Academic Invulnerability among a Select Group of Latino University Students

Abstract

The conceptualframeworks of "at-risk" and academic invulnerability were examined with 30 undergraduate Latino students enrolled in a highly selective university. Students were interviewed about their educational experiences to examine factors contributing to their academic success. Students were grouped (n= 10) based on educational attainment of parents: Group One-parents with 11 or fewer years of schooling; Group Two-at least one parent graduated from high school; and Group Three-at least one parent completed college. Interviews revealed thatstudents in Group One and Twofit the pattern of "at risk" but also demonstrated that with supportive families and teachers they were invulnerable to the negative consequences of educational risk. Group Three students, because of the greater "cultural capital" of parents, reported different experiences in school. Unexpectedly, 73% of all students had been identified in elementary school as gifted, lending support to the importance of enriched school programs for Latinos.

Catholic Higher Education and Latino(a) Students: Exploring the Experience of University Undergraduates

“…Specifically, our results are consistent with Arellano and Padilla (1996), who observed parental encouragement, optimistic outlook, personal persistence, and ethnic identification as prominent in successful college studentship for Latinos. As we highlighted, there was plenty of evidence that family was important to these students as was Latino identity.…”

“…We also read literature pertaining to general issues of acculturation and stereotyping experienced by minority groups (Estrada, 1993;Hall, 1994;Marin, 1993;Nagy & Woods, 1992). Most importantly, we examined carefully the existing literature pertaining to Latino students' experiences in higher education in the United States (Arellano & Padilla, 1996;Arnold, 1993;Attinasi, 1989;Hurtado, 1992Hurtado, , 1994Hurtado & Carter, 1997;Ronda & Valencia, 1994). We deferred careful study of this literature until after data collection and analyses were completed to avoid distorting the conclusions drawn from the Notre Dame interviews.…”

“…However, several of these studies impressed us as being of generally good quality. They were carefully done with conclusions offered that could be rationally drawn from the data reported (Arellano & Padilla, 1996;Attinasi, 1989).…”

“…For example, Arellano and Padilla (1996) interviewed very successful Latino college students about why they were successful in college. The interviewers believed that five factors might account for student success, and thus, asked questions about those five categories: parental and family characteristics, mentorship experiences, school experiences, personal characteristics, and ethnic consciousness.…”

“…The interviewers believed that five factors might account for student success, and thus, asked questions about those five categories: parental and family characteristics, mentorship experiences, school experiences, personal characteristics, and ethnic consciousness. Based on their responses, Arellano and Padilla (1996) concluded that there were four specific influences that contributed to the success of the students they interviewed: parental encouragement, an optimistic outlook, personal persistence, and strong ethnic identification. In addition, a number of students cited the importance of a mentor or role model in encouraging their development and attainment of goals.…”