Abstract
The goal of equitable opportunities for student success in higher education remains a challenge, particularly with Latino students. To help combat the disadvantages faced by many non-traditional, low-income, and first-generation students, California community colleges established Extended Opportunity Programs & Services (EOP&S) programs on their campuses. The purpose of this study is to examine the specific elements within EOP&S perceived by participants to have an influence or impact on their persistence and success. The following research questions guided the study: 1. What barriers and inequities do Latino EOP&S students encounter in relation to their academic aspirations and outcomes? 2. How do cultural identity and self-efficacy beliefs impact the propensity for academic success in Latino students? 3. What activities embedded in the current EOP&S model support persistence? This particular research design utilized a quantitative research approach. A questionnaire was disseminated at a Northern California community college campus to 167 Latino EOP&S students. The survey questions solicited information on topics such as students’ educational goals, perceptions on contacts with faculty and EOP&S staff, the extent of use and benefit from various services, and specific variables thought to be influential in student persistence decisions. The study adapted pre-existing scales to measure cultural identity attitudes, self-efficacy, and intent to persist. The basic concept and goal of this study was to examine the perceived impact of EOP&S practices on the persistence attitudes of its Latino participants. The study explored components of the EOP&S program, such as overall experiences and interactions with staff that may have an underlying impact on students’ success. Findings showed that the surveyed students, in general, had positive cultural identity mindsets, relatively high self-efficacy, and cited a highly supportive environment from the EOP&S program and staff. Several instances of validating experiences and practices that align with critical race theory (CRT) and Latino critical theory (LatCrit) concepts were also identified within EOP&S practices. The majority of students who participated in the survey indicated high instances of validation and positive cultural-identity and self-efficacy attitudes. They felt strongly that their participation in EOP&S, especially through their interactions with counselors and advisors (Specialists), contributed to their ability to succeed. Emergent themes of cultural identity, self-efficacy, and barriers to success were also further discussed and tied to findings and related literature.