A Qualitative Study Using Community Cultural Wealth to Understand the Educational Experiences of Latino College Students

ELEVATING LATINA VOICES OF LEADERSHIP: Latina Student Leaders’ Beliefs, Approaches, and Influences to Leadership

“…The findings of this study also illuminate the influence of family on participants' educational and leadership pursuits. This affirms previous research that found family members to be significant sources of encouragement in other areas of the Latinx college student experience (Kouyoumdjian et al, 2015;Luna & Martinez, 2013;Pérez, 2017;Sapp, Kiyama, & Dache-Gerbino, 2016). Participants leveraged the strength of their familial capital (Yosso, 2005) in ways that extended past their college enrollment and into their student leadership experiences.…”

“…an "under-examined, but critically important aspect of the college experience for Latina/o students" (Lozano, 2015b, p. 3). Lozano (2017) (Holland, 2014), academic determination (Pérez, 2017), undergraduate experiences (Luna & Martinez, 2013), experiences at HSIs (Kouyoumdjian, Guzmán, Garcia, & Talavera-Bustillos, 2015), and graduate education experiences (Espino, 2017 (Rubin & Rubin, 2005) conducted by the principle investigator and her graduate assistant.…”

Leveraging Their Family Capital: How Latino Males Successfully Navigate the Community College

“…Latina/os are the fastest growing demographic group in the United States and are projected to be the largest school-age student population by 2050-outnumbering White school-age children (Fry & Gonzales, 2008). The literature on Latino/a students in higher education consistently illustrates two significant factors that inform their educational experiences: family influence (Fry & Gonzales, 2008;Liou, Antrop-González, & Cooper, 2009;Luna & Martinez, 2012;Perez Huber, 2009) and financial barriers (Longerbeam, Sedlacek, & Alatorre, 2004;Luna & Martinez, 2012). This literature review offers an overview of existing research on Latino males in community college, focusing particularly on their experience navigating college, balancing family commitments, and meeting financial obligations.…”

“…Even though Latina/o students may enter the community college with abundant sources of familial, aspirational, and cultural capital, their necessity to work and support their family may inadvertently interrupt their educational goals (Luna & Martinez, 2012). Latina/o college students are more likely to work while enrolled in college, work longer hours, and consequently drop out of school as compared with non-Latinos (Longerbeam et al, 2004).…”

Challenging Deficit Views of Latinx Students: A Strength‐based Perspective

“…These forms of capital are cultural assets that communities of color utilize to break down social barriers in order to survive and adapt in institutions and structures that have been historically oppressive toward their families and communities (Yosso, ). Scholars have attempted to shift away from deficit‐based narratives by centering the assets Latinx and underserved students from low‐income backgrounds possess by applying and broadening Yosso's framework (Crisp, Doran, Carales, & Potts, ; Pérez Huber, ; Kouyoumdjian, Guzman, Garcia, & Talavera‐Bustillos, ; Luna & Martinez, ; Rendón et al., ). Yosso's framework has also been foundational in the study and advancement of a more accurate characterization of the experiences of Latinx community college students (Crisp et al., ; Sáenz, de las Mercédez, Rodriguez, & García‐Louis, ; Sáenz, Garcia‐Louis, de las Mercédez, & Rodriguez, ).…”