Abstract
Brief Literature Review: The Latino population is the fastest growing group in the nation, demands further consideration in academic research as well as a place in higher education (Brown, Santiago, & Lopez, 2003). The number of Latino students earning a bachelor’s degree increased by 105% from 1990 to 2000 (NCES, 2003). But only 18.6% of these students achieved their goal of receiving a bachelor’s degree within 8 years compared to 37.5% of Caucasian students (Swail, Cabrera, & Lee, 2004). This statistic becomes even more alarming when gender is considered; Latino males are more underrepresented in colleges compared to their Latina counterparts (NCES, 2003; Bailey, Jeong & Cho, 2010). Statement of the Problem: This research explores how family members, higher education personnel and peers supported Latino males transferring from a community college into a four year university. Using the following questions this study aims to understand the barriers, achievements and persistence of Latino male students who have historically been underrepresented in higher education, and are now becoming part of the rising number of ethnically diverse groups at colleges and universities. 1. What role does family play in supporting Latino male transfer students' in succeeding in higher education? 2. What role do higher education programs and the institution play in supporting Latino male transfer students’ persistence in higher education? 3. What role do peers play in supporting Latino male transfer students' persistence in higher education? Methodology: This qualitative study attend to the ways in which academic, family and social factors impact Latino male students’ success through the lived experiences of six Latino male transfer students. The author proceeded to analyze the data in order to determine common themes and experiences of Latino male students in higher education. Conclusion and Recommendations: This study concluded that Latino males who successfully transferred to Northern California University shared certain characteristics and experiences. Although Latino males experienced obstacles and challenges in academia, the support of family and the development of a sense of belonging in college appear to key to their academic success. It is the intention of this study for the result to be used by administrators and policy makers in order to create and maintain initiatives that speak to the needs of minority students and with special attention to the missing Latino male in higher education.