Monica Medina October 2021 Educational Leadership UNDERSTANDING FIRST-GENERATION HISPANIC STUDENT EXPERIENCES WITH COMMUNITY COLLEGE CAMPUS RESOURCES Abstract Community colleges serve as
INTRODUCTION
As the Hispanic population grows, it is poised to become the largest share of the United States labor force (Cerda-Lizarraga, 2015; see Figure 1) In 2018 Hispanics accounted for about 52% of all U.S population growth (Flores et al., 2019) An educated workforce among Hispanic Americans benefits their families, communities, and the United States as a whole.
Projected U.S Hispanic Population from 2017 to 2060
Community colleges serve as an essential gateway to higher education for Hispanics (Clarke, 2016) In 2016, roughly 500 institutions met the federal enrollment criterion of having at least 25% of full-time undergraduate enrolled Hispanics and were defined as Hispanic Serving Institutions (HSI), enrolling approximately 2 million Hispanic students (Excelencia, 2021) Among ethnic groups in Texas, Hispanics are the largest population of public two-year college enrollees (Paredes, 2019) As the largest minority group with the fastest population growth, it is imperative to understand and document how first-generation Hispanic college students experience community college retention strategies and find academic success
According to the EAB (formerly Education Advisory Board), 2018 data show that nearly one in three U.S undergraduate students are first-generation, defined as the first in their immediate families to attend college (Escarcha, 2018) First-generation Hispanic students often choose community college to help improve their families’ lives (Banks-Santilli, 2015) and tend to enroll in programs located near home to manage family responsibilities (Reyes & Nora).
Among Hispanic students, those whose parents had some college education felt that school staff would be there to support them, whereas students whose parents had no college experience and were unaware of campus resources did not share that expectation.
Community partnerships in colleges lay the groundwork for lifelong learning, outreach, and networks that reduce barriers to cultural understanding and communication (Kemp, 2017) The National Center for Education Statistics (2018) shows that minority students are more likely than White students to be first-generation, with 42% of Black students and 48% of Hispanic students being first-generation compared with 28% of White students (para 9) First-generation Hispanic students often arrive with less academic preparation, fewer social supports, and greater financial challenges (Lascher, 2018) In testimony on the reauthorization of the Higher Education Act, FAFSA verification difficulties were identified as a significant hurdle for first-generation students seeking financial aid, adding to their challenges in accessing college.
Campus resources—such as financial aid, diversity centers, and counseling centers—play a critical role for first-generation college students by easing their transition into higher education (Falcon, 2015) A 2017 Students for Education Reform (SFER) survey found that 36% of first-generation Hispanic college students felt their high school education did not adequately prepare them for college (Romero, 2017) This study examines how FGHC (first-generation Hispanic college) students engage with different campus resources and whether these resources are perceived as beneficial to academic success By analyzing the experiences of FGHC students who use campus resources, the research aims to shed light on why some succeed in completing a degree or certificate while others do not Overall, the goal is to identify strategies to help more FGHC students succeed and complete their degree or certificate.
Ensuring that FGHC students and their parents understand the higher education process and how to access support services can change the graduation outcome for students (Paredes,
In Texas, Hispanics are the largest group among public two-year college enrollees and graduates, according to Paredes (2019) Although Hispanics aged 25–34 account for 41% of the Texas population, only 26% have earned a degree or certificate While about 80% of Hispanic students at two-year colleges intend to transfer to a four-year college, fewer than 25% actually do Field (2020) reports that 54% of Hispanic students finish a college credential within six years, compared to 46% in 2002.
Research by Pascarella and Terenzini (2005) highlights that college experiences are not uniform across students, and Hispanic first‑generation students entering community colleges often confront financial barriers, limited family support, low self-esteem, adjustment difficulties, and gaps in college readiness (Falcon, 2015) Many FGHC students are unaware of campus resources or how to access them, which can hinder their progress in higher education Evidence shows that learning how to navigate the first year of college—gaining familiarity with campus services, supports, and expectations—is key to setting students up for academic success (Yan & Sendall, 2016) Importantly, persistence from the first year to the second increases the likelihood of graduating (Romero, 2017).
Across the United States, the Hispanic population is on the rise, and Hispanic student enrollment in higher education has grown from 22% to 37% of all college students between 2000 and 2015 (Field, 2018) Ensuring that students from diverse backgrounds can access, engage in, and complete degree or certificate programs is essential for a more inclusive higher-education system Equally important is identifying and implementing solutions to remove or reduce the obstacles FGHC students face, so they can persist and succeed in their postsecondary journeys (Taylor, 2019).
FGHC students are susceptible to doubts about their academic and motivational abilities and may believe they are not college material (Brown University, n.d.) The Clinton and George W Bush administrations declared improving access to higher education and student success a national priority, signaling a government focus on expanding college access and outcomes for learners.
Hispanic students in higher education (Nora & Crisp, 2009) Campus involvement can contribute to student learning, support for educational and personal goals, retention, and success (Komives,
This study documents and interprets the experiences of first-generation Hispanic students who rely on on-campus academic and social resources that support their success, with the aim of informing administrators and faculty about programs that drive Hispanic student achievement By identifying which resources most effectively bolster learning and persistence, the research helps bridge the knowledge gaps that often shape the undergraduate experience for first-generation students, thereby improving their overall chances of success in the community college environment.
The researcher asked the following questions to guide the study:
RQ 1 How do first-generation Hispanic graduates describe their use of campus resources throughout their community college experience?
RQ 2 What campus resource(s) did the FGHC graduates find valuable to their college experience and or college success?
RQ 3 What social/cultural support on campus did the FGHC graduates find valuable to their college experience and or program completion?
The theoretical framework for this study is Nora’s 2003 student–institution engagement model, which frames students’ interactions with the college as shaped by multiple elements that influence persistence (Arbona & Nora, 2007) Wayt (2012) suggests that students are more likely to stay enrolled when they connect with both social and academic aspects of college life Many Hispanic students lack experience with college-going culture and family support, and they may face low socioeconomic status, English as a second language, and competing family and school demands (Lincoln, 2014) This framework offers a way to examine the challenges faced by FGHC students and how their perceived use of campus resources can enhance