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First Generation Latina Case Studies

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The following capstone research examines the experiences of first generation Latina women at California State University Monterey Bay (CSUMB). Through a content analysis of current literature, we will provide connections between first-generation Latinas at CSUMB, and previous first-generation studies in regards to their experiences and success as undergraduate students. Using the Self Efficacy theory we analyze prior literature and our case study to explain the experiences that first generation Latinas face, and how it impacts their decision making to continue their education after a baccalaureate degree. We created a survey to examine first generation Latinas experiences at CSUMB, and their motivations to continue with a post graduate degree. …show more content…

Especially if you are the first in your family to attend college which can make each step of the way a difficult. Students with parents who did not attend college are unable to turn to their parents with questions, in regards to the college application process, college resources, financial aid, therefore they are unable to rely on their families in academic support. Gloria, et al. (2012) study indicates that Latinas face many barriers and stresses including lack of finances, limited familial support, few mentors, cultural stereotypes, cultural, low expectations, and lack of knowledge about the available programs in higher education and. All these factors play a great role into first-generation Latinas academic success in an already challenging environment, yet, research demonstrates that although they face all these barriers and stresses, Latina students continue earning more bachelor’s degrees than Latino male students in recent years ( Crisp, et al., 2015;, Gloria, et al., …show more content…

In addition, first-generation students are more likely to leave a four-year institution at the end of the first year, are less likely to remain enrolled, or on a persistence track after three years and less likely at to attain a bachelor's degree after five years (Pyne, et al., 2013;, Pascarella, et al., 2004). First generation students are also less likely than students whose parents have college degrees to attend graduate and professional programs four to five years after earning their bachelor's degree (Pascarella, et al., 2004). In regards to student graduation rates, researchers have examined the importance of understanding the needs of first-generation college students, even though there are possible solutions for first-generation retention and graduation rates, cultural factors play an important role in the cultural challenges affecting their academic success (Tate, et al, 2015;, Gibbons & Woodside, 2012). The focus of this research study is first-generation Latina women at CSUMB. We decided to focus on first-generation latinas because Latinos as of fall 2017 represented 41% of the enrollment

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507 Words | 3 Pages

Some colleges competed falls in the 17.2%. these numbers are falling drastically due to their parent’s history, which triggers bac to their grandparents and great grandparents. Latinos who manage to graduate from Universities and receives a BA or a much higher degree in their majors are in the 13.0%. That 13.0% of Latinos are pushed by their parents to get a better education so that they do not have to work on minimum wage and work on something they love to do for a career, something their parents didn’t do for themselves. Latinos is the race and ethnicities who have a very low University Grads.

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1404 Words | 6 Pages

In The New Latino Studies Reader: A Twenty-First-Century Perspective by Ramon A. Gutierrez and Tomas Almaguer, chapters “Gender Strategies, Settlement, and Transnational Lives” and “She’s Old School Like That” talk about the gender issues first and second generation Latinas faced. In the first generation, Robert Smith articulates how gender structures impact the lives of men in women. Whereas in the second generation, Lorena Garcia communicates how mother and daughter relationships worked during that time period and how sexual behavior played a big role in their relationships.

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517 Words | 3 Pages

In the essay “A Prostitute, A Servant, and a Customer-Service Representative: A Latina in Academia, “author Carmen R. Lugo Lugo humorously yet eloquently recall how her teaching experience have made it clear to her what students and society assume about professor. Society still has the mindset that an ideal professor must be White and a man because a woman and especially a minority(Latino/a) does not have the capability to teach. Likewise, she expresses her passion for ethnic studies and why it is a crucial course college students should invest their education on. Overall a student’s goes to college to get an education and not become a consumer.

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655 Words | 3 Pages

In Ann L. Mullen’s article on “Gender, Social Background, and the choice of College major in a liberal arts context” highlights how gender along with social status impacts the choice of college major. Mullen writes, “ Men are more likely than women to major in engineering, the physical sciences, and fields that lead to jobs with high incomes and prestige”(Mullen 292). Additionally, the article explains how women are more likely to lean towards social sciences and how these programs are tailored to encourage women into these particular fields of study. Mullen goes on to explain how “nearly 80 percent have parents with at least a bachelor degree” (Mullen 296). through these findings she confirms that men are more likely to be concerned with

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1327 Words | 6 Pages

Repercussions of being an Outliers In 2016 there was a total amount of 551 undergraduate Black and female identifying people who attended UC Berkeley. That is 1.9% of the campus were black women. Although this is disheartening statistic it is not surprising simply because high schools, in particular low-income, often do not prepare black students for college. This means many black students do not even fulfil the basic requirements that makes them eligible to apply or even if they make it to college they are not equipped to achieve academically. In this essay I follow five black identifying women through their journey to UC Berkley and their experience academically through college.

