It is imperative to close the gap in the literature to include best practices for higher education mentors that incorporate cultural congruity, sense of belonging, and social capital for Latina students. I will use the following research questions as a guide to determine and isolate gaps, deficiencies, and strengths in the literature that allow for, or take away from, best practices for Latinas’ higher education retention and graduation rates.
Research Question 1: What are barriers for Latina students in higher education? Do higher education best practices take these barriers into account when addressing, facilitating, and providing social capital for Latina students?
Research Question 1: Overarching theme to Question 1: Does identifying with one’s ethnic culture contribute to ethnic identity being perceived as a barrier?
Research Question 2: What are some best practices for academic advisors/mentors to support social capital and sense of belonging for Latina college students?
Overarching themes Research Question 3: Are Latina students being pushed out by the institutions’ failure to incorporate Latina-focused cultural processes and approaches to their advising and mentoring strategies?
Overarching themes Research Question 4: Should higher education institutions take cultural congruity and comprehension of cultural practices, needs, and customs into account when incorporating best practice policies for addressing Latina students in regards to sense of belonging?
Theoretical/conceptual perspective
This CLR uses Critical Race Theory (CRT) to show the racial barriers that exist within higher education, specifically for the Latina students in regards to support, low graduation rates for Latina/os, low retention rates, and financial barriers. The Latina population in higher education, despite increases in enrollment, is under represented (Solorzano, Villalpando & Oseguera, 2005). CRT is a lens that reveals that racial structures are factors that hinder and create barriers for Latina students.
Using a Social Capital lens as a guide, this CLR will reveal barriers that Latinas face, such as lack of resources, financial aid, family relationships, and siblings etc. For the Latina population, social capital exposure may be crucial in navigating through their higher education experience as they lack mentors, resources, and exposure due to low SES in their home and a low level of education attainment in their role models (Perez, 2008).
This CLR uses a Psychosociocultural (PSC) framework as a lens for redefining what factors to consider when implementing best practices for advising and mentoring Latina students. Discussing aspects of Latina culture will help guide why it is crucial to update and restructure best practice policies for advising and mentoring Latina students in higher education institutions, specifically to include cultural congruity (Castellanos & Gloria, 2007).
A Sense of Belonging lens is used as a guide to reveal how Latin-centered cultural congruity, mentoring, and social support is beneficial for Latina-based practices because they contribute to Latina students feeling positive about their environment, which will enable them to make decisions to persist (Bordes & Arredondo, 2005).
Review of the Literature
This CRL focuses on the Latina student in higher education and the factors they face such as barriers, lack of social capital, cultural congruity, and mentorship in higher education. I will lay out barriers through the lens of CRT and the lens of Social Capital. I will then use a lens of Sense of Belonging along with a lens of psychosociocultural theory to introduce mentoring strategies that will best help higher education institutions to retain and graduate Latina students.
Research Question 1: What are barriers for Latina students in higher education? Do higher education best practices take these barriers into account when addressing, facilitating, and providing social capital for Latina students?
Using a critical race theory lens and a social capital theory lens it is clear that barriers that Latinas face on their academic journey hinders their ability to graduate college and/or continue as an ongoing student. Crisp, Taggart, and Nora (2015) mention that the Latina/o population is the highest ethnic minority group in the nation. It is predicted that “Latina/os will account for half of the population growth, making them one fourth of the total population by 2050” (Crisp, Taggart, & Nora, 2015, p. 249). This will bring higher enrollment rates for Latina students, yet statistics reveal that this population is not graduating or persisting in college. Figures show that while a small percentage are graduating, the growth of the population in comparison to graduation rates do not coincide; there is a gap.
Barriers that hinder graduation for Latina students include low economic status, which places Latina students in poor neighborhoods where they lack the education they need to further their academic careers (Crisp, Taggart, & Nora, 2015). The education they receive leaves them underprepared to handle the academic work required in a college setting. Along with not being prepared, research states that the Latina students will be apprehensive because they do not want to confirm the negative stereotypes placed on them such as, Latinas do poorly in intellectual tests (Crisp, Taggart, & Nora, 2015). Over 27% of Latina/os, live in poverty, and they own less the 10 cents for every dollar in wealth for every dollar owned in white families (Crisp, Taggart, & Nora, 2015). This is a substantial difference in the economic structure and ability to finance better schooling, for preparation of college. The literature also reveals that while Latina students are more likely to receive financial aid such as grants for college, they receive the lowest amount in comparison to any other ethnic group (Crisp, Taggart, & Nora, 2015).
The mismatch between the Latinas’ home and culture is linked to academic struggles.
Latina students are forced to juggle between two worlds, college and their home. This is called a cultural mismatch (Crisp, Taggart, & Nora, 2015); a mismatch between the dominant culture and their own culture. Research hypothesizes that this mismatch contributes to their success or failure in college. Students with culturally aligned spaces feel more a part of and motivated to pursue and finish their academic careers (Crisp, Taggart, & Nora, 2015).
A research report by the Pew research group, states that nearly nine in ten (89%) of young Latina adults identified that a college career is important, however only 48% stated that they had plans to attend (Borderes-Edgar, V., Arredondo, P., Kurpius, S., & Rund, J., 2011). While the importance of a college career is apparent, barriers such as financial status may be a reason that they do not attend (Borderes-Edgar, V., Arredondo, P., Kurpius, S., & Rund, J., 2011). This lack of financial capital is also identifiable with lack of social capital. The Latina students may feel there is no one who can help them navigate through financial concerns and solutions.
Alienation and isolation are barriers that Latinas face as they navigate their way in college. This may make them feel confused in their role as a student and their rights as a student (Bordes, V, & Arredondo, P., 2005). Research has proven that this lack of social capital are predictors in Latina students decision to leave college (Bordes, V, & Arredondo, P., 2005). While these barriers exist, there is also a problem that is, “lack of awareness among the general population that a problem even exists” (Escobedo, T., 1980, p. 7). While Escobedo’s research may be considered outdated, the fact that Latina students are graduating at low rates today says that the research still applies. Escobedo (1980) mentions barriers such as inadequate preparation at all levels, lack of available resources, low levels of family income, lower parent education, stereotypes about abilities and performance, antagonistic attitudes, and lack of a support system.
