Abstract:
The purpose of this study is to determine factors that encourage second
generation Latina/os to obtain a community college education. A critical qualitative
ethnography focused on "Testimonio" was used in conducting this study. The key
findings were formulated around three critical research questions. In relation to each
research question, three themes were incorporated into the research questions to
determine identified influences. The research questions were as follows: (a) What
experiences (personal, educational, familial, etc.) influenced students' decision to
pursue a higher education? (b) How does the Latina/o culture influence college
attendance? (c) How has the community college environment served as a tool for
empowerment and furthering enrollment in higher education in the Latina/o
community?
The nine themes that corresponded to each research question, were as follows:
(a) migration experience; (b) early living conditions, (c) social isolation, (d) acquiring
the English language, (e) cultural identity, (f) peer and family influence in pursuing a
collegiate education, (g) influential memories of K-12, (h) the impact of community
college, (i) personal experiences and major influences to attend community college.
The student participants in this study were second generation, born in the United
States, Mexico, and Peru. The students were either bilingual in Spanish and English or
they had lost the ability to speak their native Spanish language and solely spoke
English. The student participants received the majority of their K-12 education in the
United States, Mexico, or Peru.
