Latinos & Latinas in Higher

Education: Implications for

Institutions and Professionals
Kathleen Camire, Selinda Garcia, Eric
Hilldorfer, Tyler Norman, & Molly Wiener
Western Michigan University

Current Vital Statistics

Graduation Incentive: Re-position the United States as
the nation with the highest concentration of adults holding
college degrees by the year 2020 (McGlynn, 2011).
Latino/a students will have to earn an estimated five and a
half million college degrees (500,000 per year 2009-2020).
Recent research has revealed that 4-year public
institutions suffer a 50% drop out rate for White students,
compared to a 67% drop out rate for their Latino/a
counterparts (Keels, 2013).

Absence of Latino/a Career/Support Groups

Latino students that attend support groups have been
shown to have improved help-seeking behaviors, be
better at handling the pressures of college transition,
are more likely to respond to career concerns, and
have better coping skills (Berrios-Allison, A.C., 2011).
The retention, graduation, and postgraduate success
of Latino students depends not only on personal
attributes but, more important, on the quality of the
school environment, availability of support networks,
and levels of comfort in cross-cultural situations
(Alberta & Rodrigez, 2000, p.148).

Cultural Forces
Familial Nearness
Guilt of abandonment/betrayal
Isolation/depression
Fear of failure
Parental support

Barriers to Latina/o Student

Success: Legislative

P-16 initiative, be a boundary crosser

Issues of language instruction
NCLB = no bilingualism
Title VII merged into Title III
Unstable climate:
Language as a problem
Language as a right
Language as a resource

Barriers to Latina/o Student Success:

Theoretical Lens

Social and cultural capital theory

Role of resources or capitals
Role of institutions
Role of Hispanic culture
Role of Family

Increasing Latina/o Student Success

Programs and practices

should address both a lack
and presence of
Academic Capital
Financial Capital
Cultural Capital
Social Capital

Implications for Academic Affairs

Professionals
Culturally Responsive Teaching
(CRT)
- A pedagogy that recognizes the
importance of
including students cultural
identities in all
aspects of learning. It empowers
students
socially, intellectually, politically,
and emotionally

Pre-College Programs
Prepares students for the
college environment
Early College High Schools
Gear Up, Upward Bound, The
Future Project

Implications for Student

Affairs Professionals
Be invested in the students
Develop the necessary skills
Appreciation, knowledge, and
understanding
Develop culturally sensitive and
responsive interventions
Advocate for the Students

Implications for Student

Affairs Professionals
Locate Resources and
Programs
Lambda Upsilon
Lambda Fraternity
Inc.
Brother to Brother
Hispanic Heritage
Foundation (HHF)
Latinos on Fast
Track (LOFT)

The Numbers:
What they mean for the future

(The College Board, 2010, https://www.youtube.com/watch?

Where do we go from here?

90.7% of Latina/o high school
students say they plan to go to
college.
(The College Board, 2011, https://www.youtube.com/watch?v=jeEV5OMydXY)

As professionals, we must ensure we

are utilizing the research to support
these students:
In making the transition into college
And in persisting there

Questions? Comments?
Concerns?
Thank you!

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