By: Priscilla Ayala

  Latino population is on the rise; and expected to be the majority by 2025  As of 2011, Latinos make up 16.7% of the U.S. population  In K-12 systems, Latinos already make up 48% alone in California  From , there has been a 74% increase in the number of Latina/o undergraduates attending IHE  Latinas have increased presence during the 1990’s, and have surpassed male counterparts in both college participation and completion  However only 35% of high school grads between enroll in college; most go to community college after high school Demographics

 Latinas in K-12

  Latina/os are more likely to attend racially homogenous schools  Urban Latina/os are too often lumped together as one monolithic group overlooking intragroup dynamics such as gender and academic achievement  From an economic standpoint, important to identify factors that enable Latinos to graduate both high school and college because they represent a potentially huge source of tax revenues for state governments. Study shows

  Barriers  Lack of adequate college counseling and college information for low income students  Negative perception based off historical context  Lack of encouragement  Lack of parental involvement due to barriers (economic and/or language)  Barriers for Latinas  Latinas from low SES are less likely to participate in higher education due to lack of academic resources and college information  Pushed to work to support families  Family pressure to stay close to home  Gender restrictions  Limited parents’ knowledge of higher education to offer advice and college preparatory information  Lack of encouragement Access to Higher Education

  Access to qualified teachers  Clean and safe facilities  Up-to date books  Quality materials  High quality coursework Indicators for student success and achievement in high school for students from low SES

  Access to college counseling and college information  Information about specialized precollege preparation programs  After school  Summer programs  Information or workshops about college applications, fee waivers, or financial aid  For Latinas  Family support (personal narratives used for motivation)  Sense of responsibility Indicators for college access and achievement in high school for Latinos

  Need to address the Latina/o access regarding social justice and equity in the education systems  Economic stability needs to be addressed especially since the Latina/o student population is on the rise  Need for increased parental information and opportunity for involvement  Making sure resources distributed equally  Keep growth in mind regarding policy issues due to population growth  Understanding how socio-economic and socio-cultural factors influence student success Implications regarding findings

 Latinas in Higher Education

  Latino community does not value education  Latino parents are not interested in their children's education  Latino parents do not instill self-reliance, independence, and hard work ethic  Family has a negative influence on educational attainment  Due to the fact that Latinas have increased presence in IHE, there are no more barriers Latinas face Dispelling the Myths and Stereotypes

  Socioeconomics can determine their “quality of life” that they experience which can mitigate against further increases in Latino college graduation and participation  differences in higher socioeconomic and working class Latino students  Not much is known about what promotes persistence and college completion in Latino students as is known of their enrollment patterns  Compared to white and African American females, Latinas were more likely to have parents who were less educated, have lower educational expectations, less involved during grade school, and from low SES  Many are commuter-reentry students and single mothers  Most Latinas follow a 6-year college completion rate  Latinas are conflicted when leaving home due to close family ties Study shows in higher education

  Lack of family support (due to economic and/or language)  Isolation and Alienation  Feeling of not belonging  Lack of student services to facilitate adaption and transition to a new environment  Lack of representation and access to role models/mentors  Lack of academic resources and college preparation  Lack of socialization practices  Social and economic inequality  High stress and anxiety Barriers to consider

  For Latinas  Stress  Unpaid domestic work  Access to formal support  Women’s centers  Re-entry programs  Gender-role restrictions  Sacrifices of leaving home; parents’ conflict with non-traditional norms  Low SES  Alienation and isolation  Traditional admissions criteria (GPA, test scores, HS achievement)  Lack of encouragement from instructors  Lack of basic skills  Homesickness  Conflicted with being close to family and furthering career away from home Barriers to consider cont.….

  What has been proven for Latino educational attainment and access?  Family support  Role models  Personal characteristics  Attitudes, motivation, coming from family narratives  Socialization practices  Ex: Participation in the Latino community service organizations and socialization with other Latinos Student Outcomes in Higher Education

  Family support (emotional, encouragement, and practical assistance)  Reported higher levels of family support than white or African American women  Mother provided “cultural capital”, with family narrative to inspire hope  Middle-class used “cultural capital” to be successful in Ivy League university  Access to mentors  Personal attributions: persistence and hard work, not innate ability  Encouragement from instructors and socialization practices Thus….  Socio-cultural, personal and environmental factors can act as positive influences Student outcomes for Latinas

  Perceptions of family’s role 1.teaching her self-reliance, independence, and value of hard work 2.Helping her during grade school 3.Settling educational goals 4.Teaching about importance of education 5.Psychological- emotional support  mentors  Taking care of oneself and work ethic are components of their socialization  Thus…Latinas who have been socialized and empowered by parents, embrace characteristics to successfully complete a 4-year degree. Family support leads to student success among Latinas

  Admissions:  Develop a new Latino educational attainment agenda including:  Re-evaluating college preparation and admissions criteria  Create a non-traditional path including credit for community service and work experience  Offer a quality and comprehensive computer and/or weekend courses for those with family responsibilities, to be close to home  Understand Latina’s eagerness to develop independence Student Affairs implications cont.….

  Retention and First Year  Offer College 101 orientation classes for students who lack basic skills  Have faculty, staff and mentors that students can relate to  Create support systems for daughters to ease apprehensions  Bringing awareness to parents  Connecting parents to university and the community:  Introduce parents to Latino faculty/staff; services  Present Latino community organizations, spiritual affiliations, and other Latino students  Understand the high value Latinas place on family versus academia  Understand cultural sacrifices of leaving home  Provide transition programs to deal with homesickness and discontent; and from undergraduate to graduate in terms of being away from family  Support ways Latinas develop in context of their families Student Affairs Implications

 Questions?