college experience, the identity
development on ethnic identity and gender roles of Latina and Latino students and

15
what the literature can document regarding the strategies and resources successful
Latino students access on a college campus, thus navigating the institution.
Chapter 3 presents the qualitative methodology used in the study, including the
researcher’s reasons for interest in the study and relevant background. In addition, the
selection process of the participants is described and rationale provided. The
qualitative research design and the procedures used will also be discussed.
Chapters 4 through 8 present the findings of the study. The data was collected
through focus group and individual interviews, which were audio-taped and
transcribed. The transcriptions were analyzed and coded for emerging themes,
Perception of the Campus, Resources and Networks, Identity and Gender Differences
and Sense of Belonging.
Chapter 9 presents analysis and discussion of the findings, answers the
exploratory questions and discusses the significance of the study, implications for
practice, as well as conclusions and recommendations.

16
CHAPTER 2
REVIEW OF THE LITERATURE

Towards the end of the twenty-first century, as the number of Latino students
in higher education began to grow at a steady rate, researchers in higher education also
became interested in exploring this new subpopulation of students (Hernandez, 2002).
Some of the interest is due in part to the statistical information that illustrates that
although this ethnic group is significantly increasing in the general population of the
United States, Latino students are not enrolling and graduating from four-year
institutions at the same rate as white students (Gregory, 2003; Fry, 2003).
Table 2.1: Comparison of National Student Enrollment, 1997-2000
Student Enrollment Latino White TOTAL
18-24 yr. Old 816,094 6,732,273 9,309,250
25 – 34 yr. Old 308,382 2,153,601 3,246,227
35 and older 192,129 1,982,008 2,670,505
All Ages 1,338,904 10,952,142 15,374,730

2-year institutions 538,853 2,662,399 3,996,706
4-year institutions 640,804 6,026,639 8,344,630
Institution Type
Public 1,131,977 8,370,561 3,996,706
Private 206,927 2,581,581 3,439,320
Attendance
Full-time 809,279 7,223,913 10,173,736
Note. From “Latinos in Higher Education: Many Enroll, Too Few Graduate,” by R. Fry, 2002,
Pew Hispanic Center, p.15.

17
Fry (2002) provides data that illustrates that Latino students are indeed
enrolling within institutions of higher education, but in different patterns than their
white counterparts.
The current research on the dynamics of the Latino college student population
is relatively young and very broad. Previous research typically took an aggregated
view of Latino college students and only more recently has research taken a deeper
look at factors that influence the Latino college experience. Factors such as ethnic
identity, gender, and strategies for support which then lead to retention and graduation.
When discussing the factors that influence Latino retention, research findings
have included academic aspects, such as faculty-student interaction (Anaya & Cole,
2001) and the role of faculty of color (Verdugo, 1995). Fry (2002) suggest that in
addition to educational experience is the social experience, such as institutional
climate (Hernandez, 2000; Wolf-Wendel, 2000), identity development (Schneider &
Ward, 2003), social networks (Hernandez, 2000; Martinez Aleman, 2000), familial
support (Hernandez, 2002; Torres, 2004), cultural challenges, and more recently
gender aspects (Barajas & Pierce, 2001; Torres, 2004). The role the institution played
in the Latino student experience has been leading as the result of more popular
research (Hurtado, 1992; Hurtado & Carter, 1997; Hurtado et al., 1996). In addition,
the findings are providing a better understanding of the cultural gender differences,
such as family expectations on Latino and Latina students, in addition to gender
differences on coping skills, as seen in the work of Barajas and Pierce (2001). Their
results found that male and female Latino students navigated a support system

18
differently while within the same college environment. Finally, some research has
assessed how Latino students successfully navigate resources and networks to
complete their education (Hernandez, 2000; Hernandez, 2002; Martinez Aleman,
2000).
Much of the research (Hurtado, 1992; Hurtado & Carter, 1997; Hurtado et al.,
1996; Mayo et al., 1995; Wallace et al., 2000) reviewed in this document referenced
Tinto’s views on retention of students at the college level. In 1993 Tinto’s second
edition book entitled Leaving College; Rethinking the Causes and Cures of Student
Attrition further discussed the issues surrounding student retention. After some
criticism of his 1987 edition for failure to note students of color (Hurtado & Carter,
1997), the 1993 edition provided topics for students of color well as subpopulations
found throughout campuses. Although Tinto’s most popular topic has been his view
on academic and social integration, he also discussed the importance of mainstream
life on a college campus and how sub communities and/or ethnic communities play a
peripheral role within the campus’ dominant culture (Tinto, 1993).
Tinto (1993) transferred key ideas and concepts on suicide, such as intellectual
and social integration, to the issue of institutional departure. In reviewing research on
suicide, Tinto found that Durkiem, a sociologist, argued that individuals need to feel
integrated, both intellectually and socially, within society in order to avoid social
isolation (2003). Tinto transferred Durkiem’s concepts to higher education,
explaining that students need to be intellectually and socially integrated into the
institution. “…it might be examined that his [Durkiem] analysis may be usefully

19
employed in comparative study of the variation in rates of departure among different
institutions of higher education. The most obvious application is that one could
analyze differences in institutional rates of departure” (1993, p. 103).
Tinto (1993) argued that the intellectual and social communities of an
institution influence a student’s decision to depart from it. The communities are made
up of the actions and practices of institutional climate, students and faculty. Tinto’s
theory discussed the role a student has in their decision to depart from the institution
(1993). This is the focus of the theory that has been critiqued by other researchers,
such as Hurtado (1997). She has opposed Tinto’s explanation of integration, as it
implies students need to conform to the mainstream culture of the institution (1997).
Tierney (1992; 1999) argues that Tinto’s theory is flawed when assessing
students’ of color participation and involvement as it implies student conformity.
Tierney further suggest that institutions have a responsibility to students of color,
“where their differences are highlighted and celebrated” (Tierney, 1992, p. 604).
Tierney (1992) further critics Tinto’s theory on an anthropological aspects
stating that Tinto’s transference of Durkiem’s suicide theory to student departure does
not apply to students who are not of the same culture as that found on the college
campus. Furthermore, since all American colleges are based on a dominant culture,
catering to white males, any student different than that can not subject to Tinto’s
theory (1992). Tierney advocates student identity, group identity for sub communities
and an understanding that the student experience is socially constructed, specifically
for students of color (1992).

20
The literature review will discuss three themes that have emerged from the
current research conducted on Latino college students; institutional influence, student
identity, and navigating the institution.
Institutional Influence. Hurtado looked at the Latino student experience and
measured their sense of belonging to the institution (Hurtado, 1992; Hurtado, Carter &
Spuler, 1996; Hurtado & Carter, 1997). The overarching theme of her research results
has been the influence of the institution. Specifically, institutional culture provides the
foundation for success or failure for Latino students (Hurtado et al.,1996; Hurtado &
Carter, 1997). The institution also affects student achievement through the climate it
provides for all students of color.
Researchers (Torres, 2004; Verdugo, 1995) have suggested that faculty of
color serve as role models and academic support for Latino students. In addition, a
positive racial climate at an institution affects the students’ sense of belonging by
feeling welcomed and wanted at the campus (Hurtado et al., 1996). Conversely,
students’ perceptions of discrimination among faculty, staff, and fellow schoolmates
negatively influence their educational experience (Nora & Cabrera, 1996).
Student Identity. The second set of variables takes an introspective look at the
Latino student and discusses the challenges presented to them because of their culture
and ethnic backgrounds. Early research, as described by Barajas and Pierce (2001) and
Hernandez (2000), characterized adaptation issues as a deficiency on the part of the
ethnic minority student. More recent studies focus instead on students’ abilities to

21
conduct themselves in bicultural settings. In addition, researchers such as Barajas and
Pierce (2001) looked at Latino students through a gendered perspective.
Navigating the Institution. Integrated research has provided findings that
looked at several factors that influence Latino student retention. Hernandez (2000,
2002) took an approach that identified the cultural differences of Latino students. His
findings also provide an understanding of how some students have navigated the
institution, regardless of its climate and commitment, in order to become successful
(2000, 2002).
The purpose of the literature review is to discuss the role the institution plays
in defining how Latina and Latino undergraduate students utilize campus resources, or
how they develop and utilize their own informal networks. In addition, some literature
presents findings for Latinas that pay particular attention to cultural gender roles that
affect their college experience (Barajas & Pierce, 2001; Torres, 2004). Finally, the
literature will illustrate that a student's individual support system positively affects the
college experience and thus, retention and graduation from a four-year institution.

22
Literature Review
Institutional Influence
The literature describes the institutional culture as the characteristics, traditions
and practices that make-up the organization (Hurtado, 1992). When addressing
retention issues with students of color, characteristics may typically include
institutional commitment, campus climate and resources and services offered by the
institution. Also included in this area is faculty, specifically faculty of color. Faculty
members serve as representatives of the institution. Therefore, if the institution is
committed to students of color, there will be more faculty members that represent the
student-body (Verdugo, 1995). Finally, also incorporated into the institutional culture
is the perception students of color may have of the university, because it is this
perception that is their reality (Hurtado & Carter, 1997; Nora & Cabrera, 1996).
Institutional Commitment. There are many characteristics that reflect the
institutional culture, such as history and philosophy, traditions, and administrative
practices. For students of color the commitment of the university is illustrated through
individuals (Hernandez, 2000), resources and daily practices. Hurtado et al. (1996)
found that several campus characteristics provided either an easier or more difficult
transition for students, including factors on type of institution, size, enrollment
numbers of Hispanic students, faculty and administration, and ethnic tension.
The Hurtado et al. (1996) study focused on a 1991 cohort of Latino college
freshmen, and surveyed them on general campus environment and racial climate, in
addition to individual experiences with transition, adjustment and support

23
mechanisms. The entire sample population included 203 students located at four-year
colleges and universities from throughout the country. All participants had strong
grade point averages in high school and 63 percent enrolled at private post-secondary
institutions. The group was representative of the diverse Latino population, with 46
percent Chicano (Mexican descent), 21 percent Puerto Rican, and 33 percent other
(Cuban, Carribean, central and South American). Gender did not have a significant
effect, although 59 percent of participants were females (1996). For purposes of this
review gender will not be further discussed. Participants completed surveys through
correspondence on their first and second year experiences. The two survey tools
utilized were the National Survey on Hispanic Students (NSHS) and the Student
Adjustment to College Questionnaire (SACQ). Developed by Baker and Siryk, the
SACQ measured academic adjustment, social adjustment, personal-emotional
adjustment and attachment (1996). In addition to the survey, participants were asked
to complete a supplemental, open-ended questionnaire as an opportunity to provide
more detail to their transition and adjustment. This optional questionnaire yielded a 89
percent response (1996).
The results of Hurtdao et al. (1996) research contributed significantly to the
discussion of the Latino student experiences on American college campuses. The
findings illustrated that several campus characteristics had either an easier or more
difficult transition. However, Hurtado et al (1996) found that the larger, private
university with a larger Latino student enrollment and interactive faculty will probably

24
have less racial tension, and thus have an easier adjustment for its Latino students
(1996).
Wolf-Wendel (2000) suggested that the institution’s commitment to students of
color is illustrated by its daily functions and operations. Her study proved to be unique
in that institutions, as opposed to students, were the subject of her inquiry. She
suggested that as existing research assessed and measured student success it left a void
for women of color who attended predominantly white institutions (2000). Existing
research also illustrated that special-interest institutions (women colleges and ethnic
serving institutions) were successful in graduating women and women and color
(2000).
Wolf-Wendel (2000) attempted to determine the characteristics of institutional
climate found at women’s colleges and co-educational campuses that, using specific
criteria, had proven to be ‘women- friendly’. Five institutions were selected based on
their successful results of graduating women who were subsequently noted in Who’s
Who in America (and ethnic editions and versions), and whose alumna had received a
doctorate level degree. Institutions who participated were also selected because they
represented a diversity of selectivity, gender, race and geographical location.
Institutions selected for being a predominantly white, highly selective and well
endowed institution who graduated successful white and Latina students were Pomona
College (California) and Bryn Mawr College (Pennsylvania). Bennett College (North
Carolina), Tougaloo College (Mississippi) and Incarnate Word College (Texas) were
selected based on their profile as ethnic serving institutions (2000).

25
A total of eight categories emerged in Wolf-Wendel (2000) study as common
themes throughout the five institutions; 1) having High Expectations for students by
all members of the campus community; 2) having a clear sense of mission and history
that is felt and believed by all members of the community and followed- through by
actions; 3) providing positive role models that reflect the population of the students
and understanding that a different message will get sent if role models are not
provided; 4)creating a caring, supportive environment through guidance to students at
all times, regardless if it is requested or not; 5)providing opportunities for leadership
for students and ensuring proportional representation of the student body; 6) providing
opportunities to learn about oneself through a diverse curriculum as well as ensuring
that out of classroom activities reflect the backgrounds of all students; 7) creating a
supportive and high-achieving peer culture of people like oneself, so that all can feel
that everyone within the community wants to succeed; and finally 8) connecting
students to their communities and endorsing that there is a larger network outside the
campus that will establish a larger community for the students. The eight themes serve
as guiding practices for all members of the community, students, staff and faculty.
Campus Climate. Hurtado and Carter (1997) maintained that the institutional
environment should be welcoming and provide a sense of belonging for Latino
students, or risk marginalizing the students, which may then prohibit them from
finding a positive sense of community. In addition, several other researchers
(Hernandez, 2000; Nora & Cabrera, 1996; Schneider & Ward, 2003) also explored the

26
role of the institutional environment through aspects such as selectivity, campus racial
climate, social niches and access to peer groups.
In 1996, Nora and Cabrera published their research on the perceptions minority
students have of their campus’ racial climate, the discrimination they experienced
while in college and how such had affected their adjustment. “The proposition that a
lack of adjustment to predominantly white institutions and that perceptions of
prejudice (racial climate) may lower the quality of college experiences of minority
students has emerged as a competing explanation for the differences in persistence
rates between minority and non-minority college students” (1996, p. 120).
The 1996 study investigated the area of campus racial climate because existing
research touched on many aspects that affect persistence, but failed to measure the
perception of the student. Nora and Cabrera’s quantitative research was conducted
through participation from the 1990 fall entering freshman class at a large public,
commuter, predominantly white, Midwestern university. The tool was a 115-question
survey designed to measure students’ perception of the campus climate. A total of 831
surveys were used to compile the data. Of that total, approximately seventeen percent
were Latino students, fifty percent were white, ten percent were African-American and
twenty-one percent were Asian American (1996). The Latino population was over
represented in this survey, as only twelve percent of the student population were
Latino. The instrument measured nine aspects of students’ college experience, as listed
below, using a 5-point Likert Scale (1996).

27
The themes found in Nora and Cabrera’s study on the aspects of Latino student
experiences include;
• Institutional persistence
• Perceptions of the prejudice-discrimination
• Pre-college academic ability
• Parental Encouragement
• Academic experiences with faculty and academic staff
• Social integration
• Academic and intellectual development
• Goal commitment
• Institutional commitment
Nora and Cabrera (1996) concluded that the minority experience did not differ
significantly from specific ethnic groups. Generally, minority students were more
likely to perceive a discriminatory campus climate, sense more prejudice on part of
faculty and staff, and were more prone to report negative in-class experiences than
their white counterparts (Nora & Cabrera, 1996, p. 130).
Three final conclusions were highlighted by Nora and Cabrera (1996) that
touched on Tinto’s theory, support networks, and perceptions of campus climate.
Tinto asserts that variations in academic preparedness are one of the main
explanatory variables that account for differences in persistence rates between
minorities and non-minorities. Following this line of thought, one could
expect that among minorities, this factor would exert a stronger effect on social
and academic adjustments to college, cognitive and affective collegiate
outcomes, and persistence than it would among non-minorities. Though the
results of this study support the notion that minorities, on the average, enter

28
college with significantly lower academic readiness, no support was found to
the claim that this variable exerts a stronger effect among minorities than it
does among whites (1996, p. 139-140).

Nora and Cabrera (1996) concluded that minority students seek and find
support through ties with family and friends. Further, support from parents played a
stronger role with regards to academic development, achievement and persistence. The
results further illustrated that minority students’ perception on the campus climate
affected their adjustment (1996). However, the negative perceptions did not negatively
affect the persistence of the students. Students who perceive a negative racial climate
were found to persist and graduate regardless of negative environment on campus
(1996).
Interested in persistence and retention, Hernandez (2000) sought to answer the
question of Latino student retention from an opposite angle. Existing data and research
addressed the possible reasons why students depart from the institution, such as Tinto
(1993) and Nora and Cabrera (1996). Hernandez opted instead, to concentrate on the
characteristics that assisted students overcome challenges and barriers. He sought to
discover retention factors, how the environment influenced the experience, and finally
how the students place meaning on their persistence (2000).
In a very student-centered study, Hernandez (2000) utilized a qualitative approach
that included three intensive phases of interviews. The study was conducted on a large,
public, mid-Atlantic university whose ethnic make-up was predominantly white. In 1997,
when the study was conducted, only 4.6 percent of the university was Latino, which was
also a new demographic increase from recent years (2000).

29
Hernandez (2000) randomly selected 52 students to invite, from a list created by
the Registrar’s Office of all Latino students. In addition, participation was solicited
through an invitation made through the Student Union and referrals received from faculty
and staff. The study allowed only seniors and first year alumni to participate, in order to
get an accurate perspective from students who persisted. A total of ten individuals
participated in the study, of whom five were female (2000). All participants were
between 21-25 years old. The group represented the Latino diversity with six U.S. born,
and the remaining four were immigrants from El Salvador, Puerto Rico, Columbia and
Peru. Six were also candidates for graduation and four were alumni. Seven had
transferred in from a community college. The group represented different fields and
majors. The group also represented commuter and residential lifestyles, with seven
having lived at least one year within university housing (2000).
Prior to Phase 1 of the interviews, the Hernandez (2000) conducted a pilot
interview with a focus group to test questions and solicit feedback. The process for the
interviews included Phase 1: Orientation and Overview, participants were asked open-
ended questions, Phase 2: Focused Exploration, researcher and participants confirmed
data received from Phase 1 and conducted an environment interview with a guided
imagery tour. The final interview, Phase 3: Member Checks and Closure was conducted
after data had been collected, organized into categories and given meaning. The purpose
was to solicit agreement and to review themes and categories (2000).
The eleven common elements found in Hernandez’ (2000) results of the student
experiences were; 1) “I want to do It”, 2) The Family 3) Friends and Peers, 4) Faculty and
Staff, 5)Co-Curricular involvement, 6) Finding a Latino community, 7) Money Matters,

30
8)“I’m Going to Make It Within the Environment”, 9) The environment equals People,
10) Personal Experiences Shape the Perception of the Physical Environment, and 11)
Involvement as a way to break down the environment (2000).
Of the several themes that arose for Hernandez (2000), two touched on the
environment or climate. The Environment Equals People and Personal Experiences
Shape the Perception of the Physical Environment proved to be emerging themes
where the students discussed their experiences with individuals and physical locations
on campus. Students articulated that individuals, whether faculty, staff members or
peers provided support which influenced their success. In addition, the students
expressed emotions that directly reflected incidents within specific buildings and
locations on campus. Those emotions then influenced either positive or negative
percept ions of the campus climate.
Conclusion. The research discussed above illustrates that the institution
influences the Latino and Latina student experience. The characteristics and profile of
the campus, such as size and prestige, set the environment for the student (Hurtado &
Carter, 1996). Within the physical environment are the individuals, faculty, peers and
resources that influence the climate and culture. Latina and Latino students interact
with others and receive support or lack thereof based on these interactions (Hernandez,
2000; Nora & Cabrera, 1996; Schneider & Ward, 2003).
Student Identity
Hurtado and Carter’s (1997) “Final Model of Sense of Belonging” suggested
that the student’s background, which includes gender identity has an impact on the

31
student experience. However, when gender was tested, their results showed no
significant difference on the measured Sense of Belonging (1997). However, more
recent studies (Barajas & Pierce, 2001; Torres, 2004) imply the expected gender roles
differed from male and female students, based on their Latino ethnic background and
identity. Specifically, Barajas and Pierce (2001) highlight race and gender identity as
factors that need to be analyzed because they influence and complement each other
and thus the experience for the students. “While both faced racial prejudice,
discrimination, and exclusion throughout their school years, young women… insulated
themselves through supportive relationships with other Latinas, while young men …
transcended some of these obstacles through participation in sports”(2001, p. 873-874).
Cultural and Ethnic Identity Development. Limited recent research implied
that successful Latino and Latina students achieved success because they assimilated
to American mainstream culture (Gomez & Fasinger, 1995). Furthermore, students
that were not successful were studied on a deficiency model, in that the student was
lacking the skills necessary to succeed (Barajas & Pierce, 2001; Hernandez, 2000).
This touches on the earlier mentioned contradictions to Tinto’s theory of integration.
In addition, Tinto addressed the idea that the institution has a mainstream culture. Sub
communities that appear to be expressly different that the mainstream culture, are at
risk, unless the institution does not have one dominant culture, but instead made up of
sub communities (Tinto, 1993). As Hurtado argued (1997) students were seen not to
persist because they didn’t conform to the campus’ mainstream culture. In addition,
Barajas and Pierce (2001) and Hernandez (2000) state that previous studies also did

32
not take the institutional climate into consideration. The responsibility for success was
on the student, not the campus (Barajas & Pierce, 2001).
Torres’ (2004) research addressed the emerging issues with Latino students,
such as: 1) family influence with regards to generation and acculturation, and 2)
identity development with regards to gender and ethnicity. Although she distinguishes
between the two issues, they overlapped when discussed by participants. Torres
conducted a qualitative study with the purpose of providing additional information to
practitioners of student affairs, individuals who are directly responsible for the
delivery of services to college students (2004). A total of 83 students participated in
the study, from a total of seven institutions. Of the seven campuses, two were
community colleges, three were urban, commuter-based, public universities, one small
liberal arts, Hispanic Serving Institution, and the last was a researched-based private
campus. Of the 83 participants, only nine were students from the community colleges,
17 were students from one of the private institutions, and 57 were from the urban
universities (2004).
As the Latino population within the United States continues to grow, the more
diverse this community becomes. Torres (2004) recognized and documented the
family influence on the student college experience, based on generation and
acculturation of parents, which then affects the students’ own ethnic identity. Torres
supports her 2003 emerging theory on Family Influence and Generational Status in
US, based on acculturated parents, less acculturated parents or white parents (2004).
She argues that her research supports that students from acculturated parents have a bi-

33
cultural experience, between their Latino ethnic background and the dominant culture,
and may experience some conflict between the cultures (2004). The students from less
acculturated parents may find a constant conflict in balancing cultural with collegiate
expectations (2004). Finally, the Latino student with white parent(s) may experience a
need to further explore an ethnic identity (2004).
The experiences and challenges encountered by immigrant or first generation
college student is different than that of the second or more generation immigrant, as
well as student with college educated parents (2004). Unlike her previous study,
Torres found that language was an emerging issues within the context of family
influence. She found this area, which she also included labels and self-identity to be
especially interesting due to the “self-labels” the participants placed on themselves.
Students consistently labeled themselves Latino/a, Hispanic, or Chicano/a, based on
parents’ generation and acculturation (2004). In addition, participants enrolled in the
institution closest to the Mexican border tended to label themselves Hispanics and
define birthplace and documented status, as if they were “burdened with a stereotype –
feeling a need to prove their right to belong in the US” (2004, p. 463).
The second emerging issue found was the increase of students with
acculturated parents, but with close ties to the Latino community (Torres, 2004).
Based on these findings, she stressed the importance of Latino enclaves, a visible
Latino community on campus or within the surrounding community (2004). Students
experience a diverse level of identity and acculturation. Having the Latino community

34
support allows for students to share and experience varying degrees of the culture
(2004).
Gender Issues. Although early research (Hurtado & Carter, 1996; Mayo, Murguia
& Padilla, 1995) found that gender did not have a significant difference on the outcome of
the studies, more recent research (Barajas & Pierce, 2001; Torres, 2004) states the
contrary. In addition, Barajas and Pierce (2001) also touch on traditional theories on
gender and state that they do not take race or ethnic background into consideration (2001).
“There are gendered patterns through which these students construct paths to success in
college. Young Latinas [who participated] in this study, navigated successfully through
and around negative stereotypes of Hispanics by maintaining positive definitions of
themselves and by emphasizing their group membership as Latinas” (Barajas & Pierce,
2001, p. 860).
Cultured gender roles. Limited research has either explored or gained insight into
the gender specific experience of the Latina student (Barajas & Pierce, 2001; Gomez &
Fassinger, 1995; Martinez Aleman, 2002). Barajas & Pierce (2001) studied Latino college
and high school students who were involved in a university-based mentorship program.
The college students volunteered to serve as mentors to the high school students. Barajas
and Pierce took a qualitative approached to their study and interviewed a total of 72
participants (2001). Of the 72, 41 were college students, of which 31 were Latinas. The
majority of the participants were second or third generation American and lived with a
low to working class socio-economic status (2001). The findings revealed that the
participants’ experience varied based on gender differences. Whereas the Latinas

35
“succeeded through relationships with others” (Barajas & Pierce, 2001, p.865) , the male
students “succeeded through athletics” (2001, p. 870).
Participants in Torres’ (2004) study illustrated some conflict between their
expectations as a student at a predominantly white-cultured institution and the expected
traditional role as a woman in the Latino culture. The Latina student was found to
negotiate between culture and parents and the stereo-typical American college experience.
Torres found that students whose parents had been born in the United States and had
become acculturated were usually found not to be as strict with their daughters, yet still
possessed some traditional expectations (Torres, 2004). The influence on the students’
college experience is felt. In Torres study, over 74 percent of the participants lived and
commuted from home. This was best explained by one of the female participants who
stated that although her parents were supportive of her college enrollment, she was
expected to leave the home, only upon her marriage (2004). The female students
acknowledged the conflict in their lifestyle and have had learned how to negotiate that
conflict in order to maintain the relationship with her parents (2004).
Earlier research by Gomez and Fasinger (1994) took a psychological
perspective when reviewing Latina achievement styles through characteristics that
reflect acculturation, biculturalism, and Hispanicism. The seven styles described
characteristics found within the American, Latino, or both cultures. Americanized
characteristics were described as independent actions in a competitive nature, the most
extreme being competitive-direct (1994). Cooperative and relational traits were found
in the styles that reflected the Latino culture; contributory-relational and vicarious-
relational (1994). Participants completed a survey that measured their acculturation,

36
biculturalism, Hispanicism, and achieving profile. Although Gomez and Fassinger
(1994) found inconsistency with their study, they provided some interesting insight
into how Latinas with more traditional Hispanic lifestyles interacted with others and
how they established their own support styles. They engaged in collaborative,
contributing and vicarious relationships and sought out the same characteristics in
their support networks (1994).
Martinez Aleman (2002) conducted a qualitative study that reviewed the college
environment, undergraduate women of color, and their friendships. Martinez Aleman’s
(2002) research specifically focused on the informal social networks of ethnic minority
females found at predominantly white institutions. The researcher attempted to provide an
understanding that race and ethnicity do play critical roles in the establishment and
maintenance of college friendships, and that these relationships are instrumental for the
cognitive development and peer learning for women of color (2002).
The research was conducted at a small, private, liberal arts college located in the
rural mid-west region of the United States in 1996. A total of 41 women of diverse
backgrounds were invited to participate in the study. The ethnic background and
breakdown of the participants did not have any significant effect on the results and was
therefore not illustrated. All women were undergraduates with either sophomore or junior
class status. Participants were initially given a 13-item Likert scale questionnaire on the
role that female friendships had on their academic and intellectual development, (Martinez
Aleman, 2002). The first interview was conducted and facilitated by trained research
assistants. The women were then invited to participate in a final interview, which was
conducted by the researcher. Both interviews were audio and videotaped, then

37
transcribed. The research team was responsible for transcripts, analyzing and organizing
data into emerging categories. During the second and final interview with the
participants, the data was presented and discussed for accuracy and understanding (2002).
The data (Martinez Aleman, 2002) suggest that the friendships contained factors
and variables that were easily categorized in the emerging themes of: Developing a
Positive Ethnic and/or Racial Self-Image; the topics of conversation most associated with
this theme were the participants’ frustrations with the white college environment and
white students (2002). As friends, they shared resentment and bitterness in having to
explain racial development to white students. These moments were seen to be
enlightening for the white students, at the expense of the participant. The participants
expressed that their friendships with other women of color allowed them to share similar
frustrations (2002). Race Talk; friendships that provided an outlet for the women to
engage in an honest discussion about race and being an ethnic woman. Friends discussed
the burden they carried for their ethnic communities. It was here that the women built
trust and gain group membership. Membership provides emotional, intellectual, racial,
and a haven for race talk (2002). Boosting Academic Self Worth, the previous theme
allowed for discussion on carrying the burden, however it is in this arena that they
supported each other academically. They did not hold study groups for a specific course,
but they provided academic moral (2002). Being Women of Color, the women understood
that their friendships were based on gender, race, class and sexuality, referred to as
"ethgender" by Jefferies and Ransford. However ethnic friendships here were based on
ethnicity first, then gender. For example, Latinas first deal with being of Hispanic

38
descent, then being a woman. They understood their culture might exert sexism, then they
coped with it as a woman (2002).
Martinez Aleman (2002) contended that the friendships are temporary, most just
lasting through the college experience. In addition, many women expressed reluctance in
establishing these friendships with specific women and only did so because the campus
lacked opportunities to be selective with their friends. The study suggested that the
friendships were support techniques created by the women in order to persist in an
environment that was lacking support for women of color (2002).
Conclusion. Although some of the research conducted throughout the last ten
years may not find a significant difference between Latino and Latina student experiences,
recent studies illustrate the there may be roles, expectations and support systems that
differ between the two genders. As summarized by Barajas and Pierce (2001) Latinas
may experience a tense campus climate as being a woman and as an ethnic student of
color.

