Latino college students’ transition experience
from high school to college.
Raquel Michel, Ed.D.
34th Annual Conference on the First-Year Experience
Dallas, TX
February 10, 2015
Introduction
ò  Problem
ò  Lack of information related to social preparedness and familial
support.
ò  Purpose
ò  Explored the social preparedness and familial support
experiences.
Research Questions
1.  What are the social experiences of
first-year, first-generation, low-income
Latino college students as they transition from an urban
charter high school to regional urban public universities in
Southern California?
2.  How do first-year, first-generation, low-income Latino
college students experience familial support as they
transition from an urban charter high school to regional
urban public universities in Southern California?
Background
ò  College-going culture’s influence on Latino high school
students.
ò  Latino college student experiences.
ò  Familial college knowledge and support.
Methodology
ò  Research Tradition
ò  Ethnographic case study.
ò  Sample
ò  Five-four Latino college students
ò  Three parents.
ò  Data Source and Selection
ò  Criterion strategy
ò  High school location and participants
ò  Chain/network strategy
ò  Three Universities and Parents
Methodology
ò  Collection of data
ò  Personal interviews, observations, document review.
ò  Identification of cultural themes
ò  Role of Researcher
ò  High school and college experience.
ò  Experience as a high school counselor.
Results
1.  The Central Role of Communication During Students’
Transition.
2.  Establishing and Maintaining Relationships to
Support Transitions.
3.  The Importance of a Supportive Family
Throughout the Transition Process.
Findings
ò First-generation, low-income Latino students.
ò  College preparation vs. transition support.
ò  Strong communication and relationships at the high school level were
key factors to student success in the first year. ò  Familial support was very important as students got ready to transition
into college.
Findings
ò  First-year Latino college students
ò  Communication and relationships during students’ transition helped
them adjust into college.
ò  However, female participants maintained limited communication with
others during their transition.
ò  Family support was provided in the form of encouragement.
Interpretation
Social capital was imperative
to students’ transition from a
charter high school to a
university. Bourdieu and
Coleman (Häuberer, 2011)
defined social capital theory
as the way people
established social
relationships, where they
shared information and
resources within their social
network.
Recommendations
ò  Provide college transition information which would consist of
a realistic view of the college experience.
ò  Strengthen ties between the charter high schools and
universities to help create a curriculum that would address the
social challenges that students face.
ò  Conduct a similar study that includes a larger number of
participates.
ò  Conduct a year-long study that would focus on first-year, firstgeneration, and low-income Latino college students’ to
explore students experiences throughout their entire freshman
year.