The Role of Pre-College Experiences, Environmental Elements, and Cultural The Role of Pre-College Experiences, Environmental Elements, and Cultural Resources and Knowledge on First Year College Experience and Postsecondary Decisions for a Group of Latina/

Abstract

These multiple case studies focus on the first year college experience and postsecondary decisions of a group of Latina/o students attending a research university or two year college. This study uses student integration models and critical frameworks to examine the ways that a group of six first time Latina/o students interpreted and drew from their culturally-based resources and knowledge within postsecondary settings.

My findings support that while factors identified in the literature are relevant (e.g., high school curriculum, encouragement, clear goals, finances, college transition and adjustment), other factors equally impacted this particular group of students’ college experience and postsecondary decisions. These included their assessments of campus climate, family, community, religious commitments, federal and state policies (e.g., immigration, financial aid), and involvement in ethnic student groups.

Furthermore, my study revealed the various ways in which cultural resources and knowledge mitigate first year challenges. Contrary to integration perspectives which assume assimilation, the students’ knowledge of their native language, customs, rituals, strong commitments to ethnic communities, and intergenerational relationships positively informed their first year of college and subsequent decisions.

Based on the findings, I identify practice and policy recommendations for institutions, policymakers and researchers. Specifically, I recommend institutions incorporate Latino cultural resources and knowledge as they consider programmatic initiatives, institutional climate, and broader institutional diversity and inclusion policies.