Navigating the Institution
Most of the research described previously, discussed to some extent, the
support systems used by Latino students, given the institutional climate (Hernandez,
2000; Martinez Aleman, 2002; Schneider & Ward, 2003). This study provided an
assessment of factors that influence Latino student success.
Campus Resources. Awareness, accessibility and use of campus resources can be
beneficial to any and all students within the university setting. Several researchers
assessed the extent of the Latino student support system within the Latino student

39
community. Hurtado and Carter (1997) found that a visible presence on campus of the
Latino community is essential. In addition, Hurtado and colleagues (1996) found that
strong relationship included informal academic discussions with peers outside the
classroom, tutoring among peers, and informal conversations with faculty outside the
classroom. Membership in student organizations, such as social communities, either ethnic
based or university wide, the religious community and for second year students,
membership within a fraternity or sorority, also proved to be significant (1997).
As previously discussed, Hernandez (2000) found several themes that emerged
as factors in Latino student success. Some of those themes reflect on the students’
own navigating techniques on the university campus; Involvement as a way to break
down the environment, Co-Curricular, and Faculty and Staff (2002).
Latino organizations are also perceived as ‘safe spaces’ where relationships
can be developed with other successful Latino students (Barajas & Pierce 2001).
Mayo and colleagues’ (1995) research included student participants from
formalized campus programs. Interactions that had a significant contribution included
membership in student organizations and interaction with faculty and staff (1995).
Although students participated in various types of organizations, membership in
minority organizations, non-minority professional (discipline-based) organizations,
and non-minority fraternities and sororities had a significant impact. Other group
activities with less, but still significant effect included cultural and sporting
organizations (1995). The study found that Mexican-American students who
participated in formalized social integration activities achieved academically with a

40
higher grade point average. Researchers defined formal interactions as activities, such
as meeting with faculty outside the classroom, and participating in activities sponsored
by recognized entities of the university (1995).
Nontraditional students are located throughout the country and several
programs have been established to encourage engagement in order to properly
navigate the college campus. Wallace, Abel, & Ropers-Huilman (2000) conducted
research through a government funded, campus operated mentoring program. The
mentoring project was a service provided by the federally funded TRIO programs
(2000).
TRIO is a collective of several programs aimed at assisting low-income, first
generation, or students with disabilities achieve academic success with postsecondary
enrollment, retention and graduation (2000). The three programs that were part of the
study included Student Support Services, Educational Opportunity Center, and
Veterans Upward Bound (2000).
The mentoring was formally conducted through partnerships with staff and
faculty on campus, as well as through informal mentoring with TRIO program staff.
Wallace and colleagues’ (2000) findings contribute significantly to the discussion of
marginalized students at predominantly white institutions. Overall, the students expressed
appreciation towards their mentors for assisting them in understanding and navigating the
college or university (2000). Students who did not possess the cultural capital needed to
succeed in such institutions received guidance through opportunities and networking

41
offered through their mentors. In addition, they became connected to the campus and
found a sense of belonging and desire to persist and succeed (2000).
Familial Support. ‘It’s a family choice’ was best stated by a participant in
Barajas and Pierce (2001) study on Latinos going to college. The influence of the
family has long been a recognized by practitioners and researchers of Latino students
(Torres, 2004). Parents and family are aware of the rewards granted for those who earn an
American degree, yet they are concerned about the impact this will have on the expected
traditional roles of their children (Torres, 2004).
Nora and Cabrera’s (1996) study also concluded that minority students seek and
find support for college through ties with family and friends. Further, support from parents
played a strong role with regards to academic development, achievement and persistence.
Informal Networks. Latino and Latina students appear to develop a network
system that provides support towards creating a sense of belonging and persistence.
Researchers found a variety of techniques used by the students, when on-campus
resources and services are not available or when relying on culturally acceptable
habits.
Hernandez (2000) discussed the themes of Family, Friends, and Peers and
Latino Community on Campus. The participants stated there was a need to have the ability
to meet other students like themselves and in finding a niche within the Latino campus
community. By finding the niche, students become less alienated and socially isolated
(2000).
Hurtado and colleagues (1996) found variables that demonstrated importance
for first year transition of Latino students, including family support and friends for

42
socializing. In relation to the social adjustment, students found managing social
relationships to be most difficult. However, they also found that getting a support system
together was necessary, noting that support was most sought from other students, resident
advisors, friends, roommates and upper-class students (Hurtado et al., 1996).
Barajas and Pierce (2001) support this idea as well, stating that some Latino students may
experience prejudice and discrimination in a racially tense campus. They build their own
networks and support systems. They further argue within a gendered specific view which
“successful Latinas found ways to carve out safe spaces through their relationships with
other Latinas and to successfully construct paths through the predominantly white,
middle-class space of college” (Barajas & Pierce 2001, p. 864).
Martinez Aleman (2002) provided an explanation for institutional
environments. With this particular campus, it lacked enrollment for students of color,
and therefore the participants became socially isolated. Further, they had little
representation among faculty and staff. The campus culture was limited in providing
cognitive development on issues of race and ethnicity. As a result, women of color
created a network that was about learning, developing and persisting (2002).
Conclusion. Given the nature of the institutional environment, Latino and Latina
students will use resources available to them. For institutions that are more sensitive
to the Latino student, resources, services and individuals may be readily available
(Wolf-Wendel, 2000). However, for students within an institution with limited
resources for Latino students, successful students will develop their own informal
network of support (Barajas & Pierce, 2001; Martinez Aleman, 2002).

43
Conclusions
The three perspectives offered by the existing research can help describe the
strategies Latina and Latino students have on American college campuses. As ethnic
minority students attending institutions with strong, traditional white cultures, their
own perceptions might negatively affect their adjustment. However, the research also
illustrates that negative perceptions do not have a significant effect on withdrawal
from the institution (Nora & Cabrera, 1996). Based on the other perspective, Latina
and Latino students may have to navigate the structure of the institution in order to
gain a sense of belonging to the campus (Hurtado & Carter, 1996). In addition,
research specific to minority students also supports their ability to develop their own
support systems through ties with family and friends, both on and off campus
(Hernandez, 2000).
Implications
Hurtado and Carter (1997) conclude by suggesting further research on
students’ views as members in student organizations, both formal and informal peer
groups. Although their research may not fully explain retention and persistence, it will
give a better understanding of students’ sense of belonging. “An understanding of how
students resolve transitional dilemmas or students’ strategies for success, particularly
with regard to the challenges that students face in multiple communities that compose
racially-ethnically diverse environment” (1997, p. 340). In addition, Hurtado and
Carter (1997) suggest future research provide “an understanding of how students’
membership in various communities are related to conformity, cohesion (or

44
marginalization), and successful negotiation of the social and academic interactions in
college” (1997, p. 340). Finally, they suggest that additional research that investigates
how students view their own membership in informal peer groups is needed (1997).
Hernandez (2000) contributes significantly to the discussion of social integration
for Latinos in high education. The research is balanced between perceptions of the
environment and actions of the students. Further research is suggested for the theme
entitled I want to do it, and areas such as student- staff interactions, the role of the
institutional environment and the role of sub communities, such as the Latino student
community on campus (2000).
The findings of Martinez Aleman (2002) contributed a new topic of discussion not
found in any of the other articles, as it reflected on interviews with African American,
Asian American and Latina women with honest, direct, and thought-provoking dialog.
The researcher provided findings on factors associated with campus climate, the minority
college experience, and support systems (2002). She suggested future research consider
“how these sororial relationships are impacted by race and ethnicity on more diverse
campuses or on campuses with greater numbers of women of color” (2002, p. 149).
These implications support the attempts of this study. The quantitative research
presented in this review gives general ideas and implies further research be conducted on
specific factors that influence the Latino student experience, in order support the general
findings. Whereas the qualitative research presented does provide a student perspective, it
does not address the dynamics of the Latino student community found in California, a
state with a large percentage of Latino college enrollment. Therefore California
universities may not find practical implications applicable.

45

CHAPTER 3
RESEARCH METHODOLOGY

As discussed in the previous chapters, post secondary institutions from
throughout the United States are experiencing an increase in Latino student enrollment
(Brown, Santiago & Lopez, 2003; Torres, 2004). Although current literature presents
research findings of Latino student retention and provides an initial informed
understanding of Latino student issues, it does so in a fragmented way, focusing on
only one or two issues affecting the Latino student population. In addition, much of
the available data do not reflect the experiences of the academically successful student
population or an institution with a mid-size Latino student population. Furthermore,
campuses in California are experiencing a significant increase in Latino student
enrollment (WICHE, 2003; HACU, 2003), yet research on Latino undergraduate
students in California is not readily available. This case study attempts to provide data
for practitioners at California institutions on academically successful students. The
case study drew from the research conducted by Hurtado and Carter (1997) on ethnic
identity, campus climate and a student’s sense of belonging for students at various
institutions. In addition, Hernandez (2000) provides the qualitative examination for
ten Latino students at an east coast institution. This case study provides results from
interactions with successful Latino and Latina students who are completing or have

46
recently completed their undergraduate degree at a research based, selective, private
university in California.
The purpose of the study was to learn to what extent Latino students’
perceptions of campus climate affect the use or non-use of campus resources. In
addition, the study identified gender issues and explored their impact on the use or
non-use of campus resources. Finally, the study explored the extent to which Latino
students develop and use informal networks, given the campus climate. This chapter
includes the research questions and a description of the research methodology. The
latter portion of the chapter includes the sampling procedure and population,
instrumentation, and procedures for data collection and analysis.
A qualitative methodological approach was best suited for this study because
the purpose was to gain a better understanding of the Latina and Latino college
experience. The outcome was to learn about the college experience through interviews
with participants, observations of group settings, reading and analyzing participants’
written documents, and their demographic profile and information. Lincoln and Guba
(1985) encourage research with this purpose to take a naturalistic approach in the
participants’ own setting rather than be limited with quantitative data that can not
illustrate a holistic view. In addition, Hernandez (2002) and Torres (2004) support
qualitative approaches when exploring and understanding Latino students on issues of
college experiences and retention. The case study approach allows for the findings to
properly represent the participants of the study at this particular institution, and is not
meant to provide a general analysis of all Latino college students (Hernandez, 2002).

47

The Researcher
The role of case study researcher …is more complex. The researcher is the
primary ‘measuring instrument’ … (and) means that she carries out data
collection and becomes personally involved in the phenomenon being studied.
Thus, the researcher is likely to interact closely with participants, … and use
empathy and other psychological processes to grasp the meaning of the
phenomenon as it is experienced by individuals and groups in the setting (Gall,
Gall, & Borg, 2003, p. 445).

As a practitioner in the field of higher education, the researcher was interested
in the growing population of Latino students at selective American universities. As a
Latina herself and having worked with Latino students, she is aware of the cultural
differences that exist between the campus culture and Latin American customs and
behaviors. The researcher was interested in learning how Latino and Latina
undergraduate students perceive the campus climate and how they might use services
or develop their own systems that support their sense of belonging, persistence and
graduation from the university.
Lincoln and Guba (1985) explain the use of experts as the instrument, as a
benefit to the study. The researcher possesses experiential knowledge and an existing
understanding of the Latino student experience based on her personal and professional
experience. Through the course of data collection, the researcher, as the human
instrument utilized verbal techniques to request clarification and explanation, as
needed (1985). In addition, the participants felt comfortable with the researcher in so
much that when articulating experiences, some would choose to use Spanish language
words and clichés.

48
The researcher held biases as a first generation Latina who attended a private
institution for her undergraduate experience. Further, she is employed at the institution
where the research took place. Although no longer in the position, the researcher was
the administrator responsible for providing services to Latino students and currently
serves as co-advisor to the honor society. Although these factors brought forth a bias,
it also allowed qualities that assisted with the collection of valuable data. Participants
felt more comfortable in sharing experiences with an individual who reflected their
own background and who has served as an advocate. In some interviews the
participants used words or phrases in Spanish. In addition, although the researcher
once held employment working directly with the Latino student population, because of
the passage of time students participating in the study had limited prior contact with
the researcher. In addition, the personal and professional experience of the researcher
allowed for a better understanding of the institutional traditions and campus structure.
Torres (2004) shared a similar bias with her study’s participants and found that such
approach was necessary in order to explain the holistic experience of the Latino
students.
Situation Assessment
The institution is located in a large urban setting in California and adjacent to
many cultural and entertainment attractions. Students have vast amounts of
opportunities and resources available to them, both academically and socially. In
addition to formalized services offered by the institution, the university presents itself

49
with a diverse student body, representing ethnicities and nationalities from throughout
the world.
The student body collectively, is academically strong. Students are admitted
through a rigorous selective process. Over 31,000 students applied for admissions for
the fall 2005 entering class. The majority of applicants were denied admission
resulting in an enrolled class fewer than 2750 in fall 2005. The average graduating
high school grade point average, (not considering honors or advanced placement
points) was a 3.7 on a 4.0 scale. The average of the enrolled students scored between
1290- 1430 on the Scholastic Aptitude Test (SAT). Unfortunately, the data on students
transferring in from other institutions were not readily available (Guide to USC 2006-
07).
The ethnic breakdown for this same class was 50 percent Caucasian, 12
percent Hispanic, 22 percent Asian, 5 percent African American and 11 percent other.
The institution reported 8 percent of this class as international students (Guide to USC
2006-07, p. 137).
The university’s offerings appears to be as academically diverse as its student
body, boasting over 110 undergraduate majors that students can choose from,
including dual degree (bachelor and master degrees) programs found in several of the
specialized schools. In addition to strong academic programs, the institution
encourages students to cross disciplines with multiple majors and minors from
throughout the institution, in very different fields. At the close of each year

50
undergraduate students who did complete at least two academic programs (major and
or minor) are recognized and are able to receive a financial award.
Participants in this study appeared to be representative of the institution’s
programs. The twelve participants were completing twelve different majors and five
minors within five schools: communication, engineering, public policy and planning
development, theatre, and letters, arts and science. One of the participants was in a
dual degree program within the school of communication, completing her bachelor’s
and master’s degrees in a five-year program. In addition, two participants were
completing two majors each and a minor.

Participants
The selection of the participants was conducted in two stages to ensure a
homogenous sampling. The purpose of the homogenous sampling was to select
students with as much similarity as possible. The data collected represented the
experience of Latino students with these characteristics at this institution (Gall et al.,
2003). In order to participate in the study, participants had to have completed 36 units
of coursework at this institution achieved, a minimum cumulative grade point average
of 3.5, or be an inducted member of the campus based honor society for Latino
students, and have both parents of Latin American descent.
The researcher first secured permission from the Vice President of Student
Affairs and Enrollment Services in Spring 2006, to identify potential participants for
the study. When students apply to the university, they have the option of providing

51
their ethnic identification. This is the only opportunity students have to disclose their
identity on any official university document. This ethnic identity is shared with
university officials as deemed necessary. Self-identified undergraduate Latino
students, from all enrolled undergraduate students were selected based on criteria set
forth by the campus-based Latino honor society:
• Thirty-six units of coursework completed
• Cumulative grade point average of 3.5 or above for coursework
completed at this institution
• Latino Ethnic background, as self-identified on the admissions’
application
Once the students were identified, the Office of the Vice President for Student
Affairs, on behalf of the researcher, contacted all eligible students through electronic
mail (email). The Latino resource center also sent out a similar email to students
already holding membership in the campus-based Latino honor society. The initial
email contact included an introduction, purpose of the study and an invitation to
participate (see Appendix A).
It is important to note that in order to become a member in the honor society, a
cumulative grade point average of 3.5 is necessary. However, members do not need to
maintain a 3.5 over the course of their college career. Therefore, participants who
were selected because of their membership in the society, may have a grade point
average slightly below 3.5.

52
The Latino student population fluctuates annually, but has consistently
remained between 12-16 percent of the undergraduate population. The average
entering class has also maintained a Latino population between 13 and 15 percent.
In September 2006, all eligible students were invited to participate in the study.
A total of 186 students were invited through the email sent from the Office of the Vice
President. An additional 75 email invitations were sent to Latino honor society
members (some were duplicate names). The first invitations yielded 35 responses of
students interested in serving as participants. Unfortunately, additional information on
these students, such as gender, average grade point average, and class level, was not
available.
The researcher then conducted a second stage of selection (the second stage of
the selection process is further explained in the design section of this chapter) by
further ensuring that all criteria for the study were met. In order to maintain as much
of a homogenous sample population as possible, all participants were to have both
parents of Latino descent. Interested students were required to complete the
Participant Profile, which was emailed to them. The Participant Profile not only
provided additional information about the participant, it also ensured that participants
meet the criteria stated above. Participants had the opportunity to state ethnic identity
and parents’ descent, as well as respond to academic standing. Some students who had
demonstrated interest did not participate, as both their parents were not of Latin
American descent. Of the students who initially responded, five did not have both
parents of Latin American descent.

53
The remaining 30 students were eligible to participate in the study and were
invited to participate in the focus groups scheduled throughout the fall 2006 semester.
Of these initial invitations, eight students completely participated in the study during
the fall 2006 semester.
Table 3.1: Description of Interested Respondents
Total Responses in Fall 2006 35
Males 13
Females 22
Unable to Participate Due to:
Non-Latino Parent 5
Studying Abroad (Fall 2006) 5
___________________________________________________________
Participants in fall 2006 8
Males 6
Females 2

54
As recommended by Lincoln & Guba (1985), the researcher continued to
invite and interview students with the goal to cease interviewing when the data
gathered became redundant or all interested students who meet the criteria were
participants. A follow-up invitation was sent in the spring 2007 semester to members
of the Latino honor society, to the female students who had indicated an interest in the
study but did not attend a focus group during fall 2006, and students who had
demonstrated an interest but were studying abroad during the fall semester. Four
students responded to the follow-up invitation and agreed to participate, of which three
were females. As much of the information provided in the four interviews became
redundant, the researcher ceased soliciting further participants.
The study had a final total of 12 participants; 5 females and 7 males. In order
to ensure confidentiality, each participant was requested to select a pseudonym which
was used throughout the study. The participants represent the diversity of the Latino
student population at this institution; generation American, academic majors,
hometowns, and extra-curricular activities.

Design
The study was conducted through a case study, as participants were all located
within a specific institution, shared the same ethnic background and the outcomes
were to gain an understanding of their college experience. The data were collected
through interviews with participants, in addition to supplemental documents, the
Participant Profile and participants’ resume.

55
Questions for the focus group interview were first tested on a pilot focus group
made up of three current university students who are employed through a student
affairs department. The questions for the participant interview were taken directly
from Hernandez (2000). The researcher secured permission to use questions by Dr.
Hernandez on October 4, 2005. One question on gender was added by the researcher.
The three students who met during the pilot focus group were all Latino students; two
male and one female. One of the male students was a transfer student from a
community college and was commuting. Two of the students once lived in university
housing and currently lived off-campus within the surrounding community.
Pilot participants were asked to first interpret the question in order to ensure
they properly understood it. The researcher solicited feedback from the pilot
participants in order to ensure clarity in the questions. All three pilot participants
provided suggestions on revising two questions. In addition, the pilot participants
stressed the importance of clarifying that the questions pertained to academic and
social experiences, emphasis on the social. Suggestions were incorporated into the
final questions asked of the participants.

56
The participant interviews were originally scheduled to be held in a focus
group format, as the purpose was to bring together a group of participants who shared
a similar background and who could participate in a dialog that addressed their
experiences. The focus group format allows for interaction among the participants and
“stimulate them to state feelings, perceptions, and beliefs they would not express if
interviewed individually” (Gall et al., 2003, p. 238), which is appropriately suited for
this study. Due to the lack of participants, only two focus groups were held with only
five of the male participants engaged in the groups. All five females and the remaining
two male participants were interviewed individually. The researcher still followed the
focus group question protocol, but utilized a general interview guided approach with
developed open-ended questions that were used to begin a dialog and ensured a
conversation was guided appropriately. The researcher served as a facilitator of the
conversations to ensure that all issues in the questions were addressed, although not in
the same order (2003).

Procedures
Instrumentation
Participant Profile. In addition to the interview, participants were requested to
submit demographic information on the Participant Profile (Appendix B), which
requested information such as: 1)year in school, 2) campus resident/commuter, 3)
transfer student or university native, 4) first generation college student or not, 5)

57
family history and 5) hometown. Each participant was also requested to submit a
current resume.
Participant Resume. The resume was a critical tool for this particular study
because of the many implications it holds at this particular institution. Possession of a
current resume is part of the campus culture, as it is required for admission to the
university and for many formalized activities found throughout the campus. The
resume is a tool used by students to quickly illustrate who they are. Therefore the
researcher analyzed it for: 1) level of involvement on campus or off campus in
formalized activities, and 2) level of involvement within the Latino community.
Finally the resume represented who the student is or how he and she decided to
represent themselves through a written document. In order to ensure that data collected
from the resume were consistent, the researcher requested that participants use a
template offered through the career resources center on campus. Although the
researcher made the template available to all participants, all participants submitted
resumes already being utilized. Participants resumes are not enclosed in the appendix
due to the identifying information contained in them.
Participant Interview. The interview discussed the study’s questions in three
areas: 1) campus environment, 2) formal resources offered by the university that are
known to or have been utilized by the participant, and 3) personal relationships that
have been developed by the participant. As mentioned above, modifications were
made to Hernandez’ questions, as suggested by the pilot participants. Interview
questions (Appendix C) are provided.

58
Data Collection
Prior to any data collection, researcher ensured that participants consented to
freely participating in the study. Interaction with the participants was conducted in
three phases. Consent forms were emailed to the participants prior to scheduling the
interview and were made available on the day of the interview (Appendix D).
Interaction with the participants was conducted in three phases.
Phase 1 introduced the study to the interested students and solicited
participation and agreement. Interested students received a packet of information that
clearly described the study, the purpose, and requested permission for researcher to
use data gathered for final findings. In order to ensure the confidentiality of each
participants’ identity, participants were identified under a pseudonym. Upon
agreement to participate, participants were requested to select a pseudonym.
Participants were then invited to participate during one of the focus groups held during
the fall 2006 semester. Resume and Participant Profile, as collected on each
participant by the researcher, contained the pseudonym and not the real name of the
participant. Participants were also referred to as the pseudonym during the interview.
Phase 2 of the study was the interviews. Interviews with the participants were
conducted by the researcher. As briefly stated previously, the intent was to interview
the participants in a focus group format. Therefore the focus group dates and times
were scheduled as follows: a) in small group interview format to include two to five
participants, b) for approximately 60-90 minutes, and c) through gender-based
grouping. A total of six focus groups were originally scheduled to be held in an on-

59
campus private location. An additional three focus groups were scheduled during
November 2006, as requested by the female participants. As communication between
the participants and researcher increased, it became apparent that the maximum
amount of participants for each focus group would not exceed four. In addition, for a
few scheduled focus groups, only one participant arrived. Therefore the interview was
conducted individually. Interviews conducted in spring 2007 were done so
individually.
All interviews were audio recorded, with participants’ consent and transcribed
for accuracy. Interviews were held in a private location on the university campus and
took approximately 60 – 90 minutes to conduct. Participants had the convenience of
remaining on campus for the interview, within a comfortable setting. The transcripts
were reviewed and emerging themes were coded. Emerging themes corresponded to
the three areas as needed to answer the research questions: 1) campus environment, 2)
resources offered by the university that were or were not utilized by the participants,
3) participants’ identity, based on ethnicity and gender.
Phase 3 was member checking where the researcher met with a limited number
of participants to review themes emerging from interviews (Gall et al., 2003). Once
audio recordings were transcribed, the researcher reviewed and coded emerging
themes. All participants were invited to attend. The researcher presented emerging
themes with the purpose of checking for an understanding and clarity of the findings.
All participants were invited to the member checking meeting via email, which was
held on campus, at the same location where focus groups were held. A total of eight

60
participants responded to the invitation (with reservations or regrets), of which three
attended the member checking session.
In addition, the researcher held interviews with secondary sources, two staff
members within the division of Student Affairs, one staff member within an academic
unit and one faculty member. The purpose of these interviews was to confirm the data
gathered from the participants, through individuals who observe and work with
students on a regular basis. Individuals interviewed were those referred to by the
participants or individuals from offices and departments referred to by the participants
during the interviews. Individuals were contacted and invited to participate in
February 2007. Upon agreement, a convenient time was scheduled and a consented
audio recording of the interview was conducted. Questions asked of each individual
reflected specific issues raised by the student participants, in addition to the
individuals perceptions of the Latino student experience at this institution (Appendix E
and F).
Two individuals represented the academic aspect of the student experience.
One was a faculty member and director of the International Relations program. In
addition to providing testimony on the classroom experience, she was also able to
describe the resources and services available to all students. The second individual
serves as an administrator overseeing advisement and student support services with the
school of Communication. She too was able to share the academic experience and
relations with faculty, in addition to sharing her knowledge on the student life aspect
within this specific discipline.

61
Two staff members from the division of Student Affairs were also interviewed.
Both individuals are employed within two separate and distinct scholarship programs.
The first program is a student initiated scholarship program developed in the early
1970’s, designed to attract and support low-income, first generation college students.
In addition to a tuition-based scholarship, recipients receive advisement, academic
support and a full range of student support services. In return, recipients are to remain
active with community service projects. The second scholarship program is an alumni
sponsored scholarship for Latino students. Although not built into the scholarship
program, the staff members provide support and advisement to recipients and a sense
of community to all Latino students. Although not required, recipients are encouraged
to attend alumni networking activities.

Validity and Reliability
Triangulation involves several valid methods of data collection in order to ensure
reliability of the findings (Gall et al., 2003). The researcher ensured that the study’s
methodology included triangulation, as several methods of data collection were
implemented in order to ensure reliability of the findings.
Interviews from the participants were held, in addition to the Participant
Profile that included demographic information, and finally the participants’ resumes.
The three methods allowed for multiple measurements of variables. As items were
discussed in interviews and documented as data, similar items were then illustrated in
resumes and through the Participant Profiles.

62
Once the interviews were completed, transcribed, and analyzed the researcher
met again with some of the participants to ensure that data was gathered accurately.
Researcher presented analysis to participants so as to ensure interpretation. In addition,
the interview questions were developed and used in Hernandez (2000) and are replicas
with some slight modification to his questions.
The two other means of collection allowed for the validity and reliability of the
interviews. The supplemental data gathered, such as resume and Participant Profile,
provided credibility to information shared by the participants. During the interviews,
participants were asked to discuss involvement, resumes then supported those
statements made by participants.
Finally, the researcher met with four key stakeholders from throughout the
institution. Individuals interviewed were selected based on the data collected from the
participants. The interview questions used for the participants requested individuals or
offices that served as resources. Individuals or departments most commonly referred
to were interviewed by the researcher.

Data Analysis
Interviews were audio taped for accuracy. Once interviews were transcribed,
the researcher reviewed the transcripts for themes. Themes were then sorted to answer
the six exploratory questions; institutional environment, identity development (gender
and ethnic identity) and resources and support systems. In instances where a
participants’ response could be included in more than one theme, it was included in as

63
many themes as appropriate. The three general themes were then further analyzed and
a final category added based on Hurtado and Carter’s (1997) Final Model on Sense of
Belonging.
In addition, the data gathered from all sources was also analyzed for
assessment of the campus culture. Information provided by faculty and staff members
also corresponded to the information provided by the participants. Summary of the
analysis and implications are discussed in Chapter 9.

64
CHAPTER 4
FINDINGS
“. . . really just push myself at every possible point. I really…I mean, there really
were no fears to be quite honest. I was pretty focused, I knew what I wanted to do, and
I knew I really wanted to get that full undergraduate experience, so I just sought that
at every corner.” ~ Salvador

The Latina and Latino students who participated in this study provided data
that will allow practitioners in higher education to gain a better understanding about
the holistic experience of academically successful students. Through the study, twelve
students participated in focus groups and interviews. They offered information on their
academic programs, insight on their decisions, and shared their stories.
In order to better understand the findings, it is important to be familiar with the
university setting. The participants are academically strong students at an
academically selective, private, research-based institution. As described in Chapter 3,
the university is a large institution, located in a large urban environment. Due to the
size of the institution, many academic and support programs are offered, supported by
a variety of resources and activities.
Data collected from the interview were analyzed and coded by emerging
themes. However, it is important to note that all participants demonstrated a high
level of confidence. They expressed a strong sense of ethnic identity and high
academic abilities. Throughout the interviews, participants acknowledged their ethnic

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heritage and expressed a strong sense of pride for their history and story. Other
themes that emerged were:
• Perceptions of the Campus – The institutional culture through its history and
traditions set the environmental stage for the participants. However it was
personal interactions (positive and negative) with academic programs and
caliber and peers that influenced the personal experience for each student.
• Resources and Networks – Participants overwhelmingly acknowledged the
on-campus formalized resources available to them, but expressed mixed
reviews on usage. Participants also acknowledged, accepted, and admired the
Latino influence of the family and need for a support system. Many
participants also shared their utilization of the physical campus aesthetics
(building and areas) as a source of motivation. Finally, participants openly
discussed services and resources not used and answered the question “Why
not?”
• Identity and Gender Differences- Participants shared their personal stories
about family upbringing, social economic status, academic preparation and
how these factors influenced their experience at this institution. Additionally,
female participants, unlike the male participants, articulated their sense of
identity beyond ethnicity, and included gender. In addition, the data revealed
that female participants were more purposeful and intentional with decisions
and behaviors that may represent them as Latinas with a Purpose.

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• Sense of Belonging- The interviews revealed that based on the above
experiences, each participant then assessed the value of their membership to
the institution. Although participants may have had a negative incident, or
were not particularly satisfied with a specific aspect, their overall experiences
have been positive. All participants navigated resources, services and networks
in order to take ownership over their undergraduate education.
Each of these themes will be presented and further discussed in the following
four chapters of the findings.

Findings
The findings are based on data gathered from the interview, resumes, profiles
and faculty/staff interviews. The participants’ brief biographies are listed below in
order of alphabetized gender. The five female participants are listed, followed by the
seven male participants.
Angelica
Angelica was a senior majoring in Policy, Planning and Development with an
emphasis in Health Administration and a minor in the arts. Angelica was born in
Florida, but raised in southern California by her American born parents, both of
Mexican descent. Angelica is the first in her family to enroll in college and will be the
first to graduate. Angelica was active within the university community serving in a
variety of roles and positions. Her membership included student organizations such as
the marching band (silks), a Latina-based support organization, and leadership

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positions with a scholarship program of which she was a recipient. Angelica
maintained a 3.6 grade point average and intends on remaining at this institution for
her graduate program.
Cristina Garcia
Cristina was a third-year senior majoring in International Relations with a minor in
Spanish. Cristina was born and raised in the southern California area. Cristina’s father
was born in the United States and is of Mexican descent and her mother is an
immigrant from Mexico. Cristina and approximately 200 other students began at this
institution during the spring semester of their freshman year. Cristina has remained
active with her academic program and several other activities on campus. She studied
in Madrid, Spain for a semester, wrote for the student campus-newspaper, as well as
for her academic unit’s newspaper, and volunteered with a spring break program on an
out-of-state Navaho Nation reservation. Cristina has also been employed with an off-
campus, afterschool tutoring program at an elementary school with the local school
district.
Maria Lozano
The youngest participant, Maria was a sophomore majoring in Journalism and
International Relations. Maria was born and raised in a large northern California city.
Maria is the eldest daughter of Mexican immigrants, who are also alumni of this
institution. Maria was active with the communication school, where her journalism
program was housed. Maria is currently working on a documentary film on the
university’s greek community, of which she is not a member.

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Carmen Perez
Carmen was a senior and a double major in the social science field, with a minor in
Law and Society. Carmen was born in Mexico City, Mexico and came to the United
States, with her mother, during her childhood. She is the only child and commutes to
campus utilizing public transportation. Carmen was also the primary care taker for her
mother who was ill and requires some special attention and diet. While on campus,
when not in class or studying, Carmen maintained on-campus employment. During
this study, Carmen served as a tutor for student- athletes through the academic
services office within the athletic department. Carmen has been recognized on the
Dean’s list since her freshman year, and holds a 3.79 grade point average.
Candy White
Candy was a non-traditional student who transferred from a local community college.
Candy was born and raised in Mexico City and immigrated to the United States as a
young adult. Candy is married, has two children and commutes from another county
several times a week. Candy is majoring in communication and is enrolled in an
intensive “4 + 1” curriculum program where students will graduate with dual degrees,
a Bachelor and Master’s degree. Having professional experience prior to transferring
in, Candy maintained part-time professional employment within the public relations
field. While on campus, Candy was involved with communication-related activities,
specifically the Latino student organization, and the women in film organization.

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Mike Garcia
Mike was a senior graduating in the Engineering field and maintains a 3.68 grade
point average. Mike is from Texas and transferred from a large public institution in
Texas. Mike’s parents were born in the United States and earned their degrees from
Mexican institutions. Mike has remained active to varying degrees with the school of
engineering and within the engineering industry. His activities include membership
and leadership positions in engineering student organizations, research opportunities
and employment. Mike intends to pursue a Ph.D. in Engineering.
Pablo Gardea
Pablo was a senior majoring in a science field as a pre-med student, with a minor in
Philosophy. Pablo was born and raised in the southern California area. Pablo’s father,
of Mexican descent, was born in the United States, while his mother is an immigrant
from Mexico. Pablo has been involved with the Ballroom Dancing program while
here, is a member of an Inter-fraternity Council recognized Christian fraternity and
currently resides in a university owned fraternity house. Pablo’s volunteer experience
includes missionary work in Mexico and a patient-focused position at an area hospital.
Pablo intends on pursuing a career in medicine as a practicing physician.
Stephen L.
Steven was a junior majoring in International Relations and Public Policy and has
maintained a grade point average of a 3.9. Steven was born in central California but
was raised in Argentina. Both of Steven’s parents are Argentine. Steven has been
involved with academic endeavors and has held leadership positions on campus. He

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has been involved with directed research within his academic department and
presented at a conference for undergraduate research, serves in a leadership position
within a residential hall, and has been a volunteer with the American Red Cross since
2004.
Jorge Lopez
Jorge was a senior majoring in a science field as a pre-med student, with a minor in
Political Science. Jorge was born and raised in the southern California area. His
mother is a Mexican immigrant and his father is a Cuban refugee. Jorge has been
involved and held leadership position with the Latino-based pre-med student
organization and intends on attending medical school.
Aureliano Murrieta
Aureliano was a junior majoring in the Engineering field and Computer Science.
Aureliano was born in southern California, but raised in northern California. Aureliano
is the eldest child of Mexican immigrants. He is the first in his family (immediate and
extended) to enroll in college and anticipates to be the first to earn his degree. Since
arriving at the institution, Aureliano has lived in one of the university-owned, off
campus, apartment complexes. He was also employed within the retail industry, off-
campus, during his entire college career. He maintains a 3.65 grade point average and
intends on pursuing graduate studies within the field of engineering.
Daniel Ruiz
Daniel was a fifth year senior, double majoring in Communication and Chicano
Studies and minoring in Spanish. Daniel was born and raised in the southern

71
California area. Both of his parents are immigrants from Mexico and have obtained at
minimum their Bachelor degree. Daniel’s father graduated from this institution and his
younger sister is currently enrolled as well. Daniel has maintained a 3.60 grade point
average. His three page resume includes employment experiences within various
fields, such as the television industry, to positions with premier Latino political
organizations, such as MALDEF (Mexican American Legal and Defense Educational
Fund) and NALEO (National Association of Latino Elected Officials). Daniel intends
on attending law school.
Salvador
Salvador was a non-traditional student who transferred from a community college.
Salvador was born and raised in southern California to Mexican immigrants. The
eldest child, Salvador enlisted in the military upon his high school graduation. He
completed his tour of duty and while on the reserve was called to active duty and
served an additional tour in Iraq. Salvador was a senior majoring in Economics.
Salvador’s experiences during his college career have been extensive, including
membership in Latino based organizations, being a founding-chapter member of a
Latino fraternity and membership in one of the oldest male-based leadership
organizations on campus. Salvador’s college experiences also include spending a
semester studying in Spain and a summer as an intern with an investment firm in New
York. As an incoming student, Salvador secured scholarship funding and support
services through two established scholarship programs at the institution.

