Abstract
The attainment of higher education for Latinos has been a popular topic of discussion in current years. In less than 40 years, Latino students have gone from being an almost unobserved racial/ethnic group to being the largest and fastest growing racial/ethnic group in the United States (Humes, Jones, & Ramirez, 2011). In their senior year of high school, 53% of underrepresented students expect to receive a bachelor’s degree compared to 90% of their peers. Only 31.9% of Latinos aged 18 to 24 enroll in higher education compared to 38% of African American, 43.3% White, and 62.2% Asian students (Pew Hispanic Center, 2011). California has the second lowest high school graduating rate for Latinos in the country. The Master Plan in California specifically outlines that the top 12.5% of all high school graduates are eligible for the University of California (UC) system (Solorzano & Ornelas, 2004). During the past 40 years, the Latino population has increased their graduation rate from 9% to only 11% (U.S. Census Bureau, 2010). Therefore, improving the educational success of the Latino population is imperative to ensure America’s future prosperity. The purpose of this study was to understand the role of family in the attainment of higher education for Latino students. Family composition and cultural expectations affect the decisions Latinos make as they pertain to higher education, regardless of their aspirations. Understanding the Latino culture is needed by educational leaders to tackle the barriers this population encounters through education. The mixed-methods study took place at a 4-year university campus in Northern California. The sample was comprised of Latino students enrolled in their second semester or later at the university. A questionnaire, including questions related to the educational experience and family involvement, was sent out to 52 Latino students who were members of a Latino Greek organization on the campus. From that population, six students then participated in a one-on-one interview pertaining to their personal educational experience. Findings from the study showed that even though many Latino parents are not educated on the college process, their support is crucial in the success of their students. Most students agreed that family was one of the main reasons they were successful in attaining a higher education. The study showed that persistence is a factor that contributes to the attainment of higher education for Latino students. Despite difficulties in attaining a higher education, persistence is needed for students to have interest in looking for programs or services to help guide them through the process. One recommendation for future studies is to gather information from community colleges and compare family involvement to see if there is a difference in family influence. Finally, future researchers should consider gathering data from parents or guardians to consider their experiences and learn about their needs regarding their student’s education.