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520 Words | 3 Pages

Research indicates that students whose parents did not attend college are more likely than their non-first-generation counterparts to be less academically prepared for college, to have less knowledge of how to apply for college and for financial assistance, and to have more difficulty in adapting themselves to college once they enroll. They are also more at risk for not completing a degree because they are more likely to delay enrollment after high school, to enroll in postsecondary education part-time, and to work full-time while enrolled. (Hurtado & Carter, 1997; Pasacrella & Terenzini, 1991; Tinto, 19931), First-generation students, may lack the cultural and social capital, which may account for the difficulties they face in academia (Perna, 2000). Targeted intervention efforts that reach out to first-generation students both before and during college can help alleviate the barriers and challenges first-generation students face and help colleges reach their goal of recruiting and retaining all students. Academic Barriers Research has shown that low-income and first generation students are less likely to be engaged in the academic and social experiences that foster success in college, such as studying in groups, interacting with faculty and other students, participating in extracurricular activities, and using support

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1387 Words | 6 Pages

The researchers from the study concluded that based on what they survey participants voted that, ‘when we analyzed this perception with beliefs about Latino inequality, the same relationship found for beliefs about African American inequality appeared also: These respondents tend to agree that Latinos do not work hard enough to improve their life circumstances”.15 What many white students attending those universities do not understand that it is not the fault of the minority student’s effort in college, but rather it is the environment the student grew up in. In dominantly Latino and Black communities there are not many resources for

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2010 Words | 9 Pages

Comparing Latinos with Latinas, Latinas are succeeding in pursuing a higher education and attaining higher success rates than Latino males. Although in general Latino males are having difficulties in college, here at California State University San Marcos the story is quite different. This university is ranked among the top 20 colleges for Hispanic students to succeed in. Ever since 2010, CSUSM has been known as a Hispanic Serving Institution because it contains at least a 25 percent student population of Hispanic students and in 2014 the Hispanic population grew up to nearly almost 40 percent

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1154 Words | 5 Pages

Latinos-Hispanics and Educational Issues Walking out the building, nothing can hold you to remain in your student seat. “You are done! You are frustrated and stress.” you decide to drop-out of school because you have no clue of what professors say. They lecture and you remain silent, you fear to speak and ask questions when they’re lecturing or explaining the project or homework that is do the next day.

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1913 Words | 8 Pages

These women travel around schools in LAUSD, as well as around the nation to present their ideas to young Latina women, and display how pursuing careers in the STEM field is significant. They have several programs ranging from Kinder through twelfth grade outreach, to parent outreach, and a professional outreach; which focuses on challenging college students and early to mid career professionals to continue to advance in their careers. This foundation knows that it is important to target the student, as well as the parents because parents play a fundamental role in the career goal setting, college preparation, and overall success of their daughters. Latinas in STEMS’ secondary purpose is to help Latinas in STEM thrive in their college and professional careers through mentorship, networking, and recognition. They do this by setting a number of events, career fairs, and empowerment conferences in different colleges around the country.

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1041 Words | 5 Pages

Delgado and Stefancic (2011) stated that Critical Race Theory explores how “race, racism, and power intersect to create different circumstances for people of color within society [...] and in postsecondary institutions” (as cited in Quaye, 2013, p. 172). Within the field of higher education, it is important for student affairs professionals to recognize how race permeates all aspects of an individual’s life to fully understand their students’ experiences. Unlike other student development theories, such as Baxter-Magolda’s (2008) self-authorship and Abes, Jones, and McEwen’s (2007) Model of Multiple Identities, CRT places race at the “center of the analysis and assumes that race is omnipresent” in an individual’s life (Quaye, 2013, p. 167).

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1684 Words | 7 Pages

Providence College is home to over 4,000 undergraduates who hope to pursue a higher education that will prepare students for life after college. Through experiences inside and outside of the classroom, Providence College has been trying to provide the best overall experience to achieve well-rounded people upon graduation. In efforts for students to grow socially, emotionally and intellectually, Providence College challenges you to translate this growth into action, habit and purpose. As I am about to go into my last semester at Providence, I reflect upon past and current issues involving diversity and racial-discrimination policies and regulations imposed by the college to see how far the school has come since I began here in the fall of

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471 Words | 2 Pages

Additionally, female children of immigrant parents are also likely to aim towards higher status occupations and reveal this through early educational expectations (Feliciano & Rumbaut, 2007)”. This demonstrates that I am not alone in my struggles, and plenty of Latina daughters have the desire to further their education. As the first in my family to go to college, my education and social class have provided numerous challenges in navigating higher education. Coming from a lower class background, I lacked access to support and resources that were available to more privileged

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257 Words | 2 Pages

Growing up as a first-generation Mexican American was a huge advantage for me in that it allowed me to grow up in a culturally diverse community. I learned how to work well with people of all backgrounds and empathize with people from all walks of life. However, while being the first in my family to go to college was a momentous accomplishment, the lack of instruction and guidance lead me to commit many mistakes that could have been easily avoided during my first years at college. My timidity and downright arrogance lead me to believe that I did not need anyone’s assistance and thus I found myself denial that there was a problem in terms of my grades during my first semesters. I have since addressed this issue and have worked diligently to

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480 Words | 2 Pages

As a first generation student to attend college from a family of seven, the journey to a higher education has been arduous and overwhelming. My family gives me all the encouragement I need and are very optimistic about pursuing a higher degree. Unlike myself, my parents did not have the opportunity to attend college. My parents were born and raised in a small town in Mexico where the highest level of education they received was fifth grade. I have worked since I was 14 years old to support my parents with bills, and also saving for college and my own vehicle.

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