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Although this study seeks to answer six research questions, the findings are
presented in the following chapters through four thematic categories; Chapter 5:
Perceptions of the Campus, Chapter 6: Resources and Networks, Chapter 7: Identity
and Gender Differences, and Chapter 8: Sense of Belonging.

Overview of the Findings
The purpose of this study was to examine to what extent Latina and Latino
students’ perception of the campus climate affect the use or non-use of campus
resources, and to identify gender issues and assess their impact on usage or non-usage
of resources. Data was gathered via focus groups and interviews from twelve
academically successful undergraduate Latino students at a private, research
institution.
Through the data collected by this study, a better understanding of Latina and
Latino students was gained. Participants assessed their perceptions of the racial
climate and overall institutional culture through interactions with faculty, staff and
peers on campus. Institutional values were confirmed through participants’
experiences. In addition, the data collected through the focus groups and interviews
answered questions about on-campus resources utilized, the importance of
academically strong units and support systems, and provided a better understanding of
Latino students’ family network.
Data collected also provided a better understanding of the socio-economic
diversity of Latino student population, their acculturation to American culture, and

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their identity within the Latino community. The data illustrated that Latinas had dual
identity as ethnic women and consequently perceived themselves to be further
disadvantaged.
The interviews yielded a rich amount of information on the participants and
their life stories. For purposes of this study, only data pertaining specifically to the
research questions were included in the findings. Other themes that emerged included:
• attending a National Collegiate Athletic Association (NCAA)
competitive institution,
• contributing to the greater Latino community (off campus, political,
community outreach),
• Networks of Latino Community on campus (faculty, administrators,
staff, hospitality, housekeeping, service contractors) ,
• personal goals and purpose in life, and
• implications of institution’s geographical location
Chapter 9 will further outline the significance of this study, the concluding
findings, their implications for practitioners, and recommendations for future research.

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CHAPTER 5
FINDINGS: PERCEPTIONS OF THE CAMPUS
Findings in this section reflect the participants’ perceptions of the institution
and attempt to answer the first exploratory question: What are the Latino students’
perceptions of the campus climate? The findings include participants’ perceptions of
the institutional culture through the history and traditions, which sets the foundation
for the undergraduate experience at this particular institution. Participants also
revealed that their perceptions were based on personal interactions, both positive and
negative, with academic programs and caliber, and peers.

History and Traditions
In its publications, the institution boast of its history and traditions, yet all
participants articulated these histories and traditions through their own experiences
and reflected on how the institution’s mission touched them. Several participants
shared that the understanding was immediate, upon stepping onto the campus.
I got into Stanford and I was like, ‘I’m not going there.’ I came for my
scholarship interview … and I was just like, ‘This is amazing,’ and I knew I
wanted to come here. I loved it. Actually because it was a lot like my high
school in the sense of small campus, small community, very tight-knit …very
like prideful and a lot of traditions and it’s an old school and just the whole
idea of like the… family …and just like loyalty and tight-knit. That was I
guess the draw that…it was like, ‘OK, great, it has great academics,’ the great
draw for me was scholarship. The three things that Stanford was missing is,
one, being in a big city… it’s [this institution] famous for how integrated and
how positive a force it is…I mean, making the city better and just the
reputation it has for community service… community development, … the
second thing is it didn’t have my brother, my brother goes here and that’s

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family, and three, just again those values of tradition and loyalty and things
like that I think… they sold it to me… it has it - in terms of the loyalty…the
network and the… family. And all those sort of values together…together…I
don’t really know how to explain it (Stephen).

Aureliano was another student who was intending to attend another university
and came on to campus just to make sure he was making the right decision. He
changed his mind.
Well, I could tell you that walking down [main walkway] and looking sort of at
… Park where [Library] is, that’s when I sort of decided that this is where I
wanted to go. So as a freshman, that walk down there …it’s sort of like…it’s
just…I love the campus. I mean, I came on it…I had almost certainly decided
on UC [campus], but after coming here and seeing the campus, walking down
[main walkway], I was like, ‘OK, never mind. This is where I want to be,’ so it
had a big impact in that sense (Aureliano).

Participants, such as Salvador and Mike experienced the institutional history
through their interactions with others and involvement with traditional activities.
Salvador trusted a fellow Latino military acquaintance and joined one of the long-
standing male leadership groups on campus. Salvador touched on the importance of
trust for someone like himself, an example of the family community on campus and
used the opportunity to network.
I know this campus inside and out, not only because of the different classes
that I’ve taken, but as a member of the [student organization], they (the
organization), we’re very well-informed about the campus histories and
traditions, so that’s helped me really get familiar with this institution, which I
really appreciate … and I feel when I joined this organization, which is an all-
male organization, predominantly white males from very affluent backgrounds
or at least their parents are…you know, I sort of broke out of that and I kind of
tapped into this new world that helped me discover so many things that I
probably otherwise would have never known or discovered....we had that
connection we were both in the military, and so I liked him, I trusted him, and
I figured, ‘Well, if he’s doing it, I’ll look into it’ (Salvador).

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Mike sought out a large private university for the resources and found networking
opportunities as well, which then contributed back to his academic experience.
In terms of resources that they have out there, I did notice that due to the fact
that… this university is private, they do have a lot more equipment. A lot more
mobility and just overall a lot more school spirit, pride compared to the other
university I went to….[a] 4-yr public institution. So the difference between the
public and the private are definitely shown when you enter the university. In
terms of resources that they have for you. … And also in terms of networking
and alumni and the way that everyone presents themselves. It’s a lot different
in a private university than a public. Because in a private university the alum
are more present, they donate a lot more money and you have a lot more
network possibilities, extremely lot more network possibilities…. You
definitely see a lot more alumni, especially in Southern California region
where you network and you meet people you get contacts.

Academic Programs
Participants recognized that academic programs were also a reflection of the
institutions’ tradition. The academic caliber and prestige of the institution were other
factors that participants acknowledged. Participants viewed the academic caliber and
prestige as an asset of the university, thus an advantage to them as students. Maria
and Pablo were drawn to the institution because of its strong academic programs and
ties. Maria shared that her desire to attend this institution was because of the
academic program.
…so far I have really enjoyed my experience at [this institution]. I was
delighted to find out that I got into [this institution] and specifically the …
school of Communication. I’m a journalism student and I think that if I…if [it]
hadn’t been a part of the plan or if I hadn’t been interested in journalism, I
don’t know if I would have come… however, I’ve loved [school] and I’ve
loved [institution]… I really think that I was lucky because I had a direction, I
wanted to do journalism, this is one of the best journalism schools in the
country. . . and with all these amazing connections and networks and
resources… [school] really does that for its students. It really wants them to
feel special, to feel like they’re in this different group of students (Maria).

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As a pre-med student, Pablo tapped into a research program at a local public
hospital, offered to undergraduate students; an opportunity he believes was available
because of the ties between this institution and the county.
Participants were aware and appreciated the fact that the university draws
experts to the campus, whether that be as faculty members or as guests. Mike and
Aureliano, two participants in the engineering field were aware of the caliber of their
faculty members. Mike, a transfer student remained impressed with many aspects of
the engineering school, including the faculty. “He’s extremely well known in the
combustion field. He’s one of the leads in the combustion field. He’s an alternate, he
used to be an astronaut actually, an alternate astronaut and he’s an incredibly
intelligent individual” (Mike).
Aureliano, who is studying computer science, shared that regardless of their
professional accomplishments, expert faculty members were approachable.
… there’s like some pretty big shots. I know one guy in our computer science
department, he was one of the three guys who pretty much invented…like
internet security, like encryption, back in the ‘70s, so this guy is like the basis
of all internet security, him and two others, and he’s here and I’m taking a
class with him. It was…needless to say, a little intimidating at first, this guy’s
a big deal, and I mean, he’s very friendly, which I guess sort of makes it easy
to talk to him, but initially, you just gotta get over that fact that … they did
something.

Although academic units may be set up differently, participants such as Maria,
a journalism major and Candy, a communication major also found that their academic
programs encouraged and gave students access to experts in the field. Such
opportunities encouraged students to build relationships with the programs while
providing access to experts in the field. Through the interview with a staff member at

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the school of Communication, the staff member shared that the dean of the
Communication school, a well known and respected leader in the field of
communication taps into his network of colleagues by bringing them onto campus to
facilitate interactions with students. Maria shared that she attends “these open forums
with journalists or people from the media in all different realms that are just
fascinating and you go and you get a free lunch and you…it’s amazing that you can do
that just in-between your classes, just as a student to be able to take advantage of that.”
Candy, a non-traditional student also enjoyed participating in the activities, such as the
readings, lectures and special guest appearances with the Communication school.
Cristina shared an experience that illustrated that the institution carries prestige
and credibility beyond the classroom or academic settings, and into all programs of the
university.
[The university] just offers the opportunity to meet with different people. I
mean, like I said, international students, people from different parts of the
country, prestigious institutions…or organizations come here … and where
else would I be able to meet such prestigious organizations except on campus
… because [it] is a pretty well-recognized school and it’s amazing the
professors that you met, like where they’ve been, what kind of backgrounds
they come from. You know, it’s like … my parents are just impressed by the
fact that…like for example, with the Latino honor society inauguration,
Escador…he’s the son of a former Mexican consulate general … and so like
my mom and my aunt were just honored to be in his presence and it’s like even
they kind of live vicariously through me just because these are people that I’m
surrounded by (Cristina).

Academic Caliber
The academic caliber of the institution influenced the participants’ perceptions of their
peers inside the classroom, as well as the level of expectation placed on students. Ten

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of the twelve participants commented on the implications of being at a selective
institution.
Salvador, an older transfer student was aware of the academic caliber of his
peers and was prepared for that.
I understood the importance of academics and knew that coming into this
institution it would have to be even more important because of the difficulty
and it’s just a different level compared to community college. I knew coming
into [this institution] that everybody else was that valedictorian, was that top
student at their respective high school or community college or other
institution they transferred from. So I knew I was going to be among the best,
but I wasn’t just happy with being a part of that, I wanted to be the best along
with the best.

In addition, other participants discussed that the academic expectations of the
classroom and coursework were a challenge, as described below. They believed they
arrived at the institution academically prepared, but were challenged by the rigor.
… just kind of like the Honors [program] general education, yeah, and they
are beasts and you have like a book a week and I just took it because I wanted
to challenge myself. You know, I was all…before I came to [this institution], I
was like, ‘Yeah, I’m going to challenge myself and take hard classes and…,’
yeah it ended up kind of kicking my butt, but I’m glad I did it… (Jorge).

I felt I was on top of the world and coming here…needless to say, reality hit
me like a brick wall because…the fact that I was not ready for the college
course load, I was overly confident in my abilities.…yeah, my first semester
was definitely a tough one (Aureliano).

Academically, you definitely feel challenged.… The first semester was very
overwhelming and it’s just difficult….so I definitely felt that they had prepared
me, but [this institution] was still really, really challenging (Cristina).

It’s overwhelming … especially in the major I’ve just added … it’s theory. So
it’s very difficult and I have a bunch of reading for other classes which are
aren’t that difficult, but it’s just that sometimes I feel like I’m running out of
time. Like there’s not time. Sometimes I don’t even eat because I have to read.
I finish really late…it’s not difficult for me to understand the actual reading,
it’s the amount of reading … Like I understand this is college, but I don’t think

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they realize what they’re doing when they schedule things. They think
it’s…they think their class is the most important and I understand that, but they
need to take consideration of the other classes we have because it’s just like
their class can fill up a whole week for me, just one class of reading, so that’s
not good (Carmen).

Mike, Cristina and Pablo also discussed the peer competition that they
encountered.
… a smaller fish in a larger pond and in that sense…yeah, I was a little
intimidated by having…like in high school, I was one of the smarter kids and
now I came into college…. I guess overall I did succeed academically, but I
was surrounded by very intelligent people and I was a little intimidated by
that… (Cristina).

So after coming here my sophomore year I did notice that academically there
was more competition. In terms of workpace it was the same, it was just the
competition that changed…. Since this is a high ranking university the
competition increases. So instead of becoming, you know, this star, the person
who stands out, you become more the norm. I did notice that in terms of
workwise, it’s harder for you to stand out because you have to put a lot more
effort (Mike).

… coming here you meet a lot of smart people and that’s pretty cool. Like a lot
of the student body and stuff like that cause I know a lot of people that are here
were like valedictorian, salutatorians from their high school. And they used to
be like more or less…like one of the smarter people… coming here is just like
oh, everyone here’s like that. And that’s a really humbling experience…. a
very academically challenging environment and I think a lot of people are
really, really smart…. It’s a very humbling experience for a lot of people…
(Pablo).

Perceptions Among Peers
Participants were asked to touch on the campus climate and environment.
Their responses reflect their perceptions of the campus racial climate among their
peers. Generally, all participants acknowledged that currently they feel the campus
climate is positive and welcoming. However, as described below, the positive

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welcoming environment was not seen at the beginning of their academic career, but
instead was a process that had to be worked through. Salvador and Angelica shared
their first impressions of the campus environment and their current sense of the
campus environment.
You know, it was very apparent for me the moment I walked on to this
campus that I was not like most people… whether it be culturally, ethnically,
economically, you name it… I knew that there was definitely something
different about me… I also have a few times felt that maybe…felt out of place,
if that’s the right way to put it. I felt out of place (Salvador).

Angelica shared her impressions as well,
… first week of campus coming on, I just…I mean, my school was mixed
cultures, but coming to [this institution] and it was just predominantly white, as
well…you know, there’s Asian and then Indians, but definitely a minority,
we’re definitely a Hispanic minority, and to not see that comfort level totally
threw me off … but when you’re on the Latino floors it’s kind of like a place
to come back home…. I love [this institution] (Angelica).

The perception among peers went beyond the classroom and into the general climate
of the institution. Participants acknowledged that the institution in general was diverse
in terms of racial demography and that they appreciated the diversity in a variety of
settings. Cristina and Daniel shared the benefits of being at a diverse university, both
inside the classroom and within the social settings. “.. so many international students
or so many people from different parts of the country where it’s just like you never
knew these worlds existed until you come here” (Cristina). Daniel shared a similar
experience “… when you have different races or ethnicities or other, I guess ethnically
diverse -- I don’t know how to put it, but when you have like, different mix, you learn
a lot of different things and perspectives especially with geographical differences like
the way somebody views something from New York, or the mid west, or you have

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people that are coming from states that you never knew anybody from, like Iowa. So
it’s just fun to see what they have to say … Like it’s just also interesting to see like
when we’re bundled up here in California, it’s 60 degrees and they’re coming to class
wearing shorts and flip-flops.” Mike, the only out-of-state participant, spoke most
extensively on this issue.
I mean its predominantly students who come from various backgrounds,
various stories,…it’s such a diverse aspect when you come to a university like
this… this university is extremely more diverse than other universities. Just for
the simple fact that geographically…It’s diverse to begin with, than other
universities… The acceptance rate is very diverse. I’ve met a whole wide
variety of individuals you know from, coming from Hawaii, coming from
northern California, from Texas, from the East Coast. You know all these
places, and… its fun to meet their personalities. You learn a lot about
individuals and I just, I enjoy that a lot because everyone has, I guess, a diverse
aspect of themselves and I really appreciate just sitting there and having a
conversation with somebody who shares a different life experience, grew up in
a different you know, culture. Grew up in a different location and I don’t
know, I like that. I definitely like that about coming to a university like this
(Mike).

However diverse the student population may be, participants clearly articulated
that the campus is perceived as a white culture institution. Although Daniel had
attended predominantly white schools all his life, his friends had not. “I know friends
that went to a school that was 99% Hispanic and they have some trouble adjusting
here. They say quote, unquote ‘I’ve never been to school with white people before’.”
For other participants, such as Carmen and Cristina, the perception also included
socio-economic status. “My experiences have been overall pretty good. Socially I have
to say is a little less good than academically, because I am Latina and the majority of
the population here is white and we come from very different backgrounds. A lot of
them tend to be from a, I guess, a higher class than me” (Carmen).

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Cristina also experienced the unsettling feeling of the difference in socio-
economics,
some of the people that I’ve met that kind of gotten me sometimes annoyed are
just some of the really rich kids, who I don’t think have a concept of reality,
but other than that…I mean, they’re in their own little world, not in mine, so
they don’t really bother me (Cristina).

Perceptions of the Greek-Letter Community
Cristina further adds the cultural differences and defines the institutional greek
letter system (fraternity and sorority), in terms of race and wealth. While living in
university housing, Cristina had a difficult transition period.
This is kind of where the cultural difference comes in because…the majority of
them happened to be Caucasian or…I mean, there are some stereotypes to like
the sorority girls and the majority of the people that I lived with that semester
happened to join sororities the following year, so I think there was definitely
more of…on my part, I think I was a little more closed-minded at the time too,
but at the same time, I really didn’t find anything that we shared in common…
I felt like an outcast because of my ethnicity (Cristina).

Several participants provided their opinions and shared their experiences with
the institution’s greek letter system. Although participants spoke on the fraternity and
sororities, only four participants, Pablo, Salvador, Angelica, and Cristina were able to
speak from a membership perspective. Whereas Pablo joined a mainstream Christian
fraternity, Salvador holds membership in a Latino-based fraternity, which is not
recognized by the Inter-fraternity Council. Angelica and Cristina began the rush
process for a sorority but neither were members of a sorority. Angelica rushed the
Pan-hellenic sororities as a junior and did not receive a final bid, whereas Cristina
began the rush process for a multi-cultural sorority, but decided to not complete the

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process due to time constraints. Maria was the final participant who held strong
opinions of the greek system.
I disagree highly with the sorority and fraternity system and how big a part it is
of [this institution’s] life. I never wanted to rush for a sorority. I never really
considered it…I mean, I got…I was curious enough to maybe think, ‘Well,
maybe just to try and see what it’s like’ but not serious enough to really do that
and I just think it’s…I really don’t like that when people think of [this
institution], they think of football and they think of the Greek system or just a
party school in general. I mean, there are definitely people that party here that
are not in the Greek system, people in the Greek system, right, but it’s just like
I’m a [university] student and I’m so proud of being a [university] student, but
I’m so ashamed of this aspect that why do they get to be the representatives…
maybe not the dominant, but certainly a huge part of it, because they’re the
minority when you think about it. They’re only 15 or 20 percent … but
culturally and stereotypically and generalizations, they’re a huge part of this
campus and this institution and I don’t understand how an institution that is
getting…is really lifting its reputation and really coming out of this great
research university can put their name and their label on this Greek system and
support it and fund it … (Maria).

Angelica shared her experience from rushing the sorority system at the
institution. She initially thought of rushing a mainstream sorority in an effort to
explore her options, and not remain only within the Latino student community. The
experience proved to be a learning experience for herself as a Latina and about social
communities.
I have a lot of friends in the different sororities and stuff, I want to see what
this is all about, this whole rushing thing, you know, and I did, I rushed…and
definitely by far I was a minority - minority in the sense that it’s definitely
predominantly white, definitely. I mean, there’s a couple of token African
American, Hispanics, you know, and I really wanted to see how I would feel
and see how…if my perspective and my way of thinking of how sometimes
we’re hurting…maybe hurting ourselves a little bit if we’re just going to stick
together, whereas if we kind of open up and spread out ourselves, if that would
be better. So I wanted to spread myself out. However, it definitely was a
daunting experience and it definitely was like, ‘My God, where are my Latina
sisters? I need my people’ you know, and it was definitely like … I understand
why we just kind of automatically revert to each other because we understand

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each other.… A lot of the rich white girls…I mean, one of these typical…and
it’s funny because that’s not how it is in other places. Like I went to
UC[campus] sororities and stuff and there’s definitely more culture there. I’ve
been to…I think it was like [Cal State campus]…different chapters at different
schools and by far, here at [this institution], it’s definitely like…when people
say typical sorority white rich girls that’s how it was. You know, the blond
skinny girls, and I’m like, ‘Wow, here I am completely opposite. I have curves,
I have -wow! And I’m loud and I’m totally not like the culture here. I’m
different, you know,’ so walking in, I definitely felt different,… I’d say, ‘Oh,
my name is Angelica, nice to meet you… yeah, I’m involved in --,’ ‘Oh,
what’s that?...Oh, a Chicano program…Oh, OK.’ But it’s just basically
because I’d have to be constantly explaining…. If I have to explain myself
right now, how is it going to be when I’m in…it’s supposed to be a sisterhood
and they don’t even know what I’m doing or understand where I’m coming
from,…so I did really feel out of place, but I wanted to try it out and I made it
to the last day…. Sunday morning…at 6:30 in the morning I got a call saying,
‘Unfortunately, we can’t accept you because -- or you’re not getting a bid
because of the fact that there’s so many’ -- like one of the record-breaking girls
rushing and they had told me that being a junior … I would only have two
years where they would want to have… the four years. They would rather have
a freshman over a junior, so that’s what they blamed it on or they told me….
At this point, I wasn’t even sure if I wanted to really go into it anyway.

Angelica acknowledged that she rushed the sororities late in her academic
career and that was a reason she did not receive a bid from certain sorority chapters.
However, Pablo rushed and joined a fraternity earlier in his undergraduate career. At
the time of Pablo’s pledging process, the chapter did not have a residence on campus.
It was during Pablo’s junior year that the chapter earned a house, Pablo moved in and
began to identify some concerns.
The chapter house was located on the street where approximately 20 other
fraternity and sorority houses are located. Some houses were owned by the university
and leased out to the chapters, whereas other properties are owned and managed by the
national organizations. Pablo’s fraternity is fairly new to the university and recently
earned the privilege of leasing a university-owned house.

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… so we got that for a couple of years and that’s definitely not very minority
centered… everyone’s from Orange County . . . So it’s very different than
where I’m use to…. White people, you know? I’ve seen a lot of, sort of racism
there. Especially in my fraternity too… I don’t really see eye to eye, socially or
politically, economically or anything. That’s hard. With most of the guys from
my fraternity I’m considered the crazy lib and its kind of joking, but
sometimes not, you know. So you definitely feel that disconnection there
(Pablo).

Conclusion
The data gathered from the focus groups and interviews illustrate that the
institutional history and values are experienced by the participants, whether through
the campus atmosphere and/or through interactions with other individuals. However,
the perception of the campus environment with certain peer groups does not appear to
be as positive as perceptions of the campus in general. The interactions these Latino
students experienced with some peers, specifically the student greek-letter community
have not been as pleasant.

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CHAPTER 6
FINDINGS: RESOURCES AND NETWORKS

This chapter addressed the findings for three exploratory questions: What
resources are Latino students using? Why? What resources are Latino students not
using? Why? and what are students’ informal networks. Who do Latino students use
as resources and for what purposes? Students identified resources utilized and
articulated benefits or provided a rationale on level of importance. Participants
overwhelmingly acknowledged the on-campus formalized resources available to them.
Some activities were found within Student Affairs departments, student organizations
and academic support services. Students also articulated which programs and services
were not useful or programs that were not beneficial. Participants also acknowledged,
accepted and admired the Latino influence of the family and the need for an informal
network. These networks were support systems consisting of peers, faculty and staff
from throughout the institution. Many participants also shared their utilization of the
physical campus aesthetics (buildings and areas) as a source of support. Finally,
participants openly discussed services and resources not used and answered the
question “Why not?”

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On Campus Formalized Resources
The participants were able to articulate their knowledge of on campus
formalized resources, services and activities they tapped into, and to a certain extent
those they did not tap into. It was apparent that participants tried a variety of services
and activities, including organizations, until their niche was found.
During the interview Daniel reflected on his experiences and quickly
articulated the process he experienced.
I see there’s a lot of stuff out there and you can pretty much find all the help
you need. You just have to take that extra step. Find out where it’s at. I now
take pride in the fact that I can pretty much go a whole semester without
paying for a photocopy. I know the tricks, there’s help where ever I need it.
Gained a good relationship with a professor . . . just things like that. I built a
pretty good social network, in terms of friends. I’ve enjoyed myself very much
here. Significantly it’s been a great experience (Daniel).

Angelica got the initial support through the Latino community and three
Student Affairs’ departments, one scholarship program for at risk students, another
scholarship program through the Latino alumni organization, and the Chicano resource
center . The scholarship programs were a base, a foundation, whereas the Latino
resource center launched her. Her experience as a resident on the Latino floors, a
transitional residential program, also eased the challenges of the first year.
… it’s definitely the mixture, like the school puts it out there or [Latino
resource center] puts it out there, but if the student’s not taking it…you know,
you can only do so much and I feel that we do have a strong Latino-centered
community here and I do feel like there’s a lot of stuff … and [Latino resource
center] gives you the option…however much you want to participate… if you
want to be that Viva La Raza that does go and protest stuff, it’s there, you can
do that. Or if you just want to come to a weekly meeting with your Latina girls,
you want to be whatever, it’s also there, you know…. I feel…the unity is here,
it’s here and it definitely has provided many opportunities for me to get back to
where I needed to be or to just feel a comfort level of, ‘Oh, my God, yeah,

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there are people who are like me here that care about me and that want to see
me succeed’, so I’m OK. Sometimes you just need to check in .… and that’s
what I felt…Wow! That’s pretty amazing that there’s this place where you can
check in and really get that support that you need and then get better and then
move on. (Angelica)

Salvador, a transfer student from a local community college was admitted to
the university on a specially funded scholarship program. In addition to funds,
recipients receive academic support and student support services. Angelica was also a
participant of this program. Both students found the support offered by the
scholarship program to be invaluable. For Salvador, this program was his base.
I tried to really tap into all my resources and…a big help…was the …
scholarship I’m a part of. They really set the groundwork for me through
workshops, mentoring, just tapping me into those resources that allowed me to
be successful academically. So my first semester here, academics was number
one. They always said that first semesters are the toughest, so I spent countless
hours in the library just focusing on academics and balancing that time with
organizational involvement and social interactions, which the two kind of
come together at times, you know being in organizations and being social, but
academics was number one. So I did join maybe one or two organizations. I
really wasn’t too involved (Salvador).

Stephen was another participant that quickly found his niche at the institution.
Stephen has tapped into a variety of departments within the division of Student
Affairs. He has been active with intramural sports, volunteer programs and as a
resident advisor.
I’ve had a very, very good college experience, both academically and socially.
I’ve been very successful academically and I’m very involved in organizations
and sports and I have a lot of friends and just really enjoying it here. Regarding
specific services that…or resources I might have touched on, just academic
support, advising in the department, and then I’m a Resident Advisor, so I’m
very involved in Campus Life and all the resources they have to offer because
obviously I have to be able to recommend them to freshmen and…I don’t
necessarily use them, but I know of them and just very involved in Campus
Life and it’s very good, it’s really positive, and I enjoy it (Stephen).

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These Student Affairs departments were not the base for all participants; other
participants used minimal resources from them or tapped into other departments.
I come here [Latino resource center] for different organizational meetings and
such (Daniel).

[Chicano resource center] for my CHE meetings and I use the volunteer center
a lot (Jorge).

I would be either at[scholarship program]… they provide us with computers
and a little couch and a little table…lounge, you know, and that’s where I
would go to use the computer (Angelica).

I’ve just taken so much advantage of the free events on campus, just all of
these amazing things that [Communication school] does on its own or the [arts
and culture] programs that have gone…and just taking advantage of all the
wonderful people that come to campus. I mean, high profile people (Maria).

Student Organizations and Activities
Many of the participants joined student organizations or became involved in
student activities for a variety of reasons. For some, such as Aureliano, the
involvement was within an academic related organization that would provide a
balance to his academic courseload. Aureliano joined the local chapter of the Society
of Hispanic Professional Engineers.
Mainly just so I wouldn’t get…you know, so I wouldn’t get completely
sucked into my academics, so I’ve always had that there. Although sometimes
I haven’t been as active in it, it’s something that I know I can rely on to sort
of…you know, a semi-social activity. We have meetings every other week, so
that’s something I can go to and talk to other people who are…engineers of
different majors to see what’s going on. . . it was the first one that I realized,
‘OK, I could join this one’.

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For others such as Pablo, the involvement really led to self development.
Pablo shared that he had been involved with piano during his upbringing. He ventured
out while here and joined a dancing group.
Ballroom dancing. That’s where I started dancing, so that was my light. That’s
where it started. Freshman year was great, sophomore year sucked, junior year
was good, and senior year is going great. So basically sophomore was bad….
It’s a good social community…. And I came here, I saw dance and I was like
‘oh it’s like piano, but like for your body.’ It was really cool. A lot of like the
music theory that I had in high school and through piano, I definitely use in
dance right now. I hear phrases and I know musical structure. That stuff
definitely helps with dance and tango’s just so cool. So I really like that
(Pablo).

The student organizations or student-based activities that the participants were
involved with were based on a variety of themes: Academic Discipline, Gender
Specific, General, and Latino based. Participants engaged at varying levels in over 35
student organizations and activities.
Stephen touched on the experience of holding a leadership position, such as
Resident Advisor (RA) and the impact on fellow students.
Last year I was at [residential hall] and this year I’m the academic coordinator
and I’m an RA at [freshmen residential hall].… as an RA and academic
coordinator, it’s almost…I guess it’s one of the things about being a teacher or
if you do want to teach eventually -- is a lot of people…like my residents from
last year, I’ll run into them again and they’ll just like come screaming from
like 50 feet away, ‘Stephen, I was with you….thank you so much. We had a
great freshman year thanks to you. Like I’ve met other people who’ve had a
horrible…’ like almost they didn’t know how good they had it until they left
and then now…I mean, now I know I had such a big impact in their lives and
whatnot and I really helped them (Stephen).

Angelica was also involved in some general organizations and activities, of which the
marching band has also served as a support base. “I am in band, I do color guard, I
practice…Tuesday, Thursday, Friday, and on Saturday mornings, so I’m there

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probably like 20 hours a week. The band and stuff and they have a little lounge area
for us too.” Cristina was having a difficult transition phase and found her involvement
with student activities to be the factor that helped her fit in.
I wrote for the [campus newspaper] and I just started to get more involved with
the community…I mean, with the [university] community, and then my grades
also…I just felt much more comfortable with the workload. That was
sophomore year.… I continued just getting involved with like Alternative
Spring Break, the Latino honor society, [Latino] alumni [group]. …
Alternative Spring Break, I met a lot of really nice people and I’ve always been
welcomed back. I met some nice people through the [campus newspaper]
(Cristina).

