Abstract
This study is centered on first-generation Latinx students at Sacramento State and their academic journey. The research explores the impact of community engagement through service learning, community-based learning, volunteerism, and civic engagement on these students and their degree completion. The undergraduate experience in higher education is often lacking in outcomes such as retention and learning, especially for diverse students (O’Meara, 2008); thus, the study aims to identify how student involvement in community engagement and service, as well as the cultural capital from Yosso’s (2005) theory of Community Cultural Wealth, can provide students with the necessary tools to persist, create a sense of belonging, and support of degree completion. The research findings suggest that community engagement activities provide a platform for students to foster a sense of civic responsibility, grow leadership skills, and establish a sense of belonging and acceptance as they become more independent in college. Partnerships between community-based organizations, non-profits, and universities allow faculty, staff, and diverse students to collaborate with community partners to create purposeful, mutually beneficial, long-term partnerships through community engagement to address societal issues. The study recommends building on existing programs and creating new opportunities for first-generation Latinx students to experience community engagement for academic success. This research has significant implications for higher education policy, practice, and leadership. Example recommendations would include increasing the number of Latinx leaders on campus to support and inspire Latinx students and increasing the number of service learning and community engagement opportunities for all students.