Abstract
In this new millennium, those with high levels of education have better health outcomes, increased civic participation, and higher social capital. The size of the Latino youth population and the role they will play in future labor markets warrants a larger public investment in their education. In this chapter, we argue that because so many current and future Latino college students are the first in their families to attend college, understanding both the academic and psychological needs of first-generation college students is critical. Given this discussion, we show how the creation of infrastructures to increase the number of Latino students in higher education must rest on three foundational strategies: (a) expand existing national and state policies to facilitate access to higher education through stronger financial aid packages and support programs, (b) pass legislation to address the educational needs of undocumented youth, and (c) develop institutional practices that facilitate retention.
Never before in this country’s history has a minority ethnic group made up so large a share of the youngest Americans. By force of numbers alone, the kinds of adults these young Latinos become will help shape the kind of society America becomes in the 21st century.
—Pew Hispanic Center 2009, p. 1
At each successive step or level, the higher education pipeline is increasingly leaky, and it is losing or leaving out larger numbers and proportions of the rapidly growing Latino population.
—Chapa 2005, p. 185
Of every 100 ninth graders, 53 graduate from high school within four years, and only 27 attend college immediately after high school. Of the original cohort, 10 graduate within six years of beginning college.
—Tienda, forthcoming, p. 3
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Appendix A
Appendix A
Pre-College Programs
Pre-college programs provide first-generation Latino college students with a plethora of benefits. Such programs help students become better prepared for college, facilitate the transition to college, and help them find ways to balance their social and academic lives (Engle et al. 2006). The following is a list of select programs designed to help students gain admission into college.
Posse.
Founded in 1989, Posse identifies public high school students with great academic and leadership potential that may be otherwise overlooked by traditional college selection processes. Colleges and universities that collaborate with Posse award Posse Scholars four-year, full-tuition leadership scholarships. Students selected to participate in the program are granted the opportunity to attend college at various universities across the nation. At any of these universities, students are placed in supportive, multicultural teams known as “Posses.” The presence of a multicultural team of students from diverse backgrounds fosters a campus environment that is more welcoming and supportive for all. Moreover, students’ multicultural leadership skills are fostered and supported through workshops, campus events, and individual mentorship.
Additional goals of the program include helping the collaborating institutions build more interactive campus environments so that they are welcoming to people of all backgrounds, and ensuring that Posse Scholars excel academically and continue with their studies through graduation. Posse has served more than 1,850 students since its inception (Gándara & Contreras 2009), providing critically important support to students both before and after college enrollment. For more information about Posse, see http://www.possefoundation.org/.
Summer Bridge.
The Summer Bridge program exists in various participating universities across the nation and is intended to help students transition successfully into college. Specifically, this program helps students make academic, social, and personal adjustments to the university. The program typically consists of rigorous academic residential programs, cultivating a diverse group of scholars who engage actively with the university community. The program supports students by providing a stimulating and challenging academic experience, personalized advising and counseling, and an intellectually and socially enriching residential experience. Specifically, the program helps students develop study skills and time management strategies, and it supports students as they navigate college life, formulate their career aspirations, and develop relationships with potential mentors. Students also receive academic support to develop strong writing, mathematics, and reading skills. Many Summer Bridge programs are now developing a parent involvement component as well (Oseguera et al. 2009).
Puente Program.
The Puente program was launched as a grassroots initiative to address the low rate of academic achievement among Latino students in California . Originally, Puente was created for Latino students, but it is now open to all students (Oseguera et al. 2009). Its mission is to increase the number of educationally disadvantaged students who enroll in four-year colleges and universities, earn college degrees, and return to their communities as mentors to and leaders of future generations. The program includes writing, counseling, and mentoring components. Currently, Puente operates in 56 community colleges and 32 high schools in California . For more information, see http://www.puente.net/about/.
ENLACE.
In Spanish, enlace means “link or a weaving together” in such a way that the new entity is stronger than its component parts. ENLACE is a W.K. Kellogg Foundation multiyear higher education initiative designed to strengthen educational attainment and increase opportunities for Latinos to enter and complete college (Oseguera et al. 2009). ENLACE consists of 13 partnerships in 7 states (Arizona, California , Florida , Illinois, New Mexico, New York, and Texas) that are working to increase the number of Latina/o graduates from high school and college. Specifically, the program’s objectives are: (a) to strengthen selected Hispanic Serving Institutions (HSIs), public schools, and community-based organizations to serve as catalysts and models for systemic change in education; (b) to support partnerships between higher education and local communities that increase community involvement and educational success by Latino students; (c) to support the creation and implementation of education models based on best practices that improve enrollment, academic performance, and graduation of Latino high school and college students; (d) to facilitate the expansion and sustainability of successful programs through strategic planning, networking, leadership development, and policy; and (e) to disseminate information about successful models to key stakeholders in order to stimulate changes in policies and practices related to the education of Latinos. For more information, see http://www.edpartnerships.org/Template.cfm?Section=ENLACE.
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Piedra, L.M., Schiffner, T.A., Reynaga-Abiko, G. (2011). Investing in the Future: Expanding Educational Opportunities for First-Generation Latino College Students. In: Buki, L., Piedra, L. (eds) Creating Infrastructures for Latino Mental Health. Springer, New York, NY. https://doi.org/10.1007/978-1-4419-9452-3_6
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