Membership in student organizations based on academic discipline was seen
on every participant’s resume or shared in the interview, as illustrated in Table 6.1.
The reasons for joining such organizations were developmental in nature; career
development, networking and academic enrichment. Angelica shared that she joined
an organization without having an academic interest. “I took that initiative and that I
went to seek help and support groups… I was in SHPE. I was not an engineering
major.… I mean, yes, granted, my ex-boyfriend, at the time he was in there, so it was
kind of like, OK…. I went to Las Vegas on a conference with them. I totally was not
engineering.”

Table 6.1: Student Organizations and Activities: Academic Discipline
Based on Academic Discipline
[Communication School] Student Latino Association*
Alpha Lambda Delta Honor Society
American Society of Mechanical Engineer
Blackstonians Pre-Law
Free Culture*
Graduate Communication Association

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Table 6.1: Continued
International Relations Student Association
International Relations Teaching Program
International Students Newspaper
Latino Pre-Law Society
Latino Student Business Association*
Peace and Conflict Scholars Club*
Public Relations Student Association
Public, Policy and Development Association
Society for Hispanic Professional Engineers*
Student Health Council*
TV News Program
Women in Film
*leadership position held

Aureliano also joined the local chapter of the Society of Professional Hispanic
Engineers as a social outlet,
I’ve tried to stay active in activities like SHPE—Society of Hispanic
Professional Engineers. I recently joined the Eta Kappa Nu, which is the honor
society for computer and electrical engineers, and I’m just trying to get more
involved, get more of a social aspect out of my college career because so far,
it’s all been mainly work and from what I understand, part of the college
experience…you know, the social aspect, which I to this point, haven’t had
much experience with.

Whereas, Mike joined the same organization for its networking opportunities and
leadership development, “I definitely tapped into those network possibilities. In terms
of taking leadership roles, being president of different societies, for instance being
active member of the Society of Hispanic Professional Engineers.”
A few participants were involved with gender specific student organizations.
Either through traditional fraternal organizations or within the Latina/o community.
I was a chartering member of La Unidad Latina, Lambda Upsilon Lambda
Fraternity, Incorporated. I’m its first chapter president and along with nine

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other Latino males, I was able to found it on this campus, which is actually the
first chapter…on the entire West Coast region, so we’re trying to blaze a trail
really for the entire fraternity by being out here on the West Coast for the first
time through this organization. I’ve been…I’m a member of the [male
leadership], which is an all-male honor society on campus that has been around
for 80 plus years and I’ve served on chair positions in that organization
(Salvador).

Nine participants’ resumes listed a Latino based activity or organization,
making it very clear to the reader that there was some level of involvement with the
Latino community.
Table 6.2 : Student Organizations and Activities: Latino Base
Latino Base Organizations
Chicanos for Progressive Education*
Chicanos in Health Education
Hermanos Unidos
Lambda Upsilon Lambda Latino Fraternity*
Latino Floors
Latino Pre-Law Society
Latino Student Assembly*
Latina/o Student Assembly
Nuestra Alma Latina
*leadership position held

Jorge shared his involvement and observations made “I was in Latino Student
[umbrella organization] two years ago and yeah… everyone really enjoyed it…it was
like a tight-knit community. It was like the big LBSA-Latino Business Student
Association, those huge organizations that a lot of Latinos go into and it makes them
feel welcomed.”
The Latino-base student organizations also provided opportunities for the
participants to feel that they could contribute back to their Latino community. An
aspect of Chicanos for Health Education is that members go to Mexico to assist the

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indigenous population with health needs. In addition, groups such as the Latino
Business Student Association and Chicanos for Progressive Education bring Latino
high school students onto campus to provide educational outreach and motivation.

Academic Support Services
Although students were clearly interested in joining academically based
student organizations, they also relied heavily on the structure of academic programs
and services offered through the academic units.
A few participants indicated that the academic support they sought provided
them the transitional support needed to feel academically stable. Salvador made a
conscious decision to ensure his academic stability, “I sought all the resources possible
to improve myself academically, whether it be tutoring service, office hours with
professors…” Pablo, as a science major utilized a much more structured service,
Supplemental Instruction (SI). This program is a structured study group with
upperclass students serving as facilitators and tutor role. Participating students
register for the free supplemental instruction and attend sessions throughout the
semester with a corresponding course.
SI’s great. I thought that was like really cool for a lot of the science courses we
have here they have the SI leaders and like this is first time I’m taking a
science course without an SI leader and I’m actually a little scared. Because I
was like ‘I don’t know how I’m going to study for this test without SI?’ But it
turned out that everyone doesn’t know how to study without SI. So it’s a little
easier because the competition, it’s easier to do well because it’s easier for
people to do bad because there’s no SI. So that was kind of cool (Pablo).

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A few other participants discussed the value of taking advantage of academic
programs available, which provided them the experience a new aspect of academia.
For Cristina and Salvador that was the ability to experience studying abroad in
Madrid, Spain.
I went to Madrid, Spain… and that had to be - oh, it was probably – those were
the happiest days of my life. It was just a really great experience.
Academically, I learned so much and it was something that I enjoyed, which is
Spanish and international relations at the same time, but you learned about just
the different aspects and you really…or I really learned about just what life is
like in a different country, kind of questioned my values as an American, my
values as a Mexican American. I mean, my Senora, she…like I felt just
automatically because they knew my last name was Garcia, they were a lot
nicer to me and so that…it was kind of like a contrast because the semester
before, I felt like an outcast because of my ethnicity and then a semester later,
it’s like I began to reevaluate that, that concept, and I probably felt like a
lot…like really proud because of the certain advantages or the certain
experiences that I was able to have because I was Mexican American, and I
just…I mean, over there, there’s just traveling, everything…I mean, my mom
went to go visit me and it’s like, you know, this is the American dream, like
we...yeah, I guess we’re basically using loans to have this opportunity, but still
I was able to study abroad and take advantage of like…you know, try to work
… there in Spain or traveling or trying to write for one of the publications
there. … it’s difficult when you don’t have your own computer to establish
things like that, but overall it just…they had a lot to offer. … I would have
studied an entire year as opposed to a semester (Cristina).

For other participants, it was the opportunity to become involved in research
either through this institution, such as Stephen, Mike and Cristina accessed or via
programs available to students of color at other institutions, as Pablo and Aureliano
experienced. Stephen has been assisting with research with the Center for International
Studies. His undergraduate research experience allowed him to travel to another
country while conducting research on election processes in Latin America. “Next
week we’re going to Ecuador with the IR department to monitor the elections there.”

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Mike has also been involved in research for a few years with two different faculty
members, working on two research projects within the school of Engineering.
I have been doing undergraduate research for three years. I’ve noticed now
that he’s [faculty member] taught me a lot of the basics of research. As an
undergraduate you’re not expected to become, you know the world’s best
researcher, but it gets you to get all the kinks out, especially when you go into
the professional career. You know, do research in the professional level. So I
really appreciate the fact that he taught me from the really basics. From the
most simplest things and he played with my mind. And he made me think and
forced me to think. By giving me tasks he knew were going to be difficult and
afterwards he would say ‘this is what you did wrong. This is what you do
again’. I really appreciate the fact that he would let me do my own mistakes
and then guide me (Mike).

Cristina, like Mike, also reflected and appreciated the opportunity to work with faculty
on research projects. Cristina regrets not fully engaging in her research project because
she did not realize the importance of the opportunity at the time.
…I guess I haven’t found that passion, so I didn’t really take an interest and…I
mean, at the end, I got a B+, it’s not that bad, but I know he’s a man who’s
very well-connected and he’s a man who could have assisted me in so many
ways, but it was not top priority in the midst of everything else, so I probably
would have definitely focused on that a lot more because I could have
benefited from that a lot more now. Yeah, but…yeah, he’s very open to having
a strong relationship with his students. I went to a dinner one time and he
hosted the dinner at a restaurant, just to give you an example of some of the
professors and what they like to do with their students (Cristina).

Institutions from throughout the country often offer research or graduate
preparation programs for undergraduate students of color. Two participants,
Aureliano and Pablo participated in such programs. Each of them learned of the
opportunities through their support system. Aureliano learned of the University of
California [campus] program through his academic advisor, via an email, while
Pablo‘s older brother had referred him to the Summer Medical Education Program.

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…engineering research program … summer at [UC campus]…that was the
summer research program. That was sort of on the side. I got that…I learned
about that program from my advisor who had sent an email last year about it
and that one…the program really struck me because I had never done research,
but I was always curious to see what it was all about and that offered me the
opportunity…. I loved it (Aureliano).

The program Pablo was involved in provided a medical school preparation
angle, hosted by Yale University.
I had a great opportunity the summer after my freshmen year. It was, well now
they call it Summer Medical Education Program. It used to be called Minority
Medical Educational Program. And that was really cool because I got to go to
Yale for a summer. Any, you get to talk to all the people and they guide you
through the whole pre-med process. Like what you should do, when do you
kind of take like classes you would take in med school (Pablo).

Study participants would not have opportunities without the support of units,
departments, individuals and supplemental programs offered. Participants shared their
experiences and how participation in the activities had external benefits.
Candy was not able to access the abroad programs or extensive on-campus
services due to her commute and family. However, she did . . .
participate in part of the programming that [Communication school] was doing
because it was convenient … between 12:00 and 1:30 they always have some
sort of guests and they have food and they have all sorts of things, so you kind
of look around the schedule and see what’s there, what’s good and…you
know, it’s very comfortable… and sometimes they give you free parking, like
for the World Press Photo Exhibit. It’s incredible, so…I mean, I was coming
already for a class, so I ended up going to the presentation and they had a
dinner and guided tour of the exhibit (Candy).

Maria also tapped into resources offered by the Communication school, as well
as other schools, such as film. As a non-film major she was able to take a
documentary course. As a result she has met fellow students and established working

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relationships with other departments and academic programs. Maria also utilized
networks through the school of Communication to participate in internships
Also just to be able to…the internships that they find or have connections to
outnumber the students, so I had my first internship through [Communication
school]…I interned at Telemundo last summer because I really…wanted to do
an internship in the field…in the journalism field and I thought it would be
really interesting to do one at a Spanish-speaking station.

Maria shared her experience with Telemundo on set for the new studio, which
happened to be in the same studio room for NBC, English news and shared her
observations. Through her internship experience she observed firsthand the disparities
between English and Spanish language media.
…that was one of the most interesting experiences I’ve had. And I had a great
experience in that some of the most interesting people and I learned a lot and I
really connected I felt like to my Latino heritage through doing that, where I
was speaking Spanish everyday and really seeing the polarity between the two.
(Maria).

Mike also spoke about establishing networks and connections with the
Engineering School. He participated in an abroad program where is interacted with
students, faculty and administrators.
Engineering school does a summer abroad program every summer. Where they
take 32 students from the engineering school and the associate dean of the
professors go with you from [the university]. So I participated in that program
and they actually live with you. So they live with you for 2 ½ months so you
get to know these professors really well, as well as the associate dean. … they
get to know you very well so you could ask them for favors. Just as well, if
they need a student to do an info session…they definitely will contact you
cause they’re comfortable. And you know very well that knowing this
institution they’re going to contact you later on when they individuals who just
recently graduated. So once again it brings up the whole networking pool
…and to continue to network (Mike).

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Family’s Influence
Overall, it was evident that the participants tapped into formalized resources
and participated in activities offered by various departments and academic programs
on campus. However, all participants recognized the influence that their families had
on their college experience. Some participants received guidance and encouragement,
while others balanced school with familial expectations and cultural values. But all
articulated that their parent(s) provide a sense of motivation.
All participants acknowledged that their enrollment in college, regardless of
institution, was a success, to themselves and their parents. With some participants,
such as Mike and Cristina, the process of getting into a college was an individual
process. Cristina’s statement, “My parents weren’t able to help me with my college
applications or my homework,” was echoed by Mike:
My parents were never involved in any of my college applications, never
involved in any of that. To this point they don’t know anything about my
financial aid, they don’t know because I did all that on my own. I figured it out
on my own, telling them ‘sign these papers, I need this. I need that.’ And they
saw that I took, you know, the initiative to do it myself you know, there was no
need for them to be behind my back telling me what to do (Mike).

Once enrolled at the university, some of the participants viewed and
experienced their family and siblings as an additional resource. Three of the
participants, Salvador, Pablo, and Cristina actually received information and advice
from their siblings, which lead to their participation in an external academically or
professionally enriching program.
Salvador’s brother applied, but was denied an intern position on Wall Street
with Sponsors for Educational Opportunity. After a year at this university Salvador

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applied and received it. Pablo also had a shared interest with his brother, in the
medical field. He, too, learned of a program that would prepare and mentor him for
medical school. Pablo received so much mentoring form his own brother, that he did
not seek resources on campus.
Cristina knew she had a different personality from her sister, but still took
advice offered and secured a marketing position.
Marketing, that’s actually something my sister did throughout college and so
she was the connection there and she pretty much got me the position… I was
19 years old and I was already being flown out …I felt kind of cool, but then I
actually started to travel to different parts of the U.S. as promotion coordinator
and I didn’t like where they were sending me or what I was doing (Cristina).

Maria commented that although her father hoped she would major within a
science field, as he had done, he has been a supporter of her goal to become a
journalist.
…that’s his way of really showing that he supports it, and with journalism,
he’s always sending me articles and it’s so funny because he actually
physically has mailed me articles and it’s like, ‘Dad, you can just email these
to me’ and now he really does it, but it’s funny 10 years ago that’s what you
did and…I mean, you cut it out and clipped it or made a copy or whatever, but
now you send me the link and send me…so now that’s what we do, but he’s
very…both of my parents…my mom was supportive the entire way …but my
dad always wanted us to have a logical kind of… he’s incredibly supportive
and has been there the whole way (Maria).

All participants indicated that their families were supportive in a variety of
ways. Stephen shares a unique experience in that he and his sibling are both at this
institution. Like Maria, Stephen’s parents visit often as well.
They’ll even…they were here for a week and they’re only here for a week or
two every semester, and even when they’re here, they want us to go to class
and do homework. They’ll just sit in our room as we do homework, because
they want us to do homework and they don’t want to bother us or anything like

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that…and it’s also just their mentality of…even when we were here living in
the states… (Stephen).

Jorge addressed the issue of being away from home as well. “I’m living in
university housing and my family lives…without traffic, 20 minutes away…. I go visit
them and then if I’m busy, I don’t…. when I go home, my mom just makes me some
really good food.”
Although Angelica’s mother was supportive of her living on campus, it was a
difficult adjustment for both of them.
It kind of was in a way, but it…you know, it took a little time, but she knew it
was for the best, but yet I still call her everyday. I have a lot of communication
with her. I call her everyday, talk to her everyday, like what am I doing and I
think that’s just the Latina in her. She wants to know what her baby is doing.…
talk to her once a day or more…but that’s only because we have such a close
relationship. It’s not because like, ‘Oh, I have to call my mom and check in.’
It’s like, ‘Oh, my God, Mom, guess what happened?’ Like right now, I’m
going to call her…(Angelica).

Some of the participants explained that their family, parents specifically are
supporters in the sense that they provide a sounding board. They listen to them and
provide guidance.
My parents have always been very, very supportive. Like when I feel I
question myself or like when ever, rarely, just get down. My Dad’s like there
to push me back up, knowing that I’ve done it, I’m intelligent and I can do it.
That kind of lifts my spirits again, when it does happen. So my parents have
always been front, center, my #1 fans (Daniel).

…my mother, she has taught me that I have to do things whey they’re…you
know, when they have to be done. There is no, ‘I’ll do it tomorrow,’ so she’s
always like that…. She instilled that in me, you work hard and you do what
you’re supposed to do on time and you try to make time for everything, you
schedule…because it’s also what she says, ‘There’s nothing that is impossible,
so if you schedule it, you do your best to fit it all in, it will work,’ so that has
helped me a lot because…she has pushed me to, to do my best (Carmen).

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During his interview, Aureliano shared that his father is an individual with
whom he does discuss other issues. When talking about being a part of the Latino
community on campus, Aureliano not only shared his perspective, but shared that the
topic was also discussed with his father, and felt supported as a result.
I’ve had this discussion with my dad a few times, which I’m really glad I
did…because a lot of people from…well, just from my experience, a lot of my
family are very, very closed-minded I guess. They sort of see everything as
like, ‘Do something for yourself, for your family, and that’s it.’ It’s like
whatever happens outside, whatever.…I mean, that’s not helpful in general. I
mean, yeah, you can help your family, but if you can do something that will
help your family and your neighbors, what’s wrong with that? (Aureliano).

Although Candy was married and no longer lived with her parents, she relied
on her husband for support when confronted with challenges.
…well, after 10 years, we tend to count on each other for…you know, when
times are a little tougher and if I have a class and he has to stay home because
the kids are sick or something, obviously he…we don’t go to bed and watch
television together or anything. I’m studying at night and obviously that can be
a little stressful… (Candy).
Other participants experienced some challenges from within the family structure.
Aureliano shared his personal challenge in leaving his family.
I’m really close to my family and [in this city], there was really nobody I…like
I was pretty much coming here by myself. I mean, I didn’t have any friends
that were coming down here, I don’t have any family down here, so it was the
first time in my life that it was just me on my own, like completely on my own.
Granted my family was a phone call away and a six-hour drive, but it was
still…it was a big change, trying to get adjusted to the whole being on my own
and then undertaking the college course load too, so that was a big challenge
for me (Aureliano).

Jorge’s and Cristina’s families did not want either of them to live within the
university community. Jorge’s reasons were financial, which were resolved once he
was able to provide the financial resources for the living expenses. For Cristina, the

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reasons were also financial, but in addition were based on culture, gender, and a lack
of understanding the college experience. She initially commuted, but was able to
convince her parents to support her decision to live on campus. In retrospect, Cristina
acknowledged that her experience would have been different if she had always lived
on campus.
I would not have commuted, I would not have listened to my parents and have
commuted. I would have, I think, probably have gotten more involved early on
to figure out…. I kind of had to convince them at one point. My dad’s…I
mean, he still got on my case like, ‘OK, I still don’t understand,’ but my mom
seemed to be like, ‘Oh, now I understand why, why it is that you wanted to live
on campus because it’s a totally different experience.’…I think just because
I’m the younger child, the youngest, and because of my personality type, I
think they’re also a little…they’ve always been a little more overprotective
over me… (Cristina).

Pablo articulated his frustrations with his mother as well, and her lack of
understanding the life of a college student. As he begins to prepare for medical school
applications, his mother doesn’t understand why “my mom really doesn’t want me to
go to med school. She’s like ‘that’s too hard.’ She didn’t even go to high school and
my dad, he got an AA degree ….”
Regardless of challenges and the varying degree of support, the participants
found their family or members of their family to be a source of motivation. Salvador
realized that when he brought his mother to orientation.
…she got the whole welcome and the … band was playing and it was just…I
think she probably enjoyed it more than I did. You know, for her to see that
and then me seeing her appreciate that made me really push myself even more
because…you know, I’m a first-generation born…I’m a first-generation
college student, so my parents are both immigrants. My mother was very
intelligent, but just didn’t have the resources to get into…you know, to go to
college. So that was kind of…she was kind of living vicariously through me
and I understood that I wanted to just maximize my talents in order to make

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her proud and also do the best that I can for myself.… just to make sure that I
didn’t disappoint my family in any way and that’s why I focused on academics
(Salvador).

Angelica received the motivation factor from each of her parents, as they are
not in the same household. Yet she shares the hard working lives they each
experienced. She goes home, to her mother, every weekend because she wants to, as
she’s very close to her mother, but also because it’s an expectation. In addition,
Angelica described the sacrifices her mother made, in order to provide an educational
opportunity. Angelica appreciated what has been done for her, by both her parents.
She gave a brief background on her dad, so as to better understand his perspective.
My family, I would have to say is definitely not…you know, I didn’t have the
Machismo father who was the typical, ‘No, Mija, you’re going to stay home,’
kind of thing because he knows that…also he didn’t go to school, but he sees it
because he works in a hospital and he…yeah, he sees those doctors driving
those BMWs and he sees that, ‘Hey, education does make sense, so why hinder
me, why….’ So all my family has been supportive, first-generation student,
and it really hasn’t been a problem…my dad actually grew up…he was born
here, but then he grew up in Mexico,…he didn’t get that Machismo …I think it
really is because he suffered so much and saw how everyone was just
oppressing him and was like, ‘Hey…,’ because he does tell me, ‘You know,
you’re a woman, you’re a Latina, you already have those two points against
you,’ you know, but I turned that around to be like, ‘Hey, Daddy, I know, but
let’s take it as a positive thing. Let’s show them I can do it, you
know’(Angelica).

In addition to being a source of motivation, Aureliano and Carmen
acknowledge that their education is not just about them and appreciate what their
families have done for them. Their perspectives were discussed when asked if
dropping out had ever been considered.
What’s going to happen if I drop out? So not only that, but also for my
parents, too. I mean, there was a big investment because I’m not here solely on
scholarships unfortunately, so…and my parents are not well-off by any means,

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so it’s…you know, they have put…they’ve…let’s see, what am I trying to say
here? They sacrificed a lot for me to be here, so I felt it would be really selfish
of me to just be like, ‘Oh, OK, I don’t want to do this just because it’s
difficult.’ If they made the sacrifice, then I should as well, so…and actually I
haven’t regretted it so far. I’m really glad I didn’t as a matter of fact, because if
I hadn’t then…if I had decided to drop out, then I don’t even know what I’d be
doing right now….my parents are actually…I mean, they’re great. I personally
couldn’t ask for a better pair of parents because they’ve always supported me
and they’ve never pressured me like that. It’s not like they told me, ‘You better
not fail otherwise…you know, we’re putting all this on the line for you.’ No,
that’s been a “me” thing. I feel for them because they’ve…you know, that’s
not something they pushed on me, it’s more like I…you know, reflecting upon
it, it probably wouldn’t have been the right thing (Aureliano).

Carmen also acknowledged the sacrifices made and what her success means to
a larger community.
I guess I do have the idea that because I’m Latina I have to succeed. I can’t
stay behind because I look around me and I see that there are people who
aren’t succeeding and that just…it hurts me and I feel as a Latina, I have to get
ahead, and also education has always been very emphasized in my family,
always. I’ve been to the best schools, I’ve always…always sacrifice has been
made for me so that I can have the best, so now I can’t just waste that
(Carmen).

Based on many of the quotes already presented, it became apparent that the
culture influenced the family dynamics. However, the following quotes provide
additional reflection on behalf of the participants on the role culture plays in their
family, and thus, has influenced their college experience.
Aureliano, as the eldest and a male, shares the role he has with his siblings.
…my parents, that’s the one thing they did tell me, it’s like, ‘Your siblings,
whether you like it or not or realize it or not, they look up to you,’ and I see it
more now, especially with my brother, but yeah, I’ve always tried to…I’ve
always tried to be a good influence and be there. I tell them all the time, ‘Even
though I’m not here, feel free…if you guys need help or just have a question or
something, just feel free to drop me a line and I’ll get back to you guys’.

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Aureliano also shared his frustrations about his younger sister who was in high school
and not very academically motivated, “So I don’t know, my other two siblings seem
like they’re more focused on their studies than my sister is. My sister…I mean, she’s
doing enough to get by, but not… [Not to her potential]”.
Maria also acknowledged that her family is influenced by the Mexican culture.
“…I think this is something specifically that happens with Latino families and is
unique…I’m very close to both of my parents, extremely close to my younger sister….
and I miss her like crazy here, but it’s nice with the inventions of technology, I can
text message and email her.” Maria also looks forward to the family traditions, even
while in school, that will allow her to spend time with her family. “We go back to
Mexico every summer for a couple of weeks and every Christmas and New Year. I’ve
never spent a Christmas or New Year in my own home here in the States, but I love
that. It’s a time when I get to see my family.”
Family is also stressed in Carmen’s family and she confidently prioritizes and
balances between family, friends and academics.
I think that being Latina, you tend to emphasize the family and I’m really close
to my mother and it’s all about family for us, much more so than I’ve noticed
other kids…. I always tend to stress my work…my school work becomes
before everything else except my family. …My mother is number one and my
family, my uncle, because we were always really close, which is my mother
and her brother and his kids and it has been me and them. When we lived in
Mexico, we all lived together, so that’s my support, like my number one
support, and then friends, so…but if I really… I mean, it’s always been my
family number one. Friends have…I appreciate them and they help me and
they support me and…but it’s always my family first (Carmen).

Cristina also shared some of the frustrations and challenges when balancing a
social life, school and family.

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My parents are definitely…in some ways, they’re still very traditional when it
comes to relationships…you have to bring home the guy…but overall, I think
they’re pretty open-minded and less traditional than other parents. My father
has always been an advocate of women being independent and he’s very proud
of me. He always brags about the fact that his daughters are college graduates.
My mother, at the same time, she believes in that same mentality. She’s very
conservative which….see my dad was born and raised here, so he has a
different mentality than my mother. My mother on the other hand has felt
like…she’s been supportive because she’s trying to live the American dream,
so she wants her children to live a better life than she has. So she supports us
in…you know, maybe sacrificing something at home for the sake of a better
future, where I do find that…I think there’s like…I’m speaking of
Mexicans…I think Latinos sometimes in general, we have…we come from a
very close-knit family and so sometimes if I weren’t to come home on the
weekends, I would hear it. They would get on my case when I had a boyfriend
at school and I didn’t come home, they would get mad, which is like extra
pressure and, I don’t know, some of my Caucasian friends, their parents
wouldn’t question it, they wouldn’t ask too many questions about that. They
kind of just leave them alone and see that as a normal part of life, but yeah, my
parents would kind of hassle me in that way like, ‘You should still come home
and visit the family. Don’t forget about the family’ (Cristina).

Stephen’s perspective on his family and Latino influence was very interesting.
Although Stephen fully acknowledged his Argentine background, he has not been part
of the Latino student community. During the focus group, while discussing his
college experience, it became apparent that perhaps this may have been the first time
Stephen reflected on the influence of his Latino background on his experience. “… I
think it’s more just the close…the culture in my family and channeled through my
family, but it’s not… I don’t move among the Latino circles or anything like that.”
Stephen shared that a big impact on why he chose this institution was, in
addition to having a good academic program, more importantly, because of his
brother’s enrollment and the ease for the family with having both of them at the same
institution. Stephen shared that his parents have always been supportive of him and his

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brother and have provided the resources necessary. During their sophomore year,
their father purchased a car for them. During the focus group, Stephen shared an
incident between him and his parents. He was planning a weekend trip to San
Francisco in the car.
“It’s not really…it’s not…it’s permission in the sense that I know they’ll say
yes…is that understandable…it’s more of just like….

“A blessing almost?” (Researcher).

“… it’s more like calling them and being like, ‘Hey, this weekend I’m going to
San Francisco…He [brother] can’t go because I’m driving with some friends,’
and they’ll give you the standard, ‘Check the oil and check the water, don’t
drink and drive, don’t drive late, blah, blah, blah. Call us when you get to San
Francisco.’ So it’s almost like…yes, I’m checking in, but I know they’ll say
yes with conditions, but…so like you said, that’s a good word, it’s more like a
blessing. And yes, I know I’m 21, but that’s just how it works…”

While he was verbalizing the incident, and clarification was requested, he
realized the difference between his family and the families of his Caucasian friends.
…but I definitely feel closer to my family than some……than a lot of my
friends do, so…Like all my friends…it’s like…my friends say that they see our
parents more than they see their parents, despite the fact that…they’re living in
Argentina… my parents come in, it’s like this huge deal where we bring them
to the dorm and we make them meet all our friends and we might go to dinner
and we’ll take two of our closest friends with us so that they have a chance to
meet them too. It’s like this huge…so whenever my parents are in town,
everybody knows…but I have a friend, she’s from Texas, and her parents are
never…like her parents are millionaires… and they could take a flight from
Texas if they wanted to, but they don’t do it. And she’s [inaudible] So yeah,
probably closer to my family than a lot of my friends. I’m sure…I guess that
affects the college dynamics…. one observation is that I think that the…the
observation is that, yes, we’re closer…well, I’m closer to my family than my
friends, which in my case is very good because they give me all these
resources and support and then I know a lot of people who, whether they’re
Latino or not, because they’re so close to their family, they also cause a
lot…because when you insert the family dynamic and you’re tied to like
their…I got a friend, he has all these…but he’s not Latino…he has all

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these…he’s very close to his family and because he is, all their problems
become his problems and whatnot, so my family is more like, ‘All my
problems are my problems and all my resources are for you.’ [Dad’s
perspective] You understand what I mean? (Stephen)

As a result, it is obvious in understanding that the participants viewed their
families as a resource and as part of their support system while enrolled at this
institution. As Angelica phrased it “Well, hey, I got the scholarship [program], I have
the [Latino alumni] scholarship, I have my mom and my dad, I need to keep my GPA
up.”

Informal Networks
Through the focus groups and interviews, the participants shared the resources
tapped into, activities participated in, and support system in place. Data emerged that
revealed that participants have a network in place. Informal networks were support
systems made up of peers and individuals from throughout the institution. For the
participants who were commuting, that network included campus resources, as well as
off campus resources and community resources.
Peers
Whereas Candy and Cristina indicated that they utilize some of the campus
services, Carmen was not as active in securing on campus support. She relied on her
personal friends and existing support.
I do have close friends at home, so that helps. So I can go out with them and
still do my work, but my work always comes before going out. …I do go out
with my best friend, … but we do try to make time for that and we always talk
on the phone or through IM [instant messaging], so we always keep in touch,
and there are other friends who unfortunately I cannot go out with because they

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went to the East Coast or they live in San Diego now, so…but I still talk them
(Carmen).

Peers emerged as a common source of support or a network for all the
participants. For participants that spent considerable time on campus, that peer
network consisted of friends met early in their academic career, or friends met through
involvement with other programs and activities.
When discussing influential areas or locations off campus, Daniel, a fifth year
senior, mentioned his current apartment, further stating that he still rooms with his
roommates from freshman year, that he met while living on the Latino Floor. “I live
with two roommates that with…that I lived with my freshman year and just the good
times we had there, just having parties, just hanging out or just doing homework.”
Maria also was fortunate in meeting her friends very early, at Orientation. She
also lives with them in a local, off campus apartment. Although she does recognize
them as her immediate support system, she still prioritized her family.
at orientation, I met my two best friends, since that day in June almost two
years ago, we’ve been incredibly inseparable, which is really funny because
friendships with three…the dynamic, usually a lot of people are very skeptical
and for some reason, we just like…we hit it off and so my two best friends and
I…they’re my immediate support system and then I just met some great people
through classes, through…[Communication] people in my major, and it’s
funny because my two best friends are both in [School of Communication].
One of them is a print journalism major and the other one is a PR—public
relations—majors in [Communication], so it’s funny, we’re like the trifecta of
[Communication], we represent the different…. But they’re my immediate
support system, and then my family…

Maria also had a process for reliving stress and enjoying her time with friends. During
the week, they focused on academics and eating inexpensively. On the weekend they
relieve stress my visiting local restaurants and sites within the city.

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Stephen was another participant who became good friends with an individual
he met during Orientation. Their friendship served as the foundation to further explore
the world together.
And then my roommate. I met him orientation freshman year and we took a
two-month trip over the summer together… I met him at orientation and I’ve
known him the whole four years. He’s my roommate now and then made this
whole two-month trip over the summer to Mexico, Guatemala, and Belize,
took buses everywhere and it was just amazing, So we bonded quite a bit over
college and he’s one of my best friends.

However, because Stephen has been extremely involved during his college career, he
has met individuals and has developed a network of peer leaders.
I’ll always find a friend of a friend…it’s almost this network of like just…I
guess successful people…they’re just involved people and that becomes sort of
like your community or your circle that you move around…. in terms of…I
mean, even though you see the big school, there’s the sense of it still being like
a small school and I always run into somebody on campus three or four times a
day. The way I was going at it, there’s almost a network also of…because you
were talking about like services and support networks. Like I would say that
sort of a successful student or involved student network that supports you
….And as you may also have noticed, it’s sort of…I mean, there’s 16,000
undergrads… but it’s almost like they’re the same 200, 300 people I always
see all the time. It’s all the people who are in clubs and RAs and play sports.
People who are involved tend to be the same circle of people (Stephen).

