First-generation Latinx youth in the United States are in a peculiar situation. Those born in the U.S, or primarily raised in the U.S, find that they are just as foreign to this country as their parents. They are attempting to navigate institutions and social structures their immigrant parents may not have had to deal with in the U.S, nor back in their home countries. With the American educational system in particular, Latinx youth are learning as they go; oftentimes without clear guidance from their families and peers, while simultaneously seeking to exceed expectations.
Despite this lack of direction, first-generation Latinx youth have managed to make great strides in the pursuit of higher education. Enrollment in higher education institutions was abysmally low amongst Latinx youth; however, in recent years, the enrollment rate has increased. Unfortunately, as enrollment in colleges and universities has increased amongst them, so has the drop-out rate.
When seeking higher education, first-generation Latinx youth find that their position in the U.S becomes the very thing that hinders their ability to advance. They are no longer able to figure out the educational system as they simultaneously maneuver it. They need the familial, institutional, and community support systems that many of them lacked in the earlier years of their education, and continue to require as college and university students. For Latin@s to successfully pursue and complete a college education, institutions must have systems in place that understand and accommodate their specific needs.
The act of pursuing higher education shows a desire amongst first-generation Latin@s to change the status quo. Historically, Latinx enrollment in higher education institutions was exceedingly low. While the number of Latin@s enrolling in college has increased, the academic institutions remain unchanged. They have yet to recognize the different experiences of their students that may interfere with their academic success.
Despite their determination, first-generation Latinx college students face unique barriers that make the transition into college a more tumultuous experience. Prior to college enrollment, many first-generation Latin@s often lack the cultural, social, and academic capital necessary for academic success, making their navigation of the educational environment challenging (Flink). Many immigrant parents either did not go to college in the U.S or did not go to college at all.
While parents may push their kids to go to college, they do not know how to support their children throughout the process because they did not go through it. It is common for Latinx college students to carry the burden of balancing both life responsibilities and familial expectations with academic obligations. They not only need to meet the expectations of their professors, but they must simultaneously meet the expectations of their parents, and these expectations do not necessarily align.
The choices first-generation students make are more likely to conflict with their parents’ choices (Torres). A decision to stay on campus later may conflict with the parents needing them to go home early in the afternoon to assist with household duties. As they go through the college process alone, it leads to varying success rates amongst students.
Even if first-generation Latin@s pursue higher education, they tend to stick with two-year colleges and only achieve an Associate’s degree. Two-year colleges are a less expensive, more accommodating alternative for Latin@s who choose to stay close to home or who can’t afford a four-year college tuition. Ultimately, less than 25% of Latin@s enrolled at two-year colleges transfer to four-year universities and those that do underperform as compared to their peers (Flink).
The success of Latinx college students depends on the support they receive from their academic institutions. It is only once colleges and universities recognize and accommodate the unique position of first-generation Latinx college students that they may truly have the chance to succeed. An example of this institutional support is found when examining Hispanic-Serving Institutions (HSIs), which have proven that Latinx students benefit when they are a part of an institution whose administrators and faculty recognize their particular circumstances.
HSIs are one of the few institutions in place that aid in postsecondary attainment for Latinx students. These institutions include colleges such as The City College of New York, it being one of the many CUNY schools deemed a Hispanic-Serving insitution. HSIs were introduced in the 1980s during congressional hearings on the subject of college access for Latin@s. HSIs have a system tailored to guide Latinx students through college by providing them with an education and services that consistently promote success within the community.
The services provided at HSIs include curriculum adjustments that reflect the experiences of first-generation Latinx students. They take into account all possible environmental factors that could draw students away from their studies, such as working full time or supporting family members and provide the proper emotional and social support (Nunez).
Students are also more likely to witness better representation in HSIs. While having faculty from similar backgrounds is not essential, it is beneficial. Faculty of similar backgrounds may be better able to relate to first-generation Latinx students with respect to issues like culture and language in the college classroom. Faculty can also provide better emotional support.
Some Latin@s may experience discrimination, stereotyping, or feelings of ostracization. These ordeals may have significant effects on their psychological well-being and ability to succeed academically (Flink). Knowing firsthand what these students are going through, means that faculty will know how to aid them through these challenges. Whether through providing therapy or simply making students feel valued in the classroom HSIs cultivate a supportive environment that gives Latinx students the resources they need to advance.
Latinx students tend to graduate from HSIs more than from non-HSIs because their distinct experiences are recognized, allowing them to get the proper support (Flink). Rather than remaining with an Associate’s degree, which may not be conducive to finding employment, Latin@s attending HSIs move on to obtain their Bachelor’s degree and pursue degrees in STEM, an area in which they are statistically underrepresented. In traditional institutions, only 6% of baccalaureates are awarded annually to Latinx students; compared to HSIs, where 40% of graduates are baccalaureate holders (Nunez).
While HSIs have the resources necessary to facilitate the academic success of Latinx students, whether that be moving onto a four-year college and achieving a bachelor’s degree, the institutions are limited and remain less well funded than other institutions (Nunez). However, administrators and faculty in traditional institutions can take steps to ensure that Latinx students are on the same path to success as their white counterparts.
Before producing resources for first-generation Latinx students, administrators and faculty must actively try to understand their particular position. Once administrators and faculty understand the environmental factors that influence their education, they can offer resources that promote their success, similar to those provided at HSIs. Educators must understand the “societal curriculum” or the complex dynamics, such as family, peers, and living situations that influence how a student learns (Nieto). The danger of this is that educators can become discouraged and attempt to make work easier for Latinx students once they recognize the challenges they are burdened with.
This is not truly beneficial to the learning process. Helping students does not require giving them less work. If faculty and administrators want all their students to succeed, they must create learning environments where all students are valued in both subtle and overt ways (Torres). A curriculum does not have to be solely based on textbooks and readings. This is not engaging to students who may not connect with what they are reading in the same way they could if they were allowed to discuss personal experiences and how they relate to the course material.
A supportive learning environment respects the language and culture of Latinx students and where a curriculum is developed that incorporates cultural and community concerns (Nieto). Latinx students must see themselves represented in academic institutions to feel as though they have a place there. This is what can be the deciding factor on whether or not they choose to continue pursuing higher education.
It is imperative that colleges and universities take the necessary steps to provide their Latinx students with supportive learning environments that aid in their progress. More Latinx students are seeking higher education, but because of the lack of resources available to support them, they tend to stick to two-year colleges, or they drop out. Hispanic Serving Institutions have successfully cultivated an educational environment that allows for Latinx students to flourish in their academic achievements. Traditional institutions can provide the same support if they recognize and adequately accommodate the unique position of first-generation Latinx students in the United States.
Source material: Latinos and Higher Education: A Literature Review by Patrick J. Flink, I Like Making my Mind Work:’ Language Minority Students and the Curriculum by Sonia Nieto, Latinos in Higher Education and Hispanic-Serving Institutions: Creating Conditions for Student Success by Anne-Marie Nunez, Mi Casa is Not Exactly Like Your House: A Window Onto the Experience of Latino Students by Vasti Torres
Annie Abreu 