Using life history research methods, this study sought to understand how relationships with family and school personnel affect postsecondary opportunities for Latina students. The focus is on primary and secondary school experiences of two groups of Latina students and how those experiences influenced their opportunities to pursue postsecondary education. Findings suggest exposure to or accumulation of high or low volumes of social capital or institutional neglect and abuse limits or expands students’ perceived and/or actual opportunities for college.
The numbers of Latinas who attend college, stay in college, graduate, and attend graduate school escalated in the 1990s, surpassing gains made by any other underrepresented group of students in higher education. However, their achievements come at a personal cost, as the high‐achieving Latinas profiled in this chapter demonstrate.
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