The ability to meet friends and develop a network of peers did not come easily
to all participants. Aureliano describes himself as a quiet person, whose priority was
on developing a strong academic standing. As an Engineering major he found his
academic schedule to take priority, followed by his employment schedule.
It was tough at times because I was like, ‘Oh, man, this is too much,’ but
talking with parents, friends that were going through the same thing…you
know, I had a couple of friends that were over on the East Coast doing
their…you know, pursuing their education and they were sort of going through
the same thing, so just being able to relate with other people going through the
same thing helped me sort of pull through…

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As his academic standing became stable, his participation in other programs
provided him an extended network.
one of the people I met at [research program], she actually is from
[neighboring campus] and she’s very, very cool actually. Two of the people
that I met there, one of them actually goes here and…. they were very
interesting. Not only that, but they were just friendly, they were approachable,
and yeah, actually one of them goes here…and another one is…yeah, [city].
They’re both very good people. I definitely enjoyed meeting them at [research
program] and even now, I still talk to them and occasionally hang out…
(Aureliano).

Cristina also had a difficult time establishing a peer network. Upon enrolling
in the Madrid program, she found other Latinas with whom she connected with.
I think in part finding other Latinos because I really felt that…the reason I
liked Spain too was because I happened to meet some girls who seemed to be
doing so well and they were so aggressive and I think just talking to them, they
exposed me to different things that I could get involved in, which kind of
motivated me…even though it was taking up some of my time, it motivated me
to be more proactive, manage my time properly, which is key in college to be
successful, and having that support network…a lot of it has also been just like
giving it time. I mean, this is a new institution, it’s bigger, and it’s going to just
take some time to figure out my niche, figuring out how much I can handle at
one time. Yeah, just pretty much…and it’s a process of maturing and just kind
of…just getting used to certain workloads, stress, different changes in life.
Yeah, so in summary, I think having a proper support network, learning,
experimenting through trial and error and figuring out how much a person can
handle…or how much I can handle personally…just finding a balance too
between academics and professional experiences and then my social life.

Like Cristina, Angelica also found peer support through her Latina community.
However, unlike Cristina, Angelica was fully aware of the programs because of her
involvement with the special interest housing -Latino floors, and the two scholarship
programs.
I guess the first two years was kind of like…kind of ‘ify’… and I’m like, ‘Oh,
my God! Oh, my God! How am I going to survive? …, ‘you know, I do have
scholarships and financial aid from the university…they do have standards and

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what am I doing here?’ … I don’t even feel support and …like I would have to
go and seek the support, go to the NAL [female group ] meetings and stuff
where I just didn’t…which I guess…I mean, I knew that I wasn’t going to
come natural, like just pop up out of nowhere, but I felt like…I was hoping that
I could just feel a little bit more confident in my classes because I wasn’t the
only Hispanic there, but I was and it’s kind of like, ‘Oh, wow!’ So what I
thought for the past six months or what I was hoping for, was really not
happening. So yeah, maybe I do have to go to these meetings on Wednesday
night and feel better and that’s…you know, those outreach activities totally got
me through it…

NAL is a female specific student organization, completely student centered and
governed. Angelica describes it as “… just a meeting where girls come and talk about
the stresses.”
Angelica and Salvador were two participants who were both recipients of the
scholarship programs; the scholarship program for low-income, first generation
students and the Latino alumni scholarship. In addition to scholarship funds the
scholarship program mandates that students participate in academic enrichment
programs and community services activities. In addition, the program offers
supplemental funding (in addition to scholarship funds) for academic programs, a
computer lounge and advisement. The Latino alumni scholarship officially only offers
scholarship funds. Recipients are encouraged to volunteer at fundraising events,
which in turns provides network opportunities.
Individuals from throughout the Institution
Salvador and Angelica repeatedly articulated the support received through
these departments. Some of the resources were fundamentally essential, as they are
part of the program. However, both participants relied on the individuals of the
departments as members of their support system.

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Salvador began establishing the network prior to applying to the university.
The first person I ever met on this…campus was Mr. [V]…. I set up a meeting
through a colleague of his that he knew at [community college], they brought
me in with [admission counselor] they looked at my transcripts and he was
like, ‘We would love for you to come here.’ [admission counselor] was like,
‘Take care of A, B, and C, apply, and you shouldn’t have problems. Apply for
these two scholarships’, so through that encounter, I was able to not only
realize that I could be at [this institution], but to also look into…tap into the
different resources.

Once Salvador arrived on campus he utilized the resources offered, and found
a comfortable setting in both programs. In discussing the scholarship program,
Salvador realized that he trusted the staff on a personal basis.
I’m a part of two scholarships, the [scholarship program and Latino alumni
scholarship] and through that, the staff, [Ms. C], [Ms. F], were two staff
members who…especially [Ms. C], who really just guided my path during this
time and she was the type of person that I can go to for a lot of different things,
whether it was just to kind of vent, to talk, to relax, to just…she was a mentor,
advisor, a friend. You know, I saw her as a colleague in many respects as well
because we were actually kind of close in age, so we had similar experiences
throughout our younger lives, so I really connected to her and I definitely can
credit my experience…positive experiences to her. Same thing with [Latino
alumni] scholarship.

In discussing his strong academic standing, Salvador attributed his success to Ms. C.
The academic game.… you hear that a lot and definitely it’s true when you’re
dealing with your professors. When you know your professors, they know you
by name, they know that you’re capable and you’re very willing to learn, they
at the end look out for you and they appreciate your effort and time and
consideration in what they’re trying to teach and it reflects a lot of times in
your academics. You know, you get that extra boost and there’s a lot of truth to
that. So [the scholarship program] helped me figure that out, [Ms. C] especially
(Salvador).

Whereas the scholarship program taught Salvador the academic ‘game’ and
provided academic support, the Latino alumni scholarship program provided him the
opportunity to network with university administrators.

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[The Latino alumni scholarship]…you know, you become a part of the
scholarship, you do well academically, they ask for volunteers on occasion and
I would always make it a point to give back any way I could being that they
were giving some sort of financial aid with the scholarship.…Through those
volunteer efforts, I was able to meet alumni, other staff and faculty, and to the
point where it was time for Mr. V to retire, they needed one undergraduate
student to represent all the Latino students or … scholars to select a new
director and they chose me and through that, it was incredible. I got to meet
people on boards of trustees, I got to meet you a little bit more closely … the
VP, other members of the [Latino alumni group]. That was a great networking
experience for me and I was actually able to make some connections with
possible career opportunities …. So yeah, it opens up doors… (Salvador).

As a new recipient of the Latino alumni scholarship, Cristina also found
benefit to the activities offered.
I’m actually one of the few people who didn’t start… since their freshman year
for different reasons.… I was just …[a] Scholar this past year, but…no, I
mean, they are very proactive with the … students, working and learning the
social etiquette of what it takes to network and just to see the different fields
out there…you know, try to take advantage of all of that and so…and it’s nice
to be around people who kind of want to be academically and professionally
successful, so that’s a good environment (Cristina).

Although the departments were set up to support the students and their needs,
the individuals who worked in the department also influenced Salvador’s experience.
[Mr. V]. Knowing him was just amazing. Anytime you…if you are among
Latinos and you hear his name being mentioned about something, it was…your
ears would perk up because he was just like the…kind of the…I looked at him
as such a father figure for all the Latinos on this campus. Everybody would go
to him and he was just such a wonderful man and would always lend an ear to
anybody, regardless of what the situation or time was, so those are two people
that were really huge for me and then among them, were the staff. You know,
[Ms.S.], who is like a second mother to me. I was away from home obviously
and I would always come in just to say hello and she’s very special to me as
well, and…so those two organizations were pretty incredible in my experience
and all of the people that I’ve met through those organizations have really just
kind of…I feel like kind of propelled me to just succeed here or guide my path
(Salvador).

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Angelica experienced the same level of services and comfort with the two programs
… and without those two scholarships, I know I would not be here and
possibly might have dropped out….we’re definitely a Hispanic minority, and
to not see that comfort level totally threw me off, the classrooms, also like in
cultural events, meaning like the whole sorority, fraternity thing, the row, I
didn’t know what that was all about, so I totally was like, ‘Oh, my gosh, I’m at
a loss,’ and I remember going…[Mr. V] and just crying in his office because
I’m like, ‘I don’t think I’m supposed to be here. Why am I here?’ There’s
not…I don’t even feel comfortable here. It’s just like so much stress, the
money, is it worth it all? …I’m older so I have more knowledge, wiser, but it’s
just like, ‘Wow, these programs are pretty cool.” They were here to help me
learn and to realize, ‘Yes, I can do it. Yes, I can make it. Yes, I can be
somebody,’ and I am on track. So I forever will be indebted to them
(Angelica).

Through the interviews, participants shared that these amazing individuals are
also in the classroom as faculty and teaching assistants and academic advisors.
Stephen shared his experience as a member of the honors program during his
first two years. Although he is no longer in the program, he still keeps in contact with
the honors program staff and faculty.
…the classes are small and very tight, a tight program, and even now, they’ll
still call me back for…freshmen conferences and seminars and they’ll call me
like, ‘Hey, we need….’ … they need like upperclassmen moderators for
conferences or stuff and they’ll call me and I’m pretty tight with them in the
office. They know I’m up for it and…. ‘Hey, we’re doing this, you want to
come?’ ‘Sure,’ and I’ll swing by and so we’re still pretty tight and I know I
could walk in there any day and just be like, ‘Hey, I have this problem,’ and
they’ll fix it… (Stephen).

Cristina, Mike, Pablo and Aureliano found extraordinary support in the faculty
members, either through classroom interactions or through research opportunities.
Cristina and Mike got to know their professor because they were involved in
undergraduate research programs.

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[Professor O’D], he obviously really cares about his students too. I mean, he
called me to assist me with research because he couldn’t make it to his office
hours or something. He would call me on the phone or he would personally
call me to…like he said he really liked my internship paper and he was going
to use it for an example for future interns or he called to thank me for the
Christmas present I left him. Some of the TAs even, I’ve just established a
good relationship with them just because they’re really nice (Cristina).

Mike appreciated faculty members who were scholars in their fields and
extended support to him and his fellow students. Mike went so far as to refer a specific
faculty member as a friend and mentor, offering his home whenever the faculty
member might ever need a place to stay.
Pablo and Aureliano also found supportive individuals in the academic unit.
Whereas Pablo found a professor in his minor, Aureliano found a Ph.D student.
a good professor of mine, he’s actually a student here. He’s working on his
PhD. He’s really…it’s cool actually. He’s a really good professor and then he’s
also sort of…he’s really young. I mean, he can’t be any more…late 20s at
best, so it’s easier to approach him because it’s almost like he’s a peer almost,
… now he’s on his PhD, so he’s sort of…he’s a student still, but he’s a
professor we can go to. He’s got the knowledge of a professor, so it’s…that’s
also very, very cool.

Aureliano also found support in his academic advisor.
Advisor…actually he’s a pretty cool guy. Every now and again we swing by
and say hello because he’s…I mean, he’s really helped me out a lot in sort of
planning my schedule and whatnot, so I would credit a lot of my being on track
to his words of wisdom, I guess you could say. … he’s like the kind of guy,
like if I have a question in regards to my academics here, he’s always…he
seems to be the go-to guy. Like if I have a question about a class or if I’m on
track, he’s the guy I always go to and he’s a very friendly guy, so that’s why I
said he’s easy to approach. I don’t know…I wouldn’t…I wouldn’t say he’s had
a big influence on where I’m at now, but like I said, he sort of helped plan
what I was doing throughout my college career here (Aureliano).

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Similar to Salvador’s experience with Mr. V and his admission process,
Stephen and his family found an academic advisor in the International Relations
office. He described that the network involves not only his family, but his whole town.
I knew her [advisor] before we got here and she’s been really great.…we were
still finishing high school… so my dad, when he was in town, we would
always just like invade her office, so she actually knew my dad before she even
knew me… She helped us out ….she’s been very helpful. She’s always there.
Actually a friend of ours…there’s a whole network and a friend of ours, a
friend of the family, [inaudible] her daughter … from [hometown], her
daughter… she was here this morning and we gave her a tour and she wants to
do IR, so we took her … the whole network and took her [ to faculty member].
He’s just great and very supportive and it was like freshman year and he’s like,
[inaudible] But I think he really saw…my…potential and he’s been very
supportive (Stephen).

Campus Aesthetics
As the interviews were being conducted it was not common to hear that the
participants had a sense of pride walking around the campus. However, as the
interview transcripts were reviewed and coded, the theme of campus aesthetics
emerged through subtle statement made. The participants clearly articulated the
different settings on the campus and what physical locations they utilized. However, it
was the words and senses that participants used to describe their experiences. It
became apparent that the campus environment was a source of motivation.
For some participants, such as with Candy, Mike and Pablo, the locations were
academic settings, which reflected the participants’ personalities or that of their
academic unit. Candy looked forward to the traditional atmosphere found in the
campus’ oldest library.

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I like going to [library]. I am a bookworm, so I try to…the smell, I usually park
either…because it usually has parking available and I know I’m going to be
here from noon until 10:00 p.m., so I pay the seven bucks and just park here
and I go to the [Communication school]. I usually make a stop at the…
Library, go eat something at Commons, and then go to the [Communication
school]. I rarely ever go anywhere else (Candy).

Mike, on the other hand, was impressed with the newly erected Engineering hall that
not only housed administration for the Engineering school, it was also the central
location for the engineering students.
[T Hall]… that’s predominantly where I spend the majority of my time due to
the fact that they have a lot of resources, they have, you know a nice lounge
area where you can do work or just sit back and watch TV. This building’s
amazing, it’s all marble, flat screen TVs almost on ever single wall, on every
floor, I mean state of the art everything. They have a nice cafeteria in the
bottom. It’s a nice place to relax. Outside they have a nice patio, a nice
reflective pool with a water … it’s a nice place to sit, a nice environment
(Mike).

Pablo found that a smaller, academic specific library in the less utilized part of campus
was better suited for him and his needs.
…the library’s awesome there. It’s very beautiful. Sometimes you go up there,
you bring your laptop and you can plug in not -- hardly anyone’s there ever, so
you can totally use it to study and yeah, just I’m there everyday basically cause
of dance and classes so that’s kind of like my second home… (Pablo).

The participants also described the social settings of the campus, such as the
daytime social settings found on the center of campus, versus the evening and night
time social setting found on the northeast area of campus. Carmen found the commons
area as the social setting during the day.
Commons is really social and so is [mascot statue]. They always have like
little… that people sell things around that area or Commons is where people
usually eat, most people…. I usually don’t have time, but I do sit around there
because there are a lot of tables, especially by Carl’s Jr., where I can write and
do my homework.

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Candy, the other commuter student finds that she remains closer to her academic
building, as they provide a variety of courtesy services for their students, including
coffee carts, free small meals, national newspapers “…They just really have a full
center there for students to kind of hang out and do work and…, they have a nice patio
on the second floor outdoors and everything is wireless, so you can work everywhere.”
Pablo and Stephen emphasize that the social area changes with the time of day.
The social area then becomes the open quad area closer to the freshman residential
halls. Stephen and Pablo enjoy the evening social arena because it includes the
libraries, accessible 24 hours a day.
For other participants, the general atmosphere around the center of campus, the
architecture and buildings provided a sense of accomplishment and motivation. Mike,
Angelica and Salvador, soaked in the atmosphere created by the students and people
on campus.
I think it terms of socially, whenever you want to relax and get out of the area
where everyone is just stressed out, looks stressed out. I like to go around you
know, [mascot statue], down by … Quad in front of [Library]. That is, you
know, the center square where most of the people have to, you know - I guess
the heart of the university [emphasis added]. You know, over there it’s fun to
just sit down and just watch people walk around and talk and lay in the grass
and sit in the sun (Mike).

Salvador also found the center of campus to be the heart of the institution. He gets
revitalized and motivated as a college student.
Usually walking through the center of campus, seeing [mascot statue] there,
walking down [main walkway] for me is pretty cool just because…you know,
if you just…most people don’t do this, but if you just kind of stop and observe
your surroundings and you just see students going back and forth, a million
bikes lined up, all these different things going on in the center of campus, that
free-speech zone, people advocating for this, that and the other, it’s pretty cool.

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It’s pretty cool to be a part of that and…so yeah, for me that’s a really fun
part…or fun area for me, just to be able to get a reminder…a daily reminder or
whenever it is I pass through there of, ‘Wow, I’m a college student.’… A daily
dosage, you know, of the college feel and it’s unfortunate that, you know, so
many kids…especially Latinos don’t ever get that experience, but…so I
definitely try to soak it in as much as I can (Salvador).

I love [this university]. I have the…spirit, so I love walking around campus
and seeing just [university] stuff, the sweatshirts and T-shirts and it’s just like
we’re all …we all are from the same family… (Angelica).

During the follow up session with some of the participants, this topic of
campus aesthetics was shared. Those present again stated that the buildings,
walkways, and atmosphere created a sense of accomplishment for them. The physical
setting was the ideal for any university, but the structure and people add to the
collegiate environment. Salvador also shared that he often approaches the statue to
remind himself of the values and characteristics of the institution. Mike’s following
quotes best sums up that these physical structures, whether they be statues or buildings
are institutional symbols that represent the university.
I look at positive aspects you know in front of [administration building] too. I
mean…that kind of a symbol for the university. As well as, same as [Library].
They’re like symbols for this university. [statue] – they’re symbols. And you
just, I don’t know, it gives you a good school spirit vibe (Mike).

Why Not?
The data presented above has provided answers to the exploratory questions on
what resources participants utilized and why they used the particular resources
identified. Participants gave explanations on what resources were useful and why they
used them. Participants also provided information on what resources they are not
using and an explanation for not utilizing them, essentially, the why not?

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Commuting to Campus
For one participant, Carmen, the reasons for not utilizing services were quite
simple, 1) she was not aware of the services, resources and activities available, and 2)
her time was limited due to her commuting schedule.
Carmen is a first generation college student and assumed university life would
be similar to high school. Since she was an academically strong high school student,
she presumed she knew enough.
…when I came in I didn’t really know everything that I do now. I feel if I
knew what I know now then, all the scholarships, all the job opportunities on
campus, all of that, I would have done a lot more. It’s just that I didn’t know
what exactly college was about in terms of that. I knew it was school work and
going to class, but I didn’t [know] that part…side of it because my mother
didn’t go to a university here, so…I mean, she had schooling over there, but
it’s different, so I didn’t know that we had to sign up for the - at such-and-such
time…. I didn’t know that there were certain counselors for certain…like pre-
law and med and this and that. I didn’t know all that because I didn’t come in
knowing that. Nobody told me that.

Carmen further explained that she didn’t recall anyone from the university providing
her with information.
I don’t know what it is that they get …I’m just separated from the environment
completely. I don’t know what’s going on here until I get to school the next
day, so whatever happens, I don’t know about it until later, and maybe they do
send things out to students on campus or maybe they put posters around or
flyers and people who live on campus constantly see them whereas I don’t, so
that probably had to do with it. So I don’t know, maybe they should have…pay
more attention to commuter students…

In discussing her lack of involvement with student organizations and activities,
Carmen raised the issue of utilizing and relying on public transportation, an additional
challenge of commuting.

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…I haven’t been able to, I guess, be very social with people and one of the
biggest reasons is that I don’t live on campus. I live at home, so I really don’t
have time because it takes about two hours …from here and home. … so
because I don’t live on campus, I don’t have the opportunity to do any of the
activities, so I’m not saying that because I’m Latina, nobody wants to be
friends with me. It’s just that I don’t have the opportunity to talk to other
people as much, because I don’t live on campus, so I wanted to do something,
even…for activities here I can’t because I can’t stay very late because of
transportation…. commuting is the greatest challenge really because it’s a lot
of time that I could be using to do something else, but I mean, I do read on the
train, so I guess I combine them both... (Carmen).

A few of the other participants also commuted from home, or a considerable
distance. Jorge and Cristina commuted for a limited timeframe. Jorge quickly
recognized the negative impact it had on his experience and began living within
university housing. As discussed previously, Cristina commuted for several reasons,
financial and cultural.
I ended up paying for the rent, which was another issue that kind of like made
me want to commute because my parents weren’t going to pay for it, so…but
yeah, it was worthwhile. You know, you sacrifice a few things, your privacy
sometimes or just the convenience of…you know, like getting the shower
before the other person gets the shower.

Cristina found herself commuting during times of financial strain. “I mean,
from …a spring admit, to back to commuting, to Spain, to commuting again… the
following semester I decided that I was really not getting the full college experience,
so I decided to move into [university] House, which I continued into this past
semester… which was a really good decision.”
Candy was the final commuter student who also encountered some difficulty in
utilizing student resources, such as organizations and activities. Her reasons for not
using them were similar to Carmen; she was uninformed and she commuted. In

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addition, Candy was a non-traditional student, so she was not only older, she was
married and had children; characteristics that her classmates did not share.
I had to drive in and the first two semesters were horrible because usually
the…you have the class, but then there’s the labs and then the labs usually
for…on an off day and then I would have to come in for half an hour just for
the labs, so I would stay with a friend on her floor in her living room in an
inflatable bed with my kids. It was like…sometimes I would be like all dirty
and stinky with my kids. Like they would be sick or vomiting and I didn’t have
enough changes, enough clothing. The three year old was starting to be potty
trained, so you know, diapers, and still being in the school was the highlight of
my day, no doubt about it (Candy).

Personal Priorities
Candy prioritized her time, commitments and resources to maximize her
experience. In certain situations she was discouraged because of her age or lifestyle.
“… I feel like my age and the fact that I was there to finish my degree, not to socialize
or to get into clubs, I couldn’t afford it, I didn’t have the time. Sort of like they also
perceived that. I didn’t hide it.” In an earlier incident, just as she was transferring in,
Candy looked into the dual degree program and perceived that the advisor was
prejudiced by Candy’s lifestyle, to the point where she was not helped.
I found that the connection…the initial connection with my advisors was a
little dry, a little bit like too cookie-cutter sort of thing. They didn’t look at my
age or my family, those conditions that…or even the commute. I was already
commuting 90 miles one way to finish my undergrad and at first was this…a
little bit of, you know, lack of interest in really getting to know me, but I had
already read this description about the BAMA program and the requirements
for admission and I was going to get in and that’s why I thought I was going to
get in no matter what they told me because they say, ‘Oh, no, that’s very
difficult, blah, blah, blah, blah…

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Candy also assessed the student organizations and made the decision not to participate.
…it’s not that I don’t care about the clubs or the associations, I just think that
they are planned…they are created thinking on a different population… right
now, in my classes, I’m the only married person with children. …. the
problem… with the student organizations is that they usually meet after five on
Wednesday nights and Monday nights, really off-days, and I had to go pick up
my kids. I couldn’t just stay and participate in that sort of organization. I
couldn’t even attend the… [awards ceremony] (Candy).

Of the twelve participants, four of them, Carmen, Aureliano, Cristina, and
Candy expressed the need to have employment during their undergraduate experience.
As a result, their work schedule conflicted with programs and activities.
Carmen has secured a part-time work-study position on campus. Her lack of
transportation and course schedule allowed her to remain on campus with a flexible
office. “I also work between classes…because I have to stay so long, I figured I might
as well have something to fill in…the hours, so I tutor over at…, student athletes…..
You know, you have to have a pretty high GPA… to tutor someone else.”
Cristina also has a part-time tutoring position. However, she works off-
campus at an elementary school assisting with their after-school tutoring program. It’s
a job she’s made a conscious decision to keep, recognizing that she’s limited on on-
campus activities for herself.
I still managed to have a part-time job as a tutor … it’s relatively close.… so
it’s a tutoring job and the reason I have it is because the hours…I work less
hours, but I get paid significantly more. So yeah, that’s been fine. I mean, they
offered me a full-time job now that I’ve graduated. … it’s been, again, very
welcoming. Yeah, I think the only inconvenience to that is that sometimes a lot
of activities take place on campus in the evenings when the kids I guess are out
of class and sometimes I’ve had to kind of sacrifice attending those things
because I have to go to work. So in that sense…I kind of question…like I’ve
definitely made more money, it’s really convenient to have a work study job as
well because they’re flexible with your hours.

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Cristina has had to weigh the benefits of having this job, or finding an on-
campus job which is more flexible, but does not pay as well.
Aureliano has been working retail since he was in high school. Upon coming
to southern California he was able to secure employment off-campus as well.
Aureliano rationalized that his off-campus job gives him a broader life experience,
although it has impacted his social life on campus.
… so it’s sort of…it’s been hard to sort of get…like my social aspect hasn’t
been the greatest because of that. I work part-time and go to school full-time,
homework in-between. I work off campus. Yeah, it’s nothing big. It’s just a
retail job off campus. I figured… you know, it’s sort of like just so my whole
life isn’t centered here, just so I can sort of get out there a little bit, even if it’s
just work (Aureliano).
The participants provided several other explanations for not utilizing resources.
For many, it appeared that the participants’ priorities did not include certain activities.
The participants are all academically stable students, whose priority was on
maintaining that strong grade point average. Therefore, participating in social
activities was not a priority. As mentioned above, for Cristina her priorities were
academics and then work. Her extra-curricular activities were academic enrichment
programs, like writing for the campus newspaper.
Finally…yeah, junior year, I tried to…I rushed for a sorority, a multicultural
one, but I decided not to continue with it, not because the girls weren’t great
people, I actually felt right at home with them and to this day we kind of keep
in touch and that was a pleasant experience, but it was…again, I was
commuting and that was just taking up a lot of time in itself, so I wasn’t going
to sacrifice my grades over that, and to a certain extent too, I just…I’ve always
been more of like the loner type, so I just wanted to kind of continue with that
route, just to try a little bit of everything, but not just stick to one thing or one
clique. Kind of going off of that, so I’ve kind of been all over the place
(Cristina).

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Aureliano recognized that the social aspect of his college experience has not
been very active. In reflecting on his reasons for not becoming involved, it also
appeared to not be a priority. Although he was aware of programs, like the
Engineering programs for minority students, he did not access it. “…they’ve contacted
me a few times, but unfortunately, I haven’t followed through with any of the…most
of the time…you know, they have an application all you gotta do is fill in to utilize the
center, but I honestly haven’t utilized it so far.” And although he joined the Society of
Hispanic Professional Engineers (SHPE), his involvement was limited to on-campus
activities. He did not participate in the conferences and professional development
activities because he felt he was too young to begin that planning process.
…for me, that seemed sort of far from when I was going to be getting a job,
where it was like, ‘Why should I be worry about getting a job now?’ …I mean,
granted it would probably be a good experience, but I plan on pursuing my
education further … so I don’t know, I didn’t see it as important…I do realize
at this point it is important because I’m eventually going to have to apply
somewhere, I’m going to have to introduce myself, be prepared for an
interview, so I suppose at this point I probably should be more involved in the
conferences and whatnot (Aureliano).

Sense of Not Belonging
Where ten of the twelve participants were somehow connected to a Latino
student organization or programs, the participants were also engaged in broader
programs, university –wide. Similar to the lack of belonging to the greek-letter
organizations, some participants expressed that they did not feel welcome with certain
Latino groups because they were not ‘Latino’ enough for a specific organization, such
as MEChA – Movimiento Estudiantil Chicano de Aztlan. MEChA is a national

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student organization that was critical on college campuses during the Civil Rights
Movement. Today, it is prevalent on many colleges and universities throughout the
United States. At this institution, it is a relatively small organization, but remains
vocal in political and social justice issues. As a result, some students, such as the
participants, did not feel that MEChA represented their own personal views and
perceived it to be a separatist organization.
Angelica, who represented herself as a strong and involved Latina, found
MEChA to be an extreme.
I really wasn’t aware of MEChA before and that’s what made me feel like,
‘Wow, maybe I’m not really that Hispanic’…. you know, even though my
grandmother was neighbors with Cesar Chavez and she knew him and we
knew that family and stuff and we still do, even though I’m not out there
picketing… and sometimes I would kind of walk by [Chicano resource center],
and then I’d be like, ‘Well, I don’t maybe fit in there either because I’m not
one of those… I know who I am and I am grounded in that, but sometimes it’s
a little difficult for me to be ‘La Raza’, like when we protest….so I’ve always
had like…I mean… connecting with the [main]stream of the
fraternity/sorority, the row, didn’t happen. I really didn’t connect there, but
then on the level of like MEChA and Viva La Raza, kind of farm worker rights
and stuff and skipping class to go protest, you know, where those are dedicated
people and you don’t even have to be Hispanic or whatever. They’re just
dedicated people to do that. That’s where I was kind of like, ‘Maybe I’m really
not that Hispanic, but yet I’m really not that [main]stream, the sorority white
girl kind of style. So it’s just kind of like…sometimes I feel like I just…I float
around I guess, but I know who I am and I know I am Hispanic and I take pride
in that (Angelica).

Aureliano also expressed a similar opinion-- aware of his ethnic identity, but
had a different belief system in how that identity is practiced in daily life. He viewed
groups, like MEChA to be separatist, where he believed progress should affect the
entire population.

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…it seems like groups like MEChA and…you know, are very…I don’t know,
what’s the word… almost to the point of reverse discrimination, which I don’t
like that. It’s like you hear things like, ‘For La Raza.’ Why not for everybody?
Why not for the good…why just…I mean, granted…I understand, especially
here, that Hispanics, high drop-out rates and stuff like that, which I agree, but
in general…. Even now, I still am conscious of that. …not because I don’t
think, you know, the Hispanic culture isn’t important, but just I think if we
work towards more of a helping everybody in general, I think it would benefit
everybody instead of sort of this self-segregation (Aureliano).

Conclusion
For two participants, such as Carmen and Candy, the reasons for not
participating or tapping into resources were multiple. The issue of commuting and
having family responsibilities affected the level of involvement or made it more of a
challenge to become involved. For the remaining participants, it was really a matter of
priorities, whether that was a need for a job, or to focus on academics or to participate
in activities that would enrich academics and the career.
The data presented in this chapter Resources and Networks provide a better
understanding of what on-campus formalized resources are being utilized, what
informal networks were developed by the participants and why. The data gathered
from the participants illustrate that these twelve participants were utilizing resources at
different levels, based on their personal lifestyles and academic programs. Academic
support services were widely utilized, with family and peers and the campus
environment as part of the informal network and support system. Finally, the
participants also explained why other resources and activities were not utilized, due to
not being a priority in the participants’ life or a sense of not feeling welcomed.

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CHAPTER 7
FINDINGS: IDENTITY AND GENDER DIFFERENCES

The findings related to the participants’ identity, including gender, attempted
to answer the final exploratory question: Is there a relationship between the perception
of campus climate, informal networks, and gender? Participants articulated their sense
of identity based on their ethnic and family background, socio-economic status,
academic preparation and standing, gender and relationship with others. The personal
identity, ethnicity and gender, of the participants provide a better understanding of
their perceptions of the institution and thus, the networks developed and utilized. In
addition, the data revealed differences of intent based on gender. Unlike the male
participants, all female participants articulated their sense of identity beyond ethnicity
and included their gender. In addition, female participants were purposeful and
intentional with decisions and behaviors that may represent them as Latinas with a
purpose.

Family Background and Academic Preparation
Throughout the focus groups and interviews, all participants answered
questions acknowledging their background, their Latino ethnicity. For some, such as
with Angelica, it was apparent through her responses that her ethnicity was a factor in
her identity. In contrast, Stephen acknowledged his Argentine background and

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articulated that he had not identified with the Latino student community. However,
beyond ethnic lines, the participants were aware of their backgrounds, their families’
stories and the impact of these two factors on their current standing at this institution.
Maria, a second-generation American and daughter to alumni was proud of her
Mexican immigrant parents.
I actually have a history with [this institution]. My parents were both born and
raised in Mexico…and when they got married, they were very young and my
dad had applied to [this institution’s] engineering Master’s program. So he told
my mom, ‘Let’s go. It’ll be a couple years, we’ll come back to Mexico,’ and
that was always the plan, to come back to Mexico, and my mom had a few
credits or classes. She essentially did a semester abroad [here]. So they both
came here. My dad got his Master’s in engineering… and my mom finished up
and took some economics classes. She was an economics major… so they
loved being in L.A., they loved [this institution]… so they really enjoyed it and
they had a great experience…. in terms of my heritage and… it’s just a part of
who I am and it’s not…I don’t consider it as…I don’t like calling myself
American or Latino…I mean, I’m me and I’m…you know, Maria Lozano and
I have the opportunity to be bicultural and I embrace it and I love it and
Spanish was my first language.… and I’m very proud to come from parents
that are 100 percent Mexican, I’m very proud that I…I am of Mexican heritage
and very proud of it, but I’m also very proud that I was brought up here
because of what it means for what my parents did, so…but I’ve always…it’s
funny because if you look at me, most people would never guess that I was
Mexican, never, and I’ve actually had people tell me that, ‘No, I must be
mistaken. You’re too white. You’re too white,’ and that’s something that I’ve
always… I don’t know, maybe because of the way I talk and the way I dress,
maybe…just people are like…I mean, they’ll ask me and I’ll tell them and
they’ll be like, ‘No way. You are 100 percent Mexican? No way. You’re way
too white. You’re so white…,’ and it’s like, ‘Well, I think I know who I
am’…. but the second I start telling…speaking in Spanish or telling them, then
it’s like, ‘Well, that’s great. Good. That’s wonderful,’ and I think people are
most surprised and love to hear the story about my parents and kind of my
story, which is their story too in essence… (Maria).

Participants’ also shared certain aspects of their home life and upbringing, and
understanding these aspects formed who they are today. For most participants, such as
Daniel their home life encouraged and supported an academic environment. Daniel,

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also an alumni family, had a family life and parents with an emphasis on academic and
having a scholarly home. Daniel shared that he and his younger sister were always
pushed by their parents to do well academically.
So by the time we got to high school, like I would go home and just throw my
books on my desk and just try to take a crack at my homework before football
practice…. So it’s just a work ethic that’s been instilled in me and my sister….
it was ingrained in us -- we were kids that were going to go to college. It didn’t
matter where, or what we’re going to do just go.… So I’m applying to law
school right now and my sister’s applying to PhD programs. So it was just
something we know was going to happen when we were kids cause we saw
that we did well in school and we could do it (Daniel).

Mike shard a similar upbringing in his home. He enjoyed school and was supported by
his parents to excel academically.
Carmen, recognized that she was privileged and received opportunities because
her family sacrificed other things for her.
I’ve been given the best of everything. Before, when I lived in Mexico, we
were well off, we were like a higher class there, so I got everything…the best
of everything, the best school…I mean, I went to the school that was better
than the school the [Mexican] President’s went to. I mean, I learned a little bit
of English there, so not as much as when I came here, and…I mean, I got the
best of everything and I just…that’s a sacrifice they made. They gave me the
best of everything, whereas now, because of the condition Mexico is in, my
cousins aren’t getting the same things I did… (Carmen).

Aureliano, a first-generation college student did not necessarily acknowledge
his scholarly home environment, but his intellectual inquiry was not hindered and he
was allowed to explore that.
I attribute a lot of who I am now is…my parents too because they are very,
very different considering…even now, I reflect upon how they raised me and
how they think, what they value, and it’s…I find it amazing that they sort of
broke out of the cycle of continual, you know, traditional thinking and they
sort of…they’re very…despite their…you know, neither of my parents made it
out of…past the seventh grade, but they’re very, very…I want to say

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intellectually sound. They know…they can think about things outside this
really enclosed box that they were traditionally…I mean, essentially born into
and they sort of…that sort of influenced…having that influence growing up I
think really had a big part in sort of what I am now and my beliefs essentially.

Aureliano then shared his first intellectual experience…
…about seventh grade. When I first got…when our family first got our first
computer, I was always trying to figure out how it was working, taking it apart
against my mother’s will, but I did it anyway. It’s an interest that just never
really died down in me. I figured in high school when I was trying to decide
what I wanted to do, it’s like for the past, what, five years when I was senior
and computers had always really interested me, so I figured it was something
that I really wanted to do, and having selected that, up to this point, it’s
still…my interest is still there…(Aureliano).

Socio-economic Status
As with personal backgrounds and family stories, the participants also had
different upbringing in terms of socio-economics. Participants, like Maria and Daniel,
whose parents had professional American college degrees, experienced a much more
socially privileged lifestyle than some of the other participants.
…they made a life for themselves here, which is unbelievable and something
that…because they did that, I’m fortunate enough to enjoy my time here at
[institution] not having to worry about that, not having to worry about financial
aid, not having to worry about that because my parents worked so hard. They
started their own company in 1990 I think…in 1990… and that company was a
semiconductor company and my mom did all the human resources stuff and
my dad was the president of the company and the company did great and it
went public, so they sold it and so we’ve just been so fortunate (Maria).

Daniel’s personal experience allowed him to have a better transition to the college
environment.
I’ve always been to schools that have been predominantly white. So just
coming here was a continuation. I haven’t been in a homogenously Latino
environment. I mean I know friends that went to school that was 99% Hispanic
and they have some trouble adjusting here.… But for me it’s never really been

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an issue like I always been in classrooms like where it’s predominantly white.
Same thing here, it’s predominantly white, so I didn’t have trouble adjusting to
that. In terms of adjusting to the class experience or the environment, again, I
didn’t have much of an adjustment. I went to a private high school, catholic,
and I was very strong academically, so I really didn’t need to spend hours,
upon hours in the library. I did, because I wanted to excel, but it wasn’t instill
for me just to get passing grades… (Daniel).

Mike and Candy’s parents also had college degrees, however their socio-
economic status was different. Candy was born and raised in Mexico, by a college
professor and received a college education as well. When she immigrated to the
United States, as an adult, her education had no value whatsoever. She was challenged
by the California community college system.
I came to this country too old already to be still in college, so I started going as
a way to learn English. I didn’t speak English and English as a Second
Language classes were too boring, they were not really prepared in a way that
would help me learn English, so I was like, “Oh, let me go find that…the real
world, go take a sociology class or something and see I how I do (Candy).

Mike’s parents were professional in Mexico, as well and lost their academic
and social standing when they immigrated to Texas.
A common theme that emerged was that to some extent there was a perception
others had about each of the participants. Each participant had their own challenge
getting to college, or an explanation of themselves that needed to be provided. As
described above, Maria had to justify her ethnicity and explain her family history.
Although Daniel attended academically strong schools he experienced negative
perceptions by others.
Just looking back to some of the things people said to me. Being one of the
few kids of color like when I was a child and some of the stupid things I was
told when I was in junior high, that kind of motivated me cause I knew I was
smarter than everyone but they kind of pushed me down. I wasn’t the 6ft. 2

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Irish kid – catholic schools. I think about that and it keeps me motivated. I
want them to see what I’ve done now type thing… (Daniel).

Angelica, raised by her single mother, also attended private schooling all her
life and felt the socio-economic strains, which still affects her today.
She put in everything. She didn’t go to college, she just graduated from high
school, and she did not want me to be struggling the way that she was
struggling…is struggling to this day, so she knew I guess because…I mean,
she is an intelligent woman and she knows that with the more education you
get, the higher you can go in life and the more success you will see, so from
day one, she has put everything into my education.

Her mother ensured that Angelica would be academically prepared. However,
Angelica felt the pressures at school, as her uncle worked at her private school, as a
custodian.
This is my family. ‘Yeah, he’s working, OK,’ but then when I did get older,
seventh and eighth grade, it was kind of like, ‘This sucks. This is my uncle
working, picking up my trash and our trash,’ you know, and so when people
would leave stuff around, I like, ‘Hey, pick that up.’ I started getting
more…and that’s how I am right now when I see trash lying around.
Sometimes I’ll just go pick it and when the bathrooms a mess, I’m like, ‘Aghh’
(Angelica).

The individual background and socio-economic standing affected and
influenced the participants’ academic preparation. For participants, like Carmen and
Pablo, who were academically strong high school students, found challenges at their
public high schools. School administrators had misconceived perceptions on the
caliber of students which resulted in lack of support for them.
They kind of see like they don’t expect you to excel. Things like that, you
know? I know in high school they were asking like ‘oh who can we choose
people for ASB - my name came up, like things like that. And the ASB
[advisor] before was doing it, she was like ‘oh, like that kid’s smart?’, ‘Like
yeah, maybe he’ll be your valedictorian.’ They don’t even know he’s smart at

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all. I was like one of 3-4 other Mexicans in my high school that was you know
- weird (Pablo).

Carmen experienced a lack of support at her magnet high school and felt she
was on her own.
I went to high school where it mostly Asians, so even there I felt out of place
because there…it was a Magnet high school, so there weren’t a lot of Latinos
either. I think I was one of the only like three or four in my whole class.… my
high school, they kind of didn’t pay attention to me, the counselors. I mean, I
had one of them who told me…I wanted to be a doctor actually, but since I got
like a B in chemistry…yeah, she said that I should focus on something else. So
that’s the kind of response I got from counselors at my high school.… No one
helped me…no one helped me fill out anything. They give you the little…
thing and they…I mean, actually we did the Cal Grant in class, so I guess if
you had questions you could ask. For the FASFA, it was online, so I did it by
myself and it was difficult at first because I didn’t know…you know, the tax
forms…. (Carmen).

Salvador took a different, longer route in order to arrive at this institution
prepared. Upon graduating from high school he entered the military.
I did some coursework in-between there, during that time, and then I got out,
did about a semester…had got called back in after September 11 and served
another two years, so that was a total of six, including the two in Iraq, and after
that, I got out, did one year of community college and transferred right into
[this institution]…. I understood right away that when you get to a school
like…when I am at… my community college, you kind of stand out.…at the
end of my time there, I received a…pretty much what you could equal as the
highest honor for a community college student, which was the Achievement
Award in the academic category, so I was basically the top academic student at
[community college] during that year (Salvador).

Affects of a College Education
As discussed in the previous chapter on resources and networks, the
participants articulated that their family not only served as a resource, family was a
priority. Therefore their standing in the family mattered. They were aware of what

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their educational success meant to the extended family, regardless of parents’
educational attainment. Daniel shared what his college degree means to him and his
family. “Like one family, I have 20 older cousins and only one of them graduated
college above me. So just knowing that, that was an accomplishment itself. All in the
same family, but just my parental upbringing.” Pablo shares a similar educational
standing with his family, “Like I don’t have cousins or anything that went to a private
university at all. My parents, or relatives or anything like that. That’s why it’s kind of
cool that I can say “oh yeah, we got that little --.” Mike’s experience was different, in
that his family was just getting to the college age and they were doing well. In
addition, Mike stated that his family members value a college education and receiving
a college degree is the norm.
Aureliano shared that his achievement has been that fact that he is in college,
pursuing a degree.
… having made it to… higher education, because I mean, even in my extended
family… my mom has 13 siblings, my dad…even my dad’s side of the family,
nobody’s ever gone to higher…you know, pursued higher education, so I’d
definitely say that’s one thing my parents were very happy about (Aureliano).

The participants have all excelled. They are academically successful at an
academically reputable institution. The following quotes place meaning about the
participants’ education, their experience, their purpose and their future. The quotes are
responses from some of the male participants to questions of fears, challenges and
accomplishments.
I think you have a responsibility with your intelligence. Certain rules to give
something back. Stuff like that.… I think a lot. Another fear …was coming out
of going into a non-Christian bubble, cause I definitely had a Christian

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household, Christian elementary school junior high and high school. I have a
lot of non-Christian friends stuff like that. But it was my 1
st
time being in a
secular environment so it was interesting. My roommate freshman year was
gay. He’s my best friend right now (Pablo).

Salvador also believed in a sense of responsibility, to himself and in helping others.
That’s why you have other Latino students or role-models that assist those
people who deal with those issues because those are still there and they’re very
prevalent today. So for me, I’ve always strived to kind of be at that point and I
would just hope that I guess someday we can get to that point and not even
really be conscious of that. It’s probably going to be a long time from now, but
I think through…hopefully, what I feel, through my efforts, through a Latino
fraternity, creating those networks for other people that have gone through the
system, whether it be academically or through careers, that you provide that
support system (Salvador).

Aureliano viewed purpose within larger perspective, a global humanistic view.
Yeah, or mankind, you know. What’s wrong with that? But they…I guess a lot
of my family doesn’t grasp that. …I don’t want to play down their intelligence
or anything, but they just…it’s not something they’re familiar with or they
haven’t been out there enough to sort of realize the importance of what can
come out of trying to help humanity instead of just one smaller section of
humanity, so that’s…that’s sort of again that motivation to go to my PhD
program so hopefully I can produce something that will eventually benefit
mankind, not just this little subgroup here”(Aureliano).

Academic Confidence
Regardless of how each participant arrived at this institution, they were all
committed to excelling academically. Their academic standing was a priority and
although at times shaken, their academic confidence was not shattered.
Until they were academically stable, Salvador and Stephen focused on their
studies, prior to taking on leadership positions.
If I had time to go out to social events, I would go out on occasion. It wasn’t
my primary emphasis or focus. Like I said, academics was number one. So that
first semester, I might have missed out on a few things, but I didn’t worry

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about it because that first semester, I did come out with a very high GPA, I was
on the Dean’s List…. I knew if I did that, if I maximized my potential, did
everything I needed to do, I would be successful (Salvador).

Stephen articulated a similar experience in terms of keeping his academics as a
priority, until he was able to maintain stability.
… I wasn’t really afraid of change or …the big city or anything like that. It
was just the general sort of, “I want to get here and I’m on scholarship,” and...I
was in the Honors Program first semester freshman year and I didn’t go out at
all. I was just like boom, boom, boom, go and write the papers and wanted to
do well to keep my GPA up and whatnot (Stephen).

Maria, a current sophomore also focused on her academic and has come to
really enjoy her courses and faculty members.
I’ve been pretty proud of my GPA, my academics. After my freshman year, I
had a…I think a 3.85 or a 3.8 something and then after the fall semester it went
down a little bit because it was so challenging, to like a 3.7, which is still
great….but my parents were like, ‘Hey …you’re supposed to be improving
every semester,’ and I was like…I was doing so much and so it was OK.… I’m
learning a lot and I’m really…I find when I enjoy my class, I enjoy my
professor, I do well and I don’t think you have to worry about the grade. The
grade will come out of being interested in the class and doing well and
committing to it… (Maria).

Gender Differences
This study was also searching for answers to the question of gender; and how
the genders differ and whether there are gender differences in perceptions, and
resources and networks utilized. The data provided throughout the prior chapter on
Resources and Networks illustrated that all participants utilized on-campus formalized
resources in a similar pattern. One of the questions asked of all the participants was
“Do you feel your gender as a (Latino / Latina) has influenced your college
experience? If yes, how so?” The responses from five male participants were similar,

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in that their experience had not been influenced at all, or that their male gender role
influenced their experience. In contrast, all female participants gave a gender-base
response that incorporated a purpose, which I describe as Latinas with a purpose.
Latino Experience
During the first male focus group, the question of gender came up during a
time when family was being discussed, therefore the responses are in the context of
whether a sister’s experience would have been different. Mike and Daniel responded
that there are no differences and their experience as a male has not been any different.
Daniel responded “…they have the same expectations of her as they do of me.”
Mike’s was similar;
None what so ever. Not in my family. Both my parents are doctors so it doesn’t
matter in terms of being a male or female….. So it wasn’t like ‘oh you’re the
male you have to go provide for your family later on and … get the bread for
the house’. No no, it’s more of a personal thing you know, you want to excel
and do something with your life, just to do it. I was never ever, my parents
never ever forced me ‘you have to do good in school cause I would do it for
my own self and they saw that, so they didn’t see the need to be behind me
telling me you know, you’re going to go to a good school (Mike).

Pablo, who comes from a more Mexican traditional home was clearly aware that his
experience was different, even in terms of home life.
My mom always says it’s a good thing she’s had 2 boys. Cause she would not
have treated her...I had a lot more freedom than from my parents or mainly
from my mom, as a guy than if I were a girl. I was allowed to date in high
school. My mom probably would not allow a girl to date in high school… she
tells me what would happen if I had sisters. I don’t think my mom would let a
girl, her daughter, go to a university by herself and live on her own. … not
allowed to because I don’t know it’s just that thing like their more protective,
you know-- Mexican mom. She’s right from Mexico….she’s very Mexican
and she’s like very protective of like the female…like I can go …live on my
own, do whatever you know. And come home whenever I want, stuff like that.

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But a girl? You know, so there’s definitely a lot of privileges as a male in my
family (Pablo).

When the question was asked during the subsequent male focus group, where
Jorge and Stephen were participants, Jorge responded “No, not really. I don’t really
think about it that much.” Stephen dismissed it as well “I don’t think…I mean, people
don’t even consider me Latino. It’s like -- my parents are from Argentina-- speak
Spanish.”
Aureliano and Salvador were the participants who were interviewed
individually. Aureliano’s immediate response regarding the question at gender
differences was “I don’t know, actually not…not that I can think of, not off the top of
my head honestly, but then again, I never really considered it. It’s an interesting
point.” He reflected a bit further on his home life and provided the following response
in terms of how he is viewed as opposed to his sisters.
I mean, we’ve always been treated at the same level. It’s not…my parents
made it a point to sort of abandon the whole…because they were born and
raised in Mexico and they lived in a very traditional household where men had
some duties, women had some other duties, but my parents…since moving
here, they’ve realized sort of that…you know, to treat everybody equal, so I
mean, we’ve never had…everybody…all my siblings and myself always had
like equal…we were treated as equals.

Salvador began answering the question in a similar manner as the other male
participants and began articulating his immediate reflections.
I never really thought about the fact that I’m a male in this setting. I’ve just
thought about mostly that I’m a Latino in this setting and I guess…yeah, there
are those traditional gender roles that a lot of Latino families, particularly
Mexican families, Mexican American families, have and I was fortunate
enough to…you know, I’m the oldest of three, so I grew up very independent
and my parents…as long as I was just doing something positive, they really
just never really hounded me to do anything in particular, which is why they

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were pretty open to me going into the military and just kind of exploring and
discovering myself, so once I got [here], that just sort of played itself out even
more. I was just…I felt really free to just do anything. I didn’t real feel like
there were any barriers or anything holding me back.

He further reflected and thought about his girlfriend, who is also a student at this
institution, and shared her experience.
My girlfriend who is an undergraduate student here has aspirations to go to law
school. She’s doing very well, she’s very successful here, but I hear from her a
lot on how she gets different treatment and a lot of double standards and
treatment from male white professors, white male students. There are these
stereotypes that a Latina woman carries with her that people try to, you
know…or that people believe, so I believe that’s pretty tough on her. I guess
the stereotypes people place on me as a Latino male probably has made it
maybe more difficult for me in some settings, but I never really saw that too
much.

Salvador further reflected on the question and responded as follows,
I was never very conscious of the fact that, ‘Oh, I’m a male, a male Latino,
kind of what does that play into my experience?’ I just kind of went about
things with full force, doing the best that I could in everything, trying to enjoy
myself, have a lot of fun. I’m not really sure. I’ve never really thought about
what being a male on this campus…I guess comparing it to what females deal
with, I guess it…I can assume…I’m not sure if it’s the correct
assumption…but that it was maybe a little bit easier for me. Being the fact that
I’m a male and when you’re dealing with all the issues that we deal with as
being under-representing, with being, you know, of ethnically diverse
backgrounds, when you add to that…when you add being a woman to that, I
can only assume that it makes it that much more challenging to be in this type
of environment.

Although Salvador had not been very conscious of his role as a Latino, his
responses throughout the interview illustrate engagement with, and activities and
priorities focused on the Latino culture. While on campus, he has been involved in the
all-male, university–wide, leadership organization and he was a founding member of a
Latino fraternity, and had the following to say about this experience;

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I was a chartering member of La Unidad Latina, Lambda Upsilon Lambda
Fraternity Incorporated. I’m its first chapter president and along with nine
other Latino males, I was able to found it on this campus … so we’re trying to
blaze a trail really for the entire fraternity by being out here on the West Coast
for the first time through this organization.… Like I said, I’ve also been a part
of the recruiting effort for this internship that I was a part of… Alumni of the
program usually assist the following year in getting new applicants and I was
able to get interviews for two of my fraternity brothers, one of which was able
to do the internship as well, and now he’s replicating the same thing and he’s
been able to get people into the program….my Latino fraternity is trying to
create that for Latinos, to get us in that position…to get us in those positions of
power and to not necessarily kind of bring people up and just trying to kind of
hook them up so to speak, but to just be that resource for them. That’s
something they’ve been able to do and I feel like this is something that we can
try to do through this and it’s not just my Latino fraternity, it’s the different
organizations, it’s through just other Latinos in prominent positions that you
looked to as role-models.

Latinas with a Purpose
All female participants were interviewed individually and when asked the
same question, a gender-focused response was given.
Although Maria, the youngest participant stated her experience was not
different based on gender, she went on to explain her upbringing in a gender
empowering environment. She explained that her mother, born and raised in Mexico,
was limited and was not able to pursue an educational and professional field she
originally wanted. As a result, her mother’s empowering demeanor was part of her
(mother’s) parenting.
...and so I think that kind of made my mom be opposite of what her parents
were in the sense that she said, ‘You are a woman, but that doesn’t matter at all
in terms of your potential, in terms of your capability. You can do whatever
you want to do,’ and my mom’s…she’s not…I wouldn’t describe her as a
feminist in any way, but I would definitely describe her as…she a very
empowering woman and I’ve always looked up to her a lot for that ….but it’s
funny because it’s like anything, any type of election or race or something or

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professors, a choice between a man and a woman, my mom always likes the
woman…she’s rooting for her all the way. She just thinks women are perfectly
as capable, if not more, than men, so we were always…I was never aware
of…I never felt any limitation in terms of what I could do.…and something
else that my mom did, was she never let us play with Barbie’s. She didn’t want
us to play with Barbie’s because she thought that was so…I mean, that if we
had just played with Barbie’s that that would have given us the wrong… we
were always running around and playing soccer and...which was also my
dad’s, he wanted us to play soccer and …I was never I guess aware of it
because there was never a question….It was just always there and I understood
that I could…that I was a bright, young, independent woman with all the
potential in the world and whatever I wanted to do, if I put my mind to it, if I
worked hard enough, I could do it… (Maria).

Angelica also grew up in a household where her gender was discussed and she
was encouraged to be aware of her identity as a Mexican American woman. Angelica
shared her father’s advice, “Yes, you are Hispanic… a woman, so you have to fight
harder….” So that’s his motivation… it’s like …you’re definitely going to be pushed
down because you are Hispanic, because you are a woman. That just makes it that
much harder for you.” Angelica also shared that she has this view because she has
seen the disparities.
“I’m just going to be judged and looked down upon and just have to fight and I
don’t know …. I guess maybe it was just a culture of seeing just for myself the
disparities that the Hispanics…you know, my family… the laborers, the…you know,
just visually for myself learning it and kind of building that up since I was little…”
Being Latina has always been an identity that Angelica has had. She discussed
it as part of the college enrollment process, she repeats her father’s words.
I already had the whole defense mechanism up because I’d tell myself, ‘Well,
I’m a Latina, I’m a woman, I’m a Latina, I already two points against me,’ and
… for example…I mean, with… my essays for scholarships, my essay to get in
here, I spoke about that, how I haven’t…how people had it in for me already

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because I’m that, and when I think about it, sometimes…I mean, yes, there are
those occasions where I do feel that discrimination, and then sometimes I
don’t…

Angelica is now a proud university student and shares the same message with
younger Latinas. She speaks to high school students with the following message;
‘Hey guys, look at me. Look at me. I’m a Latina, I am a woman, I am going to
[this institution], you can do it too,’ and that’s where I feel like I have the most
positive impact, is outside the community… because they’re seeing male and
female Hispanics going to their classrooms and saying, ‘You can do it too.’ I
mean, I know if I were…it was a reverse situation, seeing this… talk about this
major and that major and this or whatever, all the stuff that they’re doing, I
would be in awe and I’d be like, ‘Wow! She can do it, I can do it too,’ even if
they are… in high school…. You see how important it is for us Latinas to
really succeed and to get an education so that we can become high influential
business entrepreneurs, government officials, so that we can stop the three,
four jobs that your parents have to do, and I try to bring it back… ‘Look at
your family. Look how your mother is…your father has two jobs just to
survive and that’s how I know I am, my parents are, so why not study a little
hard, why not take that time to really just educate yourself because no one can
take away your education, no one can take away that degree that you earned’
and I feel like that’s the most important place…most important thing that I can
help them realize, the fact that no one can take that away from you (Angelica).

Although Carmen grew up in Mexico with a different upbringing, she echoed
some of the sentiments of Angelica. She recognized her identity as an educated
Latina.
I always tend to stress my work…my school work becomes before everything
else except my family …I guess I do have the idea that because I’m Latina I
have to succeed. I can’t stay behind because I look around me and I see that
there are people who aren’t succeeding and that just…it hurts me and I feel as
a Latina, I have to get ahead, and also education has always been very
emphasized in my family, always.

Carmen also acknowledged that she’s a role-model for younger Latinas.
I do feel that as a Latina, being a successful student, I can be an example. I do
feel that because, you know, if people around me…I mean, kids who are
Latino that don’t do well, don’t want to do it…and I’ve talked to them and I

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show them, ‘Look, you can, it’s not something that’s impossible’ and I do try
to do that because I want to show people who are like me that they can do it
because a lot of the time no one tells them that. You know, at home, maybe
they don’t have the resources or with other people, they don’t feel like they
can. They just don’t feel like anybody cares maybe or like the have the
potential, but I sort of try to be an example…

In discussing her accomplishments and goals, Carmen says that she hopes to one day
go back to Mexico and be a positive, political leader.
Over there, there are women in politics and there are women who are
outspoken and they’re involved, but it’s pretty much like it is…well, here it’s a
little better I guess because we don’t…we haven’t had a female president or
anything like that. They have a bigger voice. There’s like a Hillary Clinton or
something, but over there, they’re not so prominent. There’s a woman who ran
for president just this last election, but I…nobody really knew her name, at
least around here. They focus on the men of the major parties, but I’m
sure…but I think that if I do become involved with a major party, that I can get
ahead (Carmen).

Candy was also born and raised in Mexico and did not think of her ethnicity in
any terms because she did not have to. Mexico is much more of a homogeneous
society, than the United States. Candy first recognized that her background as a
Mexican woman had a value attached to it when she came to the United States. She
voices that experience in her daily life as a student.
…all of my undergrad papers and my grad papers deal with that in a way….
first of all, because in Mexico I [hadn’t had] to really deal with it a lot. With
my dad, he’s very controlling person. I mean, he has a PhD and he’s been, you
know, a teacher all his life, and still he’s very much of like, ‘Women wash the
dishes…’ … at home, he always had the last word, we couldn’t question his
decisions, we couldn’t do whatever we wanted and never mind parties after
8:00 p.m. or things like that. So he was tough, but I came here and I discovered
I was Latina, I’m like, ‘Ooh, I’m a Latina….’ That was kind of a crash course
on racial profiling because suddenly you are marked all over you. You cross
the border and you are marked. I mean, you are never really aware of that in
Mexico. … I felt that I had to dispel those myths associated with being
Hispanic first, and then as a female, I learned to assert myself more. Here, it’s
like they…I broke my…how do you say…[Spanish]…like in Mexico I didn’t

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really participate that much and here, they can’t stop me from speaking
up…(Candy).

Cristina was another participant that throughout her interview, touched on her
dual identity as Latina. She discussed this dual identity when meeting peers similar to
her and finding comfort with other Latino students while in Spain.
I think in terms of being a Latina…I think since I am a minority, both
ethnicity…like in ethnic terms and gender terms, I think I’ve had to prove
myself more in classes and…you know, it’s just almost like you put up a front
that has to be consistent so you come off as confident and successful. Just
simply as a woman, I sometimes feel that when it comes to certain things,
there’s a tradeoff. Like in order to do well academically and professionally, I
lack in relationships because that in itself would take up a lot of time or, I
mean, just the quality of people that I would sometimes meet [are not] up to
par, who would understand the situation. But if anything…I don’t know, it
kind of motivates me because like what’s that saying? Something along the
lines of success is sweeter when you actually have to struggle. You know
something to that affect, and so I’m proud of myself because I’ve had to
struggle a little more than your average person…spoiled children… who ever
those people are, because I know that I’ve earned it. My parents weren’t able
to help me with my college applications or my homework. I mean, if anything,
it’s been the other way around. My mom’s in college now and I help her, so
it’s an interesting situation. So yeah, I mean, that kind of mentality, knowing
that you have to struggle for something kind of keeps me motivated, just
focused, you know (Cristina).

The participants’, both male and female, responses to the question on gender
provides insight about how their own identity is perceived, how it influences the
overall college experience, and their sense of purpose. The female participants
articulated a perceived sense of additional challenges found in the academic setting
and a responsibility to serve as a positive representative for females or for Latinas.
Conclusion
The findings presented in this section provide a basis for better understanding
the participants and how they have applied their life experiences to their college

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experience. The information reflected the participants’ development as undergraduate
students at it related to their upbringing, both in the home and with academic
preparation; their socio-economic status in terms of family financial status and ethnic
identity. Finally, the findings represent the participants’ sense of self in terms of their
gender and highlighted the differences in the genders.

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CHAPTER 8
FINDINGS: SENSE OF BELONGING

Drawing on Hurtado and Carter’s (1997) model on Sense of Belonging, this
chapter presents findings for the exploratory question: Is there a relationship between
the perception of campus climate and informal networks? Through the interviews
participants reflected upon and articulated their experience as a valued or non-valued
member of the institution and the need to secure informal networks.
At different times during the focus groups or during one-on-one interviews, all
participants made direct or inferred statements about their value as members of the
institution. Participants shared varying levels of perceived value and sense of
belonging to the institution.
As illustrated with data presented in Chapter 5 Perceptions of the Campus, the
participants perceived the environment to be dependent on the institutional history, the
academic reputation, and their interactions with peers. Based on those perceptions,
participants chose to utilize on-campus resources and developed their networks and
support systems, both on and off-campus. Through their discussions of the perceptions
and the use of resources there appears to be a relationship between perceptions and
resources used. Participants felt comfortable within the general university
environment, and their experiences illustrated that on-campus resources were utilized.

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The informal networks off campus were made up of employment and research
opportunities, long-time friends, and family.
Through the following quotes, participants articulated their sense of belonging
to this institution. Salvador reflected on the process he took, which got him to the
place of comfort and confidence on campus.
I feel like a valued member of this institution. I feel like I’ve done my part to
contribute through organizations… I deserve to be here and I’ve done my part
to give back to this institution while I was here… I definitely feel like I’m a
part and I’ve been a part, but on that same token, I also feel…I also have a few
times felt that maybe…felt out of place, if that’s the right way to put it. I felt
out of place. Sometimes I just felt a little awkward knowing that I was just
different from people and knowing…and just trying to figure my way into
different situations based on that fact, whether it be in the classroom, whether
it be outside of the classroom and just working with groups of students,
interacting with professors and faculty….I don’t want to say I was trying to
prove myself, but I guess in a way I was. You know, I wanted to make sure
that there was never any issue about my abilities and whether I belonged
here….within this institution, you sort of develop a little bit of a swagger, at
least I feel like I did. You’re very comfortable in this setting, you’re familiar
with it, you’ve done it for a couple semesters now, you kind of know what
needs to get done, and you take care of it. So you walk around campus very
confident, sort of like the upperclassman ideal (Salvador).

Angelica, as a vocal Latina, rated her experience at this institution very high
and plans to continue her graduate studies here as well.
This has been the best experience ever and I don’t think that I have done it any
other way. I mean, if I had gone to a different college, I’m sure I obviously
would have had a different experience, but I don’t think I would have wanted
to change that experience academically…… honestly, I love it here. Like I say,
I wouldn’t have changed it. It’s definitely been a learning experience. … I
really do feel that [this institution] does a good job at trying to cater to cultures
and not necessarily making me feel like a number… I matter to this university,
whether I am Latina, I’m Asian, I’m black, I’m any…whatever, it doesn’t
matter. I don’t feel like, ‘Hey, I’m just the number needed to fill in, like … we
need to have 500 Hispanics or more and you’re part of that,’ and I take pride in
that…

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Due to Cristina’s limited financial resources, she placed herself on a fast track
and graduated as soon as possible. Reflecting on her experience she comments that
she would have liked to stay on campus a little longer;
I’ve had a very pleasant experience. I’ve always felt welcomed from…I mean,
just different groups of people, different ethnicities, different age groups, so
yeah, I’ve always felt welcomed. I think my major…and this is, I don’t know,
something that I’ve found interesting…open to just different things overall,
like welcoming, trying to help you further….Yeah, much more of a
community. I mean, I graduated early and … college has served its purpose,
that’s why I finished…I mean, I happened to finish early, but I would have
loved to have stayed another semester and to have completed my three and
half, four years of college just because it was that pleasant. I like school. I
don’t mind reading books and teaching. It’s just…it’s great.

Maria shares Cristina’s perspective that the institution offers too many activities. She
further explains that the opportunities at this institution are vast and has had to
carefully map out her college career to maximize on the experiences offered.
… I’ve had a challenge in saying no to things, in saying no to doing too many
things, to committing myself to too many activities…like this semester I’m
stressed because I’m doing so much and I want to be able to take advantage
and I feel like I’m not going to be able to do everything or I’ll have regrets,
…it’s just been a challenge just to map out and to try to prepare for the future,
has been one of the biggest challenges because I change my mind all the time
about what I want to do … there are tons of opportunities. I’m very fortunate,
there are tons…and people…I don’t understand anybody who can say that they
haven’t found opportunity or something here…. I don’t understand that
because there is…if you look for it, they’re there and they are good and
plenty…

As a commuter student, Carmen’s experience was interesting. She was not as
engaged and involved as the other participants. When asked if she felt that she was a
valued member her response was neutral;
I don’t know that I’ve had enough contact with administrators or anything like
that in order to feel or not feel welcome…. I think with the professors I’ve had,
at least in anthropology, it’s been a lot better because it’s so small that I can get

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to know them and they…you know, they’ve written letters of recommendation
for me and they’ve…you know, when I do something well, they tell me and
they encourage me…

Yet, when questioned on her overall experience at this specific university and on the
institutional culture, she responded positively.
It was really positive. I like it here.…I even want to go to law school here. I
just really like it around here and I like that it’s in [the city]… I like it. I think
it’s a good school. I really like it. It was my first choice and I just…I just really
like it. I mean, there’s….I do feel that aspect of it [institutional culture]. I also
like the diversity that there is. I like to meet other people, that helps you, but I
do feel like I’m part of…you know, like I can…I’ve met people who were like,
[school chant]…..Sometimes on the train or on the bus or just going downtown
and it’s nice because if you went here, if you meet someone and…they have
like a network, so I like that aspect of it, besides the school itself I guess, the
programs it has (Carmen).

Maria enjoys being in the smaller academic program that’s inter-connected to
the larger institution.
I have really enjoyed my experience at [institution]….but in [Communication
School], I feel like I’m part of this tiny wonderful liberal arts college in the
midst of this huge university, so…and with all these amazing connections and
networks and resources, so I’m really happy with the way things worked out
(Maria).

During the first male focus group, where Pablo, Mike and Daniel participated,
Mike demonstrated a strong sense of commitment and belonging to the institution, to
his academic units, and overall he had a strong connection to the university. Pablo,
discussed frustrations with his fraternity and the challenge of the academic programs.
However, at the close of the interview he shared an experience that occurred prior to
him setting foot on campus, that gave him an immediate sense of belonging that has
stayed with him throughout his education;

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I remember when I got accepted to [this institution], I got a note …someone
sent me a note and it was like “oh, I’m from [hometown] and I’m so glad
you’re coming to [this institution]. Here’s my number. I’m from [hometown]
too.” He was like involved. So I got ‘yeah you’re from [hometown] too’.

Conclusion
The participants all felt a sense of belonging to the institution for a variety of
reasons, all based on their experience. Some, Aureliano and Stephen had a sense of
belonging upon stepping onto campus. Others defined their sense of belonging based
ob their level of engagement and contributing back to the institution. For most
participants, the sense of belonging came about because the institution was the ‘right
fit’ for them. The resources, reputation and the ideals the institution encompasses
suits them well. Finally, for other participants, such as Angelica, Pablo and Cristina,
the institution or representatives provided a welcoming environment.

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CHAPTER 9
ANALYSIS AND DISCUSSION

As the Latino population in the United States increases, so to does the Latino
student enrollment across American colleges and universities. In California, that rate
is increasing at a faster rate than in most other states. Yet, Latino college students are
the least likely students to persist and graduate with a bachelor’s degree (Fry, 2002).
Therefore, it is important that California colleges and universities in particular, gain a
better understanding of Latina and Latino students and their college experiences.
Previous studies, such as Hurtado and Carter (1997) and Hernandez (2000)
discussed the role that students’ perceptions of the campus climate and the influence
of the physical environment played in Latino students’ sense of belonging and
ultimately their desire to persist. The current literature is limited with regards to
explaining why some Latino students persist and others do not. Unlike most studies
on Latino students which are focused primarily on lower achieving Latino students,
Hernandez (2000) examined the experience (perception of the campus and influential
factors) of successful Latino students. Hernandez defined success by those who
persisted. Additionally, Barajas and Pierce (2001) and Torres (2004) found more
specifically that these perceptions about one’s undergraduate experience were
mediated by gender for Latina and Latino students.

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This study reviewed the undergraduate experience of twelve academically
successful Latina and Latino students attending a private research university. Drawing
on Hernandez’s (2000) framework, I organized the findings around the perceptions
that Latino student have of the institution; studied the resources and networks utilized
and developed, the reasons why the resources are or are not utilized and if any
networks are developed; and finally whether any differences were based on gender.
This final chapter provides answers to the exploratory questions presented in
chapter one and a summary of the analysis of the themes revealed in the data. This
chapter also discusses the significance this study plays in understanding the Latina and
Latino student experience, and provides implications for practitioners and
recommendations for future research.
As a case study the participants shared some commonalities. The twelve
participants were enrolled at the same large, private, research institution in California.
They had been academically strong high school or transfer applicants; they had both
parents of Latin American descent; and they possessed a college grade point average
of a 3.5 or above. Through focus groups and individual interviews the participants
shared their undergraduate experience, as it related to their perceptions about the
institution, resources they utilized and the reasons why the resources were or were not
utilized; individuals in their network, and finally, their experience based on gender.

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What are the Latino students’ perceptions of the campus climate?
As discussed in the previous chapters, students’ perception of the campus
environment was important because such perceptions set the foundation for the on-
campus college experience. The overall perception of the campus environment for the
twelve participants was positive. They expressed a shared appreciation for the
institution’s traditions and history, and confirmed their perceptions through
interactions with, and experiences in, academic programs. Alternatively, most
participants had negative interactions with some of their peers on campus, specifically
the greek-letter student community. Participants such as Pablo and Angelica
experienced an uncomfortable racial climate with this particular peer community.
What resources are Latino students using? Why?
Participants revealed a plethora of resources utilized throughout their
undergraduate experience. Participants tapped into on-campus formalized resources
from throughout the institution, including academic support programs, student affairs
programs, and engaged with their academic units through undergraduate research
opportunities.
In addition, the twelve participants were involved in over 35 student
organizations or student-based programs or peer groups. These were organizations and
programs from across the university, representing a variety of themes: academic,
Latino ethnic, and activities (intramural sports and ballroom dancing). These on-
campus formalized programs also provided some of the participants with informal
networks and a support system.

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The family structure was also a network utilized by the participants. Some of
the support received by family members included referrals and guidance in academic
and career opportunities, such as with Salvador, Cristina and Pablo, who found
opportunities through their siblings. All the participants noted that their families were
a high priority in their lives, sometimes at the expense of collegiate activities.
What resources are Latino students not using? Why?
Participants discussed the factors that limited their personal engagement with
the institution. For two female participants the limitation was due to their commuter
status, whereas an additional three participants mentioned their off campus
employment as a reason that they did not utilize on-campus resources. However, these
off campus resources were also important, as they provided a balance in lifestyle,
financially and socially. These three participants found that having employment off-
campus better met their financial needs, although it limited their involvement and on-
campus engagement with peers.
Informal networks: Who do Latino students use as resources and for what
purposes?
The participants developed a network with individuals from throughout the
institution. They received mentorship and advice from faculty members, especially
while engaged in research projects. Some participants entrusted staff members and
developed networks that were beyond the expected roles. Participants described them
as family figures, as Salvador referred to [Ms. S] as a mother figure and Mike
mentioned his home was always open to his faculty mentor. These were individuals

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whom they met through formalized programs, but fostered and continued the
relationship through an informal setting. Many of the participants described a
comfortable environment where they were welcomed to visit, feeling very much at
home in a familiar setting.
Is there a relationship between the perception of campus climate and informal
networks?
The participants’ perceptions affected the resources that they accessed and
their level of involvement with student programs. The participants indicated that they
had a positive perception of the academic programs and support services offered
throughout the campus. As a result, their utilization of, and involvement with,
academic programs was high. With the exception of one student, the participants were
not only knowledgeable of on-campus formalized resources, services, and activities,
but they were also utilizing them in order to maximize their experience. They scanned
the campus and made conscious decisions about what departments to use; in which
programs and activities to participate; and what kinds of networks to develop.
Participants were engaged in on-campus formalized programs, such as lectures,
outreach programs, overseas programs and undergraduate research opportunities.
Participants had limited involvement with the greek-letter organizations. Pablo
was the only participant who was a member of an Inter-Fraternity Council recognized
fraternity, and he experienced a negative racial climate in that organization. Angelica
was the only female participant who attempted to gain membership into a sorority
affiliated with the Pan-Hellenic Sorority Council. She, too, experienced a negative

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racial climate within the sorority system. Two participants, Salvador and Cristina, had
some experience with other greek-letter organizations. Cristina began the membership
process with a multi-culturally based sorority, and Salvador was a founding member
of a Latino-based fraternity on this campus. The remaining eight participants did not
express an interest in joining the greek-letter community.
Therefore, the results illustrate that there is a relationship between with the
perception of the environment and the resources and programs in which students
decide to involve themselves. The participants felt the general campus environment
was positive, and their involvement in university-wide programs was high. The
perception with the greek-letter community was hostile, and their level of involvement
was low.
Is there a relationship between the perception of campus climate, informal
networks and gender?
There did not appear to be a relationship in the perception of the campus
environment, resources utilized and gender, as the perceptions of the campus climate
for male and female were very similar. In addition the level of involvement and
utilization of resources between male and female appeared to be similar. However,
there was a difference between the genders in the reason for, and purpose of, their
involvement. Whereas the males predominantly stated that their identity as a male or
as Latino did not play a role in their college experience or in their upbringing, all
female participants, Latinas, articulated that gender identity was a part of who they

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were. When further probed, two males acknowledged that either their home life or
college experience may have been different because of their gender.
Ethnicity was common across all participants, but the female participants in
particular shared their experience as Latinas. They integrated their experience as a
Latina student, as opposed to a student in general, a student of color, or a female.
Candy and Angelica revealed that they share their perspective as a Latina in the
classroom and went so far as to share that perspective in their written assignments.
Cristina observed that as a Latina student, her experience was different because of the
challenges she’s overcome. Finally, Carmen, like all the female participants,
recognized that as an educated Latina, she served as an example and role model for
others.
Conclusions
An initial step in understanding these students’ experiences is understanding
their sense of identity. All participants expressed a high level of confidence in their
ethnic identity, as well as with their academic standing. For some, academic stability
was a quality they brought with them to the campus and it rarely quivered. For others,
confidence came about through overcoming the academic challenges they encountered
at the institution.
Their sense of ethnic identity was displayed throughout the interviews, as
participants freely spoke of their experiences in the context of being Latino or Latina.
It was also interesting to note that, although not solicited, each participant shared their
family’s history and personal story. In some instances the participants shared

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challenges and hardships that they encountered based on their ethnicity. All
participants shared their stories with a sense of pride because of who they were or
where their parents came from. In addition, although the participants recognized their
Latino heritage, they articulated the need to be balanced, or a sense of biculturalism.
They were able to have a lifestyle that allowed success at this institution, as well as
met cultural roles and expectations in the Latino family and home.
Although the sample population was purposely homogenous with ethnicity and
academic standing at a large private institution, the group also proved to be diverse
with other personal characteristics. The participants had varying level of immigrant
status, with two participants who immigrated to the United States, six participants
were children of immigrants and the remaining were either second generation
American born, or had parents of mixed immigrant status. The level of educational
attainment in the home was also quite diverse. Approximately half the group had
parents who had earned a college degree, although not necessarily in the United States.
Others had parents who had not earned a degree, but siblings had. Finally there were
some who had no family members with earned college degree.
As a result of the diverse immigrant status and educational attainment, the
socio-economic status of the participants was diverse as well. Some participants, such
as Salvador and Pablo, were raised in working class homes and communities and
received a public school education. Others, such as Cristina and Angelica, were also
raised in working class homes, but received a private school education. And finally

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some of the participants were raised in more affluent homes and communities and
attended elite preparatory schools.
As presented in the findings, the level of involvement while in high school and
in college varied. Some participants, such as Angelica and Maria, had been engaged
with their school programs throughout their entire education. The level of engagement
continued in college. In contrast, Aureliano and Carmen both mentioned little to no
involvement in high school, focusing more on academic achievement. This pattern
continued throughout their undergraduate career.
Although the diversity of the participants’ personal characteristics were
apparent in the findings, it is interesting to note that only one participant was not of
Mexican background, Stephen. Interesting as well, was the fact that he articulated a
very different undergraduate experience that the remaining eleven participants.
Stephen mentioned throughout the focus group, as was reflected in his resume, that he
was not engaged in the Latino student community on campus. In essence, Stephen is
distinctly different than the other participants. He was the only non-Mexican, did not
identify with the Latino student community, his family is financially affluent, and he
received his schooling abroad.
The idea to remove Stephen from the study was proposed, as he became an
outlying participant. I decided to keep Stephen as a participant and include his data in
the study for several reasons, most importantly because Latino students were invited to
participate and Stephen responded. He identified himself as Latino in several key
areas throughout his undergraduate career. Upon submitting his application for

164
admission to the university, Stephen had the option of indicated his ethnicity or
leaving it blank, and he chose to mark the box identifying himself as Latino. Stephen
subsequently responded to this study’s invitation and agreed to participate upon
learning of its objectives. Finally, at the end of the focus group, Stephen mentioned
that although it was happening late in his undergraduate career, he had decided to
apply for membership in the Latino honor society. Although he may not be involved in
the Latino student community and not reflect the same demographic profile, he
identified himself as Latino.
In addition, as a study that intends on providing data on Latino students, his
experience matters. It is important to stress the diversity of the Latino population.
Stephen’s experience provides one such perspective. Although he was not engaged in
the Latino student community, he was involved in undergraduate research conducted
through his academic program on Latin American countries. In addition, he shared
family customs and experiences based on his Latino background.
Rather than exclude Stephen from the study, I decided to note and explain his
difference. As an affluent Argentine student, his life experiences have been
significantly different than other participants. His difference in perspective and
perceptions can be explained through Ogbu’s classification of minorities as defined in
Ogbu and Simons (1998).
For more than twenty years, Ogbu has been studying minority populations in
different societies. His 1998 publication with Simons, Voluntary and Involuntary
Minorities, discussed his theory on cultural-ecology with specific implications about

165
educational outcomes of minority children. In addition to further explaining Ogbu’s
existing theory, Ogbu and Simons (1998) presented how minorities’ perceptions of
society affect schooling and economic stratification.
Ogbu’s existing theory presented beliefs and practices of voluntary and
involuntary immigrants in societies, such as the United States. Whereas voluntary
immigrants are individuals who have selected to leave their country of origin for a
better life in America, involuntary immigrants are individuals who have been forced to
be part of American society. Involuntary immigrants were enslaved and were forced
to enter the United States like African-Americans, or had been colonized like Native
Americans and or had been conquered, such as southwestern Mexicans (1998).
With regards to academic achievement, Ogbu suggested that each minority
group has “community forces” that are beliefs and behaviors based on perceptions of
the dominant group. For involuntary immigrant minority groups, those beliefs and
behaviors may be based on a negative perception the group has about the dominant
group. With regards to education, that perception stems from how children are
treated, or mistreated, educational policies and practices, and rewards or lack of
rewards for academic achievement (1998).
In contrast to involuntary immigrants, voluntary immigrants may have a
difficult transition to American society, but through generations, become acculturated
and slowly lose immigrant status. The beliefs and behaviors of voluntary immigrants
advocate a strong work ethic and strive for economic opportunities (1998).

166
Ogbu and Simons suggest that some Mexican American individuals, whose
ancestors voluntarily immigrated to the United States, may have more similarities to
an involuntary minority group than to their parents’ immigrant experience. Thus, they
adopt the community forces of the non-immigrant group (1998). This theory may help
explain the responses of participants of this study of Mexican descent. Although they
or their parents are immigrants, they have an affinity to the involuntary immigrant
group based on their experiences and interactions in school or with American society.
Stephen appears to be the one participant who corresponds with a voluntary
immigrant group. His parents, as Argentine immigrants, had a strong work ethic,
achieved academically and economically. Instead of utilizing the American public or
private school system, Stephen and his siblings studied abroad. Thus he does not have
the same experiences.
Although Stephen is of Latin American descent and is a child of immigrants,
he does not share the same characteristics and experiences of other Latin American
immigrants, particularly those of Mexican descent. Upon arriving at this institution,
he did not affiliate with the Latino student community because he does not share the
same ‘community forces’ as he is not a member of the minority community. He is a
member of the Latino community because he shares values and traditions (family)
based on his Latino heritage, but does not share the history of oppression, as defined
by Ogbu and Simon (1998).

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Significance of the Study
It is anticipated that Latino students will continue to enroll at California’s post
secondary institutions at increasing rates, as suggested by Fry (2002). This case study
provides a better understanding of some theoretical frameworks currently found in the
existing literature. The study proved to be significant for a variety of reasons,
including the purpose of the study, the research approach, the participants’ criteria and
finally, the findings.
This case study contributes to the literature and supports studies already
conducted about the perception Latino students have of the campus environment.
However, previous studies did not consider participants’ gender or the relationship
between perception, and utilization of resources. This study attempted to review the
relationship between perceptions, utilization and gender.
This study further supports existing research on Latino students and data on
California’s demographics. Hurtado and Carter’s (1997) quantitative study implied
that Latino students had a stronger sense of belonging at a large private institution
because such institutions have many resources to offer and a critical mass of Latino
students. Therefore, the qualitative research methodology is significant because it
documents and provides a deeper understanding of the first-hand experiences of
Latino students at a large private institution in California. The findings are significant,
as they add to the limited literature on high achieving Latino and Latina students.
Finally, the study has significant value because of the participants. Mirroring
Hernandez’s (2000) perspective, many of the studies on Latino students focused on

168
why they were not achieving, often framing the issue as one of deficiencies in Latino
students. This study examined the undergraduate experience of academically
successful Latino students and attempted to gain a better understanding of their
perceptions about being successful, including the resources they found most useful.
The data revealed two important findings: 1) diversity within the larger Latino
community, as the participants were from diverse backgrounds, including participants
who were first-generation college enrolled, immigrants, and those with different levels
of socio-economic status; and 2) all participants were academically successful,
regardless of factors considered ‘at-risk’. In addition, two participants did not appear
integrated into the campus life, however they still persisted and further, felt they were
valued members of the institution.
The results illustrated that the perceptions students have of the campus
environment affected the resources utilized and their level of involvement. When
reviewing the perception and the level of involvement or resources utilized there did
not appear to be a difference based on gender. However, when asked the question
why or why not, and if gender affected the experience, this study found there were
differences among the male and female participants.
Finally, the findings support Hurtado and Carter’s (1997) model on Sense of
Belonging. By using Hernandez’s (2000) exploratory questions, this study found that
the participants perceived a positive campus climate, which resulted in their access to
and utilization of, formalized resources. Some participants experienced negative
racial incidents, but did not generalize those incidents to their overall undergraduate

169
experience. Their ability to navigate the many areas of the institution provided them
with positive interactions. For example, participants expressed that even the campus’
physical structures, the campus aesthetics, were a source of inspiration and value as a
member of the institution.

Implications for Practice
In addition to increasing the persistence and graduation of Latino college
students, administrators in higher education are also interested in ensuring a positive
undergraduate experience for their students. First, however, I must caution that this
study is limited in that it examined the undergraduate experience of a small group of
academically successful Latino students. These twelve participants, who had earned a
grade point average of a 3.5 or above at a large, private, research, competitive, urban
university represent a very small percentage of the entire Latino population. Therefore,
results are limited to this institution and should not be generalized.
This study however, can provide guidance in understanding some of the
experiences Latina and Latino students had as undergraduates with respect to the
following:
Resources offered through the institution. Creating a place where students felt
as though they belonged characterizes the program students pointed to as being
helpful. Certainly scholarship programs offered financial assistance and academic
enriching programs to low-income and first generation Latina and Latino students.
These programs targeted traditional ‘at-risk’ students and provided a balance playing

170
field. But beyond providing financial assistance, the programs created physical space
where participants felt welcomed and did not experience a condescending
environment. The programs were well staffed; provide on-going case management and
academic enriching activities. Staff members were individuals who accurately
represented the population served and were accessible to the participants. They were
therefore knowledgeable and sensitive to the recipients’ personal experience.
Administrators of institutions should consider the following:
• Provide a physical space where Latino students feel comfortable
‘dropping in’ to touch base with approachable staff members
• Staff members are professionals who are knowledgeable and sensitive
to the Latino student experience, and
• Staff members who can provide a welcoming environment through
their daily interactions with the students and who can serve as role
models.
Visibility of a Latino community. Whether participants were engaged in the
Latino student community or not, they acknowledged the existence of one. All
participants expressed that through their years at the institution they became aware of
the resources and services specifically targeted to the Latino students. The Latino
community at this institution included departments, student organizations, programs
and individuals (peers, faculty, staff, and administrators). The Latino community also
appeared to be diverse and offered a wide spectrum of engagement. Participants
shared that they felt comfortable with certain sub-groups of the larger Latino

171
community, while also feeling frustrations with highly political groups. The diversity
of the Latino community was also represented in the socio-economic status of the
students.
Practitioners should understand that visibility of the Latino community extends
beyond students and student organizations. In addition to providing a comfortable
physical space for students, practitioners may consider the following suggestions for
increasing the visibility of the Latino community:
• Attract and retain faculty and staff members, at all levels of the
institution, to reflect the population served.
• Because the Latino population is diverse, services and programs should
reflect that diversity. Latino student should be encouraged to have
several organizations and programs that reflect several aspects of their
lives (academic, social, political).
• Latino students should be encouraged by the administration to assist
with the recruitment and retention of fellow Latino students.
Admission officers may find that a personal note from a current Latino
student to a perspective applicant may be more effective in welcoming
that applicant to a ‘safe’ environment.
Valued within the academic setting. It also appeared that the participants felt
valued within their own academic units. Two departments specifically highlighted by
the participants were Communication and International Relations. Participants
involved with those departments articulated that they provided a welcoming

172
environment. A further review of these departments found that they did not have
programs catered specifically to Latino students. It appears then that for
Communication, the environment was welcoming for all students. The school of
Communication offered a variety of open programs, such as lectures and forums on
diverse topics, thus providing a welcoming environment for diverse students. The
International Relations program is financially stable and as a result can also offer a
variety of opportunities. Because institution is geographically located in an urban,
west coast region, and by supporting the globalizing mission of the university, the
program has geared funding and programs to efforts that support globalization and
undergraduate research opportunities. This program attracts faculty and research
opportunities that Latino students may find interesting, such as topics related to Latin
American studies and community outreach to surrounding high schools.
Through a review of the participants’ levels of engagement, the data revealed
that participants felt valued by participating in campus programs, such as research
opportunities on Latino issues, opportunities to study abroad in countries of historical
significance to their ancestry, and college outreach to the Latino youth.
Administrators can ensure a welcoming environment through the following:
• a diverse curriculum that reflects the Latino students’ histories
• attracting and retaining faculty whose interest and research reflect
Latino issues
• service learning and community outreach programs connect Latino
students with youth

173
• Guest lecturers and temporary academic exhibits represent diverse
perspectives
Campus Aesthetics. The campus aesthetics emerged as an important factor for
participants at this particular institution. The participants shared areas they felt
comfortable at and named buildings and structures that not only served as symbols of
the institution, but served as factors for motivation. In addition to providing a value to
the campus setting, Kuh and Whitt (1988) discuss how students find institutional value
and aspiration through the campus’ physical setting. Architecture and artifacts found
throughout the campus serve as symbols and traditions of the college and further
deepen the institutional culture (1988). The findings suggest that these students, a
subculture of the student population, found the architecture and structures to be
inspiring. Administrators can assess their Latino students to determine what physical
spaces, buildings and areas currently serve that purpose. They are further
communicate with fellow institutional administrators to ensure that the institutional
values are displayed through artifacts and symbols throughout the campus.
Recommendations
The findings presented in Chapter Five, Six, Seven and Eight answer the
questions asked, pertaining to perception, resources and networks and the explanation
for such. Through the collection of the data, participants brought forward other issues
that need to be further reviewed, including:
The experiential differences between commuter and residential students.
Further research into the experience of commuter students will provide a better

174
understanding of their needs and appropriate services. This study was limited in
assessing their needs.
The impact of an individual campus culture. The culture of the study site
played a large role in students’ perceptions. In this case, the role was positive, but
other campuses, each with its unique history, traditions, and culture, may find that
institutional culture impacts students differently. Hernandez (2000) provided an
excellent framework that can easily be used to conduct research at any institution. The
three areas assessed through the exploratory questions can provide administrators at
other institutions with a better understanding of how Latino students perceive their
particular institution, the institutional resources and individuals that are helpful, and
finally the meaning students make of the physical environment.
Living Biculturally. All participants expressed or implied that they are living
two in two cultures, one within the institution and another with their Latino
community (home and family). In order to become successful, the participants had
priorities and balanced the expectation placed on them by institution with those placed
on them by family. Salvador went so far as to articulate that even his language usage
and body gestures change depending on whit whom he is engaging. Further research
on this topic may gain a better understanding of how living a bicultural life affects the
college experience for Latino students and other students with more than one cultural
identity.
Additionally, although this study provides a better understanding of the
successful Latino and Latina student, given the limitations of this study described

175
previously, the following areas of the Latino and Latina experience require further
research:
Latinas with a Purpose. All female participants provided a gender-based
response and clearly articulated their identity as Latinas (ethnic women). This topic
needs to be further reviewed in order to grasp Latinas’ meaning and understanding of
their experience. It was also much more difficult to schedule interviews with Latinas.
In fact, the scheduled focus group for Latinas yielded only two participants. The
respondents requested additional scheduling, yet did not arrive when they were
scheduled. It was implied that the difficulty in attending the focus groups was due the
participant’s busy schedules. In addition, three of the five Latinas were commuting
from home and therefore preferred to meet on days and timeframe when they were
already on campus. All Latina interviews were conducted independently.
The Latino male experience. The dismissive response from most Latino male
participants was interesting and could further be explained by understanding the idea
of invisible privilege. Privilege of individuals based on group membership has been
explored by researchers within a variety of fields. Wildman (1996) describes privilege
as an aspect of an individuals’ lifestyle that is seen as a norm within the greater society
. Therefore individuals possessing privilege have the ability to live their life as most
individuals of the dominant group do. Therefore, in the United Stares, white males
have the most privileges, as history and norms of the country were established by this
group. Wildman further discussed the privilege of white Americans (male and female)
and American men, regardless of race or ethnicity (1996).

176
Wildman (1996) suggested the ignorance and silence of social privilege. She
argued that individuals who possess the privilege may not fully be aware of it, thus
they can not speak about it, and may becomes defensive when confronted with their
privilege. “Privilege is not visible to its holder; it is merely there, a part of the world,
a away of life, simply the way things are. Others have a lack, an absence, a
deficiency” (1996, p. 17). She further presents that when made aware of their
privilege, individuals have the ability to remain silent or dismiss it all together. This
explanation supports most of the male participants of the study.
This study was limited on further exploring why some male participants did
not reflect on their male experience, resulting in a need for further research. It is also
important to note that the male students responded to the invitation to participate and
scheduled themselves for the focus groups at a faster rate than the female students.
In an effort to collect data from a homogenous sample, this study set criteria
and defined success. Participants had to have maintained a grade point average of 3.5
or above to be defined as an academically successful student, and further, needed to
have both parents of Latino descent. The following recommendations resulted from
the criteria set for this study.
Inter-racial Students. Many inter-racial students were interested in
participating in this study, but were disqualified because of the focus on children of
two Latino parents. The interest from inter-racial students suggests that there are
students whose inter-racial experience should be further explored.

177
Ethnic Specific Participants. In contrast to the inter-racial students who may
bring forward a unique perspective, research on a more specific sub-population of the
Latino community may provide perspective to national-ethnic trends. The data
collected in this study was heavily influenced by participants of Mexican descent.
Ethnic specific research on other groups, either by country of descent, are
geographical region, such as Central America or the Caribbean may provide insight to
their experience.
Other Qualities of Latino Students. As first discussed at the pilot focus group,
the participants with a high grade point average provide a skewed perspective of
Latino students. Participants of the pilot group suggested that the perspective and
experiences of students with a strong grade point average would be heavily centered
on academics. In addition, some of the participants expressed a concern over the
defining criteria of successful and challenged researchers to explore other positive
qualities of Latino students. Some ideas for participant criteria may include Latino
student leaders, or priorities of the Latino undergraduate students.
Final Thoughts
This case study provides an additional perspective on the Latina and Latino
student experience. It confirms that all students at the institution matter. They each
have perceptions of the campus environment. Those perceptions are molded by the
publications they read, tours they walk through, individuals with whom they interact,
halls they live in, courses they enroll in, faculty they learn from and peers they study
with.

178
Students respond to these interactions based on who they are, male or female,
socio-economic upbringing and family history. Through interpretation, those
interactions then become positive or negative experiences. As a Latina, student affairs
administrator, it is the researcher’s assumption that regardless of the student’s
individual background, the interactions on the campus will lead to positive
experiences, thus, a sense of belonging.

179

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APPENDIX A
Email Invitation via Student Affairs

Hello ( Name of Student),

My name is Raquel Torres and I am a current doctorate candidate at USC-
Rossier School of Education completing my dissertation requirement.
I would like to invite you to participate in my research project entitled “The
Experience of Successful Latina and Latino College Students”. You have been
identified as a possible participant for this research project on successful USC Latino
students. Your participation is voluntary.
Because the research project will only focus on successful, Latina/o students,
the following criteria must be met:
• Students who have maintained a cumulative grade point average of 3.5 or
above
• Completed 36 units of coursework
• OR eligibility for membership in the Latino Honor Society
• Both parents of Latino descent

Should you choose to participate, you will be asked to participate in a focus
group interview and asked to share your own experience as a Latina/o college student
at a research institution. The interview will take place during the Fall 2006 semester
and should take approximately 60 –90 minutes. You will also be requested to submit
a resume and complete a 1-page demographic survey.

Interested students or for more information, please contact
Raquel Torres
torresre@usc.edu
“Successful Latino Student” in Subject line

183
Email Invitation via Honor Society

Dear Latino Honor Society Member,

My name is Raquel Torres and I am a current doctorate candidate at USC-
Rossier School of Education completing my dissertation requirement.

I would like to invite you to participate in my research project entitled “The
Experience of Successful Latina and Latino College Students”. As an LHS member,
you have been identified as a successful Latino student and therefore a possible
participant for this study. Your participation is voluntary.

Because the research project will only focus on successful, Latina/o students,
the following criteria must be met:
• Students who have maintained a cumulative grade point average of 3.5 or
above
• Completed 36 units of coursework
• OR eligibility for membership in the Latino Honor Society
• Both parents of Latino descent

Should you choose to participate, you will be asked to participate in a focus
group interview and asked share your own experience as a Latina/o college student at
a research institution. The interview will take place during the Fall 2006 semester and
should take approximately 60 –90 minutes. You will also be requested to submit a
resume and complete a 1-page demographic survey.

Interested students or for more information, please contact:
Raquel Torres
torresre@usc.edu
“Successful Latino Student” in Subject line

184
APPENDIX B
Participant Profile
Exploring the Successful Latina and Latino Student Experience at
Private, Researched-Based University
PARTICIPANT PROFILE

Pseudonym Name: ____________________________________
Year in School: 2 3 4 5 Transferred in: Y N
GENDER: M F
Hometown: ______________ Birthplace: ___________________

Residential Situation: _____ On-campus residential hall
(current) _____ University owned housing, off campus
_____ Local off-campus, non-University
_____ Commuting from home/ relative
_____ Other: _________________

College Enrollment: (Bachelor degree or beyond)
_____ No one in my family has a college degree
_____ My parent(s) do not have a college degree, but one or more siblings do
_____ My parent(s) have a college degree
_____ Prefer not to answer
_____ Other: ___________________________________________________

Native Language:
_____ English is my first language (home language)
_____ Spanish is my first language (home language)
_____ I’ve spoken both languages equally at home.
_____ I am NOT bilingual (English only speaker)

Ethnic, Racial and Generational Background:
My father: My mother:
birth country: _____________________ birth country: ________________
racial/ethnic background: ____________ racial/ethnic background: ______

ACADEMIC BACKGROUND:
Major(s): ___________________________ Minor(s): ___________________
Current Grade Point Average: _________________ Have you ever been
placed on AP: Y N

185
APPENDIX C
Focus Group Script and Questions
I would first like to thank you for being here today and participating in my study.
Before we get started on the discussion and questions, I’ll explain a bit about the study
and your participation.

A bit about me. I am a candidate in the Doctorate of Education (EDD) Educational
Leadership program. I’ve completed all required coursework and am in the final
stage, which is conducting a research project. My emphasis is higher education with
my interest in the retention of Latino college students.

I am also a full-time staff administrator at the University. However, my position has
no bearing or interaction with this study. However, I need to disclose that to you.

I’m studying the networks Latino students develop and use while in college. For the
purpose of this study, my committee recommended some limitations. They
recommended that the study keep as much as possible a homogeneous group.
Therefore, only USC students who have a 3.5 gpa and are on track to graduate are
being asked to participate. In addition, both of their parents must be of Latino descent.
Again, to keep the participants as homogenous as possible. Focus groups are also
being conducted by gender, again to further keep the groups as homogeneous as
possible.

In addition to participating in the study, you are asked to submit a current resume (I
have template, if needed) and to complete a 1-page Profile. I also have extras.

Any questions thus far?

Today:
I have 17 questions that will only be used as talking points. I prefer that the discussion
flow. If the conversation stops or needs further prompting, I will use the questions to
facilitate the conversation. The discussion is being audio-recorded. I will then
transcribe the discussion and erase the recording.

I will address you, or clarify your person with your pseudonym, which is why we have
name tags. If you do not want to be recorded, please let me know and I will pause the
recording while you speak. Is there anyone who does NOT want to be recorded? If
during the discussion you would like to be heard ‘off the record’ please feel free to let
me know.

After –follow-up

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After I conduct all focus groups, (probably in January or February) I will contact all
participants and hold a follow-up ‘member-checking’ session. I will review my initial
findings, based on the discussions. You as participants will then be able to verify,
revise or ask for an explanation of the preliminary findings.

Questions?

Ok lets get started. There are 3 sub-groups of questions. The first set is based on your
personal experience at USC. I would like to note that in defining type of experience, it
is everything (academic, social, out-of-classroom, family). The second set is based on
the physical environment and the last set is based on the campus climate/atmosphere.

INTERVIEW QUESTIONS

1. How would you describe your college experience, both academic and social
experience? What types of assistance or resources have you used?

2. What were your greatest fears about coming to college? How did you
overcome these fears? Who and/or what assistance did you received?

3. Was there ever a time when you wanted to drop out or thought about dropping
out? If yes, could you expand on your response and include why you didn’t.

4. Do you know anyone who has left this campus? How was your experience
different?

5. What have been the biggest challenges of your college experience (again, both
academic and social)?

6. What have been the greatest accomplishments?

7. Do you feel your gender as a (Latino / Latina) has influenced your college
experience? If yes, how so.

8. To summarize, can you list factors that most influenced your staying in school?

PHYSICAL & SOCIAL ASPECTS of the ENVIRONMENT
Hand participant a campus map. Say “I want to talk about the physical spaces of the
campus. Examples may include offices, units, buildings, rooms and departments.”

187
9. Where do you spend most of time? Why are you there?

10. What areas of the campus have made a difference in your college experience,
both academic and social spaces? And both positive and negative.

11. What about off-campus environments that have made a difference in your
college experience?

INSTITUTIONAL & CLIMATE ISSUES of the ENVIRONMENT
Say, “I want to talk about the general climate on this campus, how you experienced it,
and how the climate influenced your college experience.”

12. How welcomed or valued have you felt on this campus?

13. Did the college environment make you feel that you mattered and that others
cared about you? If so, in what ways?

14. Do you feel your concerns and needs have been adequately addressed by this
institution?

15. Were there climate issues that have been a challenge to your experience? If so,
how did you work them out?

16. Were there people on this campus that had a positive or negative impact on
your experience, both social and academic?

17. Overall, how has the climate impacted your experience here? Do you feel you
are a valued member of the campus family? Probe why or why not.

188

APPENDIX D
Participant Informed Consent
University of Southern California
Rossier School of Education

INFORMED CONSENT FOR NON-MEDICAL RESEARCH

***************************************************************

CONSENT TO PARTICIPATE IN RESEARCH

Exploring the Successful Latina and Latino Student Experience
at a Private, Research-based University
Students

You are asked to participate in a research study conducted by Raquel Torres, a
doctorate candidate and Dr. Melora Sundt, professor from the Rossier School of
Education at the University of Southern California. You were selected as a possible
participant in this student because you have been identified as a successful USC
Latino student; you are an undergraduate student at USC, are of Latino descent, have
maintained a cumulative grade point average of 3.5 or above, and you have completed
at least 36 units of college coursework OR you are a member of the Latino Honor
Society.

Your participation is voluntary. You should read the information below, and
ask questions about anything you do not understand, before deciding whether or not to
participate.

The results of this study will contribute to Ms. Torres’ dissertation
requirements.

PURPOSE OF THE STUDY
The purpose of the study is to enhance our understanding of the college
experience of successful Latina and Latino students within the campus setting.

189
Completion of the participant profile and resume along with a response to
the interview questions will constitute consent to participate in this research
project.

PROCEDURES
If you volunteer to participate in this study, we would ask you to do the
following:
Participant Profile: Complete and submit a Participant Profile that provides
the researcher with characteristics of your background and family history. It is
estimated to take approximately 10 minutes, to be completed at your convenience.

Resume: Submit a current resume that will provide a brief history of college
experience and involvement. A template will be provided. Should you not have a
current resume, it is estimated to take approximately 60 minutes, to be completed at
your convenience.

Interview: Meet with me in a group interview (60-90 minutes), with no more
than 8 other students of your same gender, to discuss your experience as a Latina/o
student at USC. Permit me to audiotape and transcribe the interview. If you would not
like to be audio taped, you may still participate in the study. Interviews will take place
at El Centro Chicano (UUC 300) during the 2006-2007 academic year.

If you or any other person in the focus group does not wish to be audio-taped,
the session will not be audio-taped.

Follow-Up: A few participants will be asked to participate in a follow-up
discussion group to confirm findings from the initial interviews. Participation in the
follow-up is not mandatory of every participant, although all participants will be
invited. The follow-up discussion will be approximately 60 minutes in duration and
will take place on the USC campus.

POTENTIAL RISKS AND DISCOMFORTS
There are no anticipated risks to your participation in this research study. Your
daily schedule may be inconvenienced on the day of interview. You may experience a
sense of discomfort to questions about your experience at USC. Should that occur, you
will be referred to campus resources and services for support.

POTENTIAL BENEFITS TO SUBJECTS AND/OR TO SOCIETY
You will not directly benefit from participating in this research study.

The potential benefits to society may include the enhanced knowledge and
understanding of the Latino/a college experience.

PAYMENT/COMPENSATION FOR PARTICIPATION

190
You will be provided with refreshments during the interview.

CONFIDENTIALITY
Any information that is obtained in connection with this study and that can be
identified with you will remain confidential and will be disclosed only with your
permission or as required by law.

You will be requested to select a pseudonym that will be used instead of your
real name. The pseudonym will be submitted with your Participant Profile, your
resume, and will be used during the interview.

Audio-tapes will contain your pseudonym and will only be used for purposes
of this study. You may chose not to be audio-taped and still participate in the study.
You will be asked before the start of the focus group or follow-up interview whether
or not you agree to be audio-taped.

Only members of the research team will have access to the data associated with
this study. The data will be stored in the investigator’s office in a locked file
cabinet/password protected computer. The data will be stored for three years after the
study has been completed and then destroyed.

When the results of the research are published or discussed in conferences, no
information will be included that would reveal your identity.

PARTICIPATION AND WITHDRAWAL
You can choose whether to be in this study or not. If you volunteer to be in
this study, you may withdraw at any time without consequences of any kind. You
may also refuse to answer any questions you don’t want to answer and still remain in
the study. The investigator may withdraw you from this research if circumstances
arise which warrant doing so.

IDENTIFICATION OF INVESTIGATORS
If you have any questions or concerns about the research, please feel free to
contact Raquel Torres (213) 821-7373 or torresre@usc.edu, University of Southern
California, Figueroa Building Room 107, Los Angeles, CA 90089-1265 or Dr. Melora
Sundt (213) 821-2540 or sundt@usc.edu, University of Southern California, Waites
Phillip Hall Room 503D, Los Angeles, CA 90089-4039.

RIGHTS OF RESEARCH SUBJECTS
You may withdraw your consent at any time and discontinue participation
without penalty. You are not waiving any legal claims, rights or remedies because of
your participation in this research study. If you have questions regarding your rights
as a research subject, contact the University Park IRB, Office of the Vice Provost for

191
Research, Grace Ford Salvatori Hall, Room 306, Los Angeles, CA 90089-1695, (213)
821-5272 or upirb@usc.edu.

192
APPENDIX E
Staff and faculty Recruitment Script

Hello ( Name of Staff or Faculty),

My name is Raquel Torres and I am a current doctorate candidate at USC-Rossier
School of Education completing my dissertation requirement.

I would like to invite you to participate in my research project entitled “The
Experience of Successful Latina and Latino College Students”. You have been
identified as a possible participant for this research project on successful USC Latino
students.

You were selected as a possible participant in this study because you are a faculty or
staff member employed at USC who has been identified as an influential faculty or
staff member by a student in this study. A total of 5 staff and or faculty members will
be selected from resources mentioned by the student participants.

Raquel Torres
torresre@usc.edu

193
APPENDIX F
Faculty and Staff Informed Consent
University of Southern California
Rossier School of Education

INFORMATION SHEET FOR NON-MEDICAL RESEARCH
***************************************************************
CONSENT TO PARTICIPATE IN RESEARCH

The Experience of Successful Latina/o College Students
Staff and Faculty

You are asked to participate in a research study conducted by Raquel Torres, a
doctorate candidate and Dr. Melora Sundt, professor, from the Rossier School of
Education at the University of Southern California. You were selected as a possible
participant in this study because you are a faculty or staff member employed at USC
who has been identified as an influential faculty or staff member by a student in this
study. A total of 5 staff and or faculty members will be selected from resources
mentioned by the student participants. Your participation is voluntary.

The results of this study will contribute to Ms. Torres’ dissertation requirements

PURPOSE OF THE STUDY
The purpose of the study is to enhance our understanding of the college experience of
successful Latina and Latino students within the campus setting.

Response to the interview questions will constitute consent to participate in this
research project.

PROCEDURES
If you volunteer to participate in this study, we would ask you to do the following:

Meet with me to discuss the findings from student interviews. You will be asked six
questions that reflect your experience as a faculty or staff member working with
Latino students. The interview is estimated to take no more than 1 hour and will be
held on the USC campus, at a time and location convenient to you.

Permit me to audiotape and transcribe our interview. If you would not like to be audio
taped, you may still participate in the study.

194

POTENTIAL RISKS AND DISCOMFORTS
There are no anticipated risks to your participation in this research study. You may
sense discomfort discussing your place of employment or students you have worked
with.

POTENTIAL BENEFITS TO SUBJECTS AND/OR TO SOCIETY
You will not directly benefit from participating in this research study.

The potential benefits to society may include the enhanced knowledge and
understanding of the Latino/a college experience.

PAYMENT/COMPENSATION FOR PARTICIPATION
You will not be paid or otherwise compensated for your participation in this study.

CONFIDENTIALITY
There will be no information obtained in connection with this study and that can be
identified with you. Your name, address or other information that may identify you
will not be collected during this research study.

Only members of the research team will have access to the data associated with this
study. The data will be stored in the investigator’s office in a locked file
cabinet/password protected computer. The data will be stored for three years after the
study has been completed and then destroyed.

When the results of the research are published or discussed in conferences, no
information will be included that would reveal your identity.

PARTICIPATION AND WITHDRAWAL
You can choose whether to be in this study or not. If you volunteer to be in this study,
you may withdraw at any time without consequences of any kind. You may also
refuse to answer any questions you don’t want to answer and still remain in the study.
The investigator may withdraw you from this research if circumstances arise which
warrant doing so.

IDENTIFICATION OF INVESTIGATORS
If you have any questions or concerns about the research, please feel free to contact
Raquel Torres (213) 821-7373 or torresre@usc.edu, University of Southern California,
Figueroa Building Room 107, Los Angeles, CA 90089-1265 or Dr. Melora Sundt
(213) 821-2540 or sundt@usc.edu, University of Southern California, Waites Phillip
Hall Room 503D, Los Angeles, CA 90089-4039.

195

RIGHTS OF RESEARCH SUBJECTS
You may withdraw your consent at any time and discontinue participation without
penalty. You are not waiving any legal claims, rights or remedies because of your
participation in this research study. If you have questions regarding your rights as a
research subject, contact the University Park IRB, Office of the Vice Provost for
Research, Grace Ford Salvatori Hall, Room 306, Los Angeles, CA 90089-1695, (213)
821-5272 or upirb@usc.edu.

196
APPENDIX G
Faculty and Staff Script and Questions

Opening:
I’m conducting a study that is researching the experience of successful Latino students
at this institution. I have conducted several focus group interviews and your
department has come up by the students as a resource that is utilized by Latino
students.

Please provide me with your position at the university:

Do you mind sharing your ethnic background? (optional)

Questions
As an individual that has contact with Latina/o students, how would you describe the
Latino/a experience at this institution in terms of campus climate and racial
environment?

Have you seen a gender difference in the experience of the students?

How do the students utilize you or your department’s services/programs?

I’ll share with you some of the findings thus far and ask for your perspective as a
faculty/staff member? (share 3 that pertain to this department).

Is there anything else you’d like to mention or do you have any questions for me?

197

APPENDIX H
Participants’ Profiles
Exploring the Successful Latina and Latino Student Experience at
Private, Researched-Based University
PARTICIPANT PROFILE

Pseudonym Name: _Aureliano_______
Year in School: 2 3 4 5 Transferred in: N
GENDER: Male
Hometown: _Napa, CA__________ Birthplace: __California_________

Residential Situation: _____ On-campus residential hall
(current) _XX_ University owned housing, off campus
_____ Local off-campus, non-University
_____ Commuting from home/ relative
_____ Other: _________________

College Enrollment: (Bachelor degree or beyond)
__X__ No one in my family has a college degree
_____ My parent(s) do not have a college degree, but one or more siblings do
_____ My parent(s) have a college degree
_____ Prefer not to answer
_____ Other: ___________________________________________________

Native Language:
_____ English is my first language (home language)
_____ Spanish is my first language (home language)
__X__ I’ve spoken both languages equally at home.
_____ I am NOT bilingual (English only speaker)

Ethnic, Racial and Generational Background:
My father: My mother:
birth country: _Mexico_________________ birth country: ___Mexico______
racial/ethnic background: _Mexican______ racial/ethnic background: Mexican

ACADEMIC BACKGROUND:
Major(s): Computer Engineering & Computer Science Minor(s): ______________
Current Grade Point Average: __3.65___________ Have you ever been
placed on AP: N

198

Exploring the Successful Latina and Latino Student Experience at
Private, Researched-Based University
PARTICIPANT PROFILE

Pseudonym Name: _Daniel________________________________
Year in School: 2 3 4 5 Transferred in: No
GENDER: Male
Hometown: Arcadia, CA_________ Birthplace: California_____________

Residential Situation: _____ On-campus residential hall
(current) _____ University owned housing, off campus
__X_ Local off-campus, non-University
_____ Commuting from home/ relative
_____ Other: _________________

College Enrollment: (Bachelor degree or beyond)
_____ No one in my family has a college degree
_____ My parent(s) do not have a college degree, but one or more siblings do
__X__ My parent(s) have a college degree
_____ Prefer not to answer
_____ Other: ___________________________________________________

Native Language:
_____ English is my first language (home language)
_____ Spanish is my first language (home language)
__X__ I’ve spoken both languages equally at home.
_____ I am NOT bilingual (English only speaker)

Ethnic, Racial and Generational Background:
My father: My mother:
birth country: _Mexico_________________ birth country: Mexico__________
racial/ethnic background: _Mexican_______ racial/ethnic background: Mexican

ACADEMIC BACKGROUND:
Major(s): Communication / American Studies Minor(s): Spanish___________
Current Grade Point Average: _3.61_____________ Have you ever been
placed on AP: No

199
Exploring the Successful Latina and Latino Student Experience at
Private, Researched-Based University
PARTICIPANT PROFILE

Pseudonym Name: __Jorge________________________________
Year in School: 2 3 4 5 Transferred in: No
GENDER: Male
Hometown: _San Marino, CA_____ Birthplace: _California______________

Residential Situation: _____ On-campus residential hall
(current) __X__ University owned housing, off campus
_____ Local off-campus, non-University
_____ Commuting from home/ relative
_____ Other: _________________

College Enrollment: (Bachelor degree or beyond)
_____ No one in my family has a college degree
__X__ My parent(s) do not have a college degree, but one or more siblings do
_____ My parent(s) have a college degree
_____ Prefer not to answer
_____ Other: ___________________________________________________

Native Language:
_____ English is my first language (home language)
_____ Spanish is my first language (home language)
__X__ I’ve spoken both languages equally at home.
_____ I am NOT bilingual (English only speaker)

Ethnic, Racial and Generational Background:
My father: My mother:
birth country: __Cuba__________________ birth country: _Mexico_________
racial/ethnic background: _White_________ racial/ethnic background: White_

ACADEMIC BACKGROUND:
Major(s): _Neuroscience________________ Minor(s): Political Science______
Current Grade Point Average: __3.84____ Have you ever been placed on
AP: No

200
Exploring the Successful Latina and Latino Student Experience at
Private, Researched-Based University
PARTICIPANT PROFILE

Pseudonym Name: ___Mike______________________________
Year in School: 2 3 4 5 Transferred in: Yes
GENDER: Male
Hometown: El Paso, Texas_______ Birthplace: _Texas__________

Residential Situation: _____ On-campus residential hall
(current) _____ University owned housing, off campus
__X__ Local off-campus, non-University
_____ Commuting from home/ relative
_____ Other: _________________

College Enrollment: (Bachelor degree or beyond)
_____ No one in my family has a college degree
_____ My parent(s) do not have a college degree, but one or more siblings do
__X__ My parent(s) have a college degree
_____ Prefer not to answer
_____ Other: ___________________________________________________

Native Language:
___X_ English is my first language (home language)
_____ Spanish is my first language (home language)
_____ I’ve spoken both languages equally at home.
_____ I am NOT bilingual (English only speaker)

Ethnic, Racial and Generational Background:
My father: My mother:
birth country: _USA___________________ birth country: __USA__________
racial/ethnic background: Hispanic________ racial/ethnic background: Hispanic

ACADEMIC BACKGROUND:
Major(s): Mechanical Engineering________ Minor(s): ___________________
Current Grade Point Average: ___3.68____ Have you ever been
placed on AP: No

201
Exploring the Successful Latina and Latino Student Experience at
Private, Researched-Based University
PARTICIPANT PROFILE

Pseudonym Name: ____Pablo___________________________
Year in School: 2 3 4 5 Transferred in: No
GENDER: M ale
Hometown: La Puente, CA_______ Birthplace: California_______________

Residential Situation: _____ On-campus residential hall
(current) _____ University owned housing, off campus
___X_ Local off-campus, non-University (FRAT
HOUSE)
_____ Commuting from home/ relative
_____ Other: _________________

College Enrollment: (Bachelor degree or beyond)
_____ No one in my family has a college degree
_____ My parent(s) do not have a college degree, but one or more siblings do
_____ My parent(s) have a college degree
_____ Prefer not to answer
X____ Other: _Father has an A.A. degree Mother no h.s.______________

Native Language:
_____ English is my first language (home language)
_____ Spanish is my first language (home language)
__X__ I’ve spoken both languages equally at home. (more English, much less
Spanish)
_____ I am NOT bilingual (English only speaker)

Ethnic, Racial and Generational Background:
My father: My mother:
birth country: __USA_______________ birth country: ___ USA_______
racial/ethnic background: Hispanic/Mexican racial/ethnic background: Mexican

ACADEMIC BACKGROUND:
Major(s): _Biology____________________ Minor(s): Philosophy_________
Current Grade Point Average: _3.58_______ Have you ever been
placed on AP: Yes

202

Exploring the Successful Latina and Latino Student Experience at
Private, Researched-Based University
PARTICIPANT PROFILE

Pseudonym Name: ____Salvador____________________________
Year in School: 2 3 4 5 Transferred in: Yes
GENDER: M F
Hometown: Ontario, CA________ Birthplace: _California______________

Residential Situation: _____ On-campus residential hall
(current) _____ University owned housing, off campus
_X___ Local off-campus, non-University
_____ Commuting from home/ relative
_____ Other: _________________

College Enrollment: (Bachelor degree or beyond)
_____ No one in my family has a college degree
__X__ My parent(s) do not have a college degree, but one or more siblings do
_____ My parent(s) have a college degree
_____ Prefer not to answer
_____ Other: ___________________________________________________

Native Language:
_____ English is my first language (home language)
__X__ Spanish is my first language (home language)
_____ I’ve spoken both languages equally at home.
_____ I am NOT bilingual (English only speaker)

Ethnic, Racial and Generational Background:
My father: My mother:
birth country: _Mexico_________________ birth country: Mexico__________
racial/ethnic background: _Mexican_______ racial/ethnic background: Mexican

ACADEMIC BACKGROUND:
Major(s): _Economics__________________ Minor(s): ___________________
Current Grade Point Average: ___3.53_________ Have you ever been
placed on AP: No

203

Exploring the Successful Latina and Latino Student Experience at
Private, Researched-Based University
PARTICIPANT PROFILE

Pseudonym Name: ____Steven________________________________
Year in School: 2 3 4 5 Transferred in: No
GENDER: Male
Hometown: Buenos Aires, Argentina Birthplace: California______________

Residential Situation: ___X_ On-campus residential hall
(current) _____ University owned housing, off campus
_____ Local off-campus, non-University
_____ Commuting from home/ relative
_____ Other: _________________

College Enrollment: (Bachelor degree or beyond)
_____ No one in my family has a college degree
_____ My parent(s) do not have a college degree, but one or more siblings do
__X__ My parent(s) have a college degree
_____ Prefer not to answer
_____ Other: ___________________________________________________

Native Language:
_X___ English is my first language (home language)
_____ Spanish is my first language (home language)
_____ I’ve spoken both languages equally at home.
_____ I am NOT bilingual (English only speaker)

Ethnic, Racial and Generational Background:
My father: My mother:
birth country: _Argentina______________ birth country: _ Argentina______
racial/ethnic background: Portugal, Spain_ racial/ethnic background:
Italy, Germany, Poland

ACADEMIC BACKGROUND:
Major(s): International Relations, Public Policy Minor(s): ______________
Current Grade Point Average: ___3.9__________ Have you ever been
placed on AP: Y N

204

Exploring the Successful Latina and Latino Student Experience at
Private, Researched-Based University
PARTICIPANT PROFILE

Pseudonym Name: ____Angelica________________________________
Year in School: 2 3 4 5 Transferred in: No
GENDER: Female
Hometown: Monrovia, CA________ Birthplace: _Florida_______________

Residential Situation: _____ On-campus residential hall
(current) _____ University owned housing, off campus
__X__ Local off-campus, non-University
_____ Commuting from home/ relative
_____ Other: _________________

College Enrollment: (Bachelor degree or beyond)
__X__ No one in my family has a college degree
_____ My parent(s) do not have a college degree, but one or more siblings do
_____ My parent(s) have a college degree
_____ Prefer not to answer
_____ Other: ___________________________________________________

Native Language:
__X__ English is my first language (home language)
_____ Spanish is my first language (home language)
_____ I’ve spoken both languages equally at home.
_____ I am NOT bilingual (English only speaker)

Ethnic, Racial and Generational Background:
My father: My mother:
birth country: USA__LA____________ birth country: USA__LA
racial/ethnic background: _Mexican_______ racial/ethnic background: Mexican

ACADEMIC BACKGROUND:
Major(s): Public Policy, Planning & Development Minor(s):_Theater_________
Health Admin Emphasis
Current Grade Point Average: _______3.6______ Have you ever been
placed on AP: No

205

Exploring the Successful Latina and Latino Student Experience at
Private, Researched-Based University
PARTICIPANT PROFILE

Pseudonym Name: __Candy__________________________________
Year in School: 2 3 4 5 Transferred in: Yes
GENDER: Female
Hometown: ______________ Birthplace: _Mexico City____________

Residential Situation: _____ On-campus residential hall
(current) _____ University owned housing, off campus
_____ Local off-campus, non-University
_____ Commuting from home/ relative
__X__ Other: _other county________________

College Enrollment: (Bachelor degree or beyond)
_____ No one in my family has a college degree
_____ My parent(s) do not have a college degree, but one or more siblings do
__X__ My parent(s) have a college degree
_____ Prefer not to answer
_____ Other: ___________________________________________________

Native Language:
_____ English is my first language (home language)
__X__ Spanish is my first language (home language)
_____ I’ve spoken both languages equally at home.
_____ I am NOT bilingual (English only speaker)

Ethnic, Racial and Generational Background:
My father: My mother:
birth country: _Mexico_________________ birth country: Mexico__________
racial/ethnic background: Hispanic________ racial/ethnic background: Hispanic

ACADEMIC BACKGROUND:
Major(s): _BA/MA Comm. Mgmt._______ Minor(s): _n/a_______________
Current Grade Point Average: __3.63__________ Have you ever been
placed on AP: No

206
Exploring the Successful Latina and Latino Student Experience at
Private, Researched-Based University
PARTICIPANT PROFILE

Pseudonym Name: _Carmen___________________________________
Year in School: 2 3 4 5 Transferred in: No
GENDER: Female
Hometown: Mexico City, Mexico__ Birthplace: Mexico City, Mexico__

Residential Situation: _____ On-campus residential hall
(current) _____ University owned housing, off campus
_____ Local off-campus, non-University
__X__ Commuting from home/ relative
_____ Other: _________________

College Enrollment: (Bachelor degree or beyond)
_____ No one in my family has a college degree
_____ My parent(s) do not have a college degree, but one or more siblings do
_____ My parent(s) have a college degree
_____ Prefer not to answer
__x__ Other: My uncle has a degree in Business Administration. I believe it is an
MA because he had to write a dissertation and orally defend it. This was in Mexico, however.

Native Language:
_____ English is my first language (home language)
__X__ Spanish is my first language (home language)
_____ I’ve spoken both languages equally at home.
_____ I am NOT bilingual (English only speaker)

Ethnic, Racial and Generational Background:
My father: My mother:
birth country: _Mexico_________________ birth country: Mexico__________
racial/ethnic background: _Mexican_______ racial/ethnic background: Mexican

ACADEMIC BACKGROUND:
Major(s): Political Science, Anthropology Minor(s): _Law & Society___
Current Grade Point Average: _3.796________________ Have you ever
been placed on AP: No

207
Exploring the Successful Latina and Latino Student Experience at
Private, Researched-Based University
PARTICIPANT PROFILE

Pseudonym Name: ___Cristina_________________________________
Year in School: 2 3 4 5 Transferred in: N (spring admit)
GENDER: Female
Hometown: Van Nuys, CA______ Birthplace: California______________

Residential Situation: _____ On-campus residential hall
(current) __X__ University owned housing, off campus
_____ Local off-campus, non-University
__X__ Commuting from home/ relative
_____ Other: _________________

College Enrollment: (Bachelor degree or beyond)
_____ No one in my family has a college degree
__X__ My parent(s) do not have a college degree, but one or more siblings do
_____ My parent(s) have a college degree
_____ Prefer not to answer
__X__ Other: Mother is currently taking classes at the local junior college

Native Language:
_____ English is my first language (home language)
__X__ Spanish is my first language (home language)
__X__ I’ve spoken both languages equally at home.
_____ I am NOT bilingual (English only speaker)

Ethnic, Racial and Generational Background:
My father: My mother:
birth country: _USA_________________ birth country: Mexico__________
racial/ethnic background: Mexican-American_racial/ethnic background: Mexican
mother – born Mexico
Father – Born in USA but of Mexican descent

ACADEMIC BACKGROUND:
Major(s): International Relations________ Minor(s): _Spanish____________
Current Grade Point Average: __3.6______ Have you ever been
placed on AP: Yes

208

Exploring the Successful Latina and Latino Student Experience at
Private, Researched-Based University
PARTICIPANT PROFILE

Pseudonym Name: __Maria_______________________________
Year in School: 2 3 4 5 Transferred in: No
GENDER: Female
Hometown: San Jose, CA______________ Birthplace: California_________

Residential Situation: _____ On-campus residential hall
(current) _____ University owned housing, off campus
_____ Local off-campus, non-University
__X__ Commuting from home/ relative
_____ Other: _________________

College Enrollment: (Bachelor degree or beyond)
_____ No one in my family has a college degree
_____ My parent(s) do not have a college degree, but one or more siblings do
_X___ My parent(s) have a college degree
_____ Prefer not to answer
_____ Other: ___________________________________________________

Native Language:
_____ English is my first language (home language)
__X__ Spanish is my first language (home language)
_____ I’ve spoken both languages equally at home.
_____ I am NOT bilingual (English only speaker)

Ethnic, Racial and Generational Background:
My father: My mother:
birth country: _Mexico_________________ birth country: Mexico__________
racial/ethnic background: _Mexican_______ racial/ethnic background: Mexican

ACADEMIC BACKGROUND:
Major(s): Broadcast journalism/ International Relations Minor(s): ___________
Current Grade Point Average: ___3.7________ Have you ever been
placed on AP: No

Abstract (if available)

Abstract As the Latino student population across American college campuses continues to increase, so does the need to further understand the unique experiences of Latina/o students. This case study examined the undergraduate experience of 12 academically successful Latino students (7 males, 5 females) at a private, research based university in California. This study examined the perceptions students have of campus culture, the resources used or not use, and some experiential differences based on gender. The results may assist practitioners in higher education gain a better understanding of the Latina/o experience, their use or non-use of university services, and gender differences.

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University of Southern California Dissertations and Theses

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Asset Metadata

Creator Torres, Raquel (author)

Core Title Exploring the undergraduate Latina/o experience: a case study of academically successful students at a research institution

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 08/06/2007

Defense Date 06/26/2007

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

Tag Hispanic students,Latino students in higher education,OAI-PMH Harvest

Language English

Advisor Sundt, Melora A. (committee chair), Jun, Alexander (committee member), White, Lori (committee member)

Creator Email torresre@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-m745

Unique identifier UC1328457

Identifier etd-Torres-20070806 (filename),usctheses-m40 (legacy collection record id),usctheses-c127-544753 (legacy record id),usctheses-m745 (legacy record id)

Legacy Identifier etd-Torres-20070806.pdf

Dmrecord 544753

Document Type Dissertation

Rights Torres, Raquel

Type texts

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

Repository Name Libraries, University of Southern California

Repository Location Los Angeles, California

Repository Email cisadmin@lib.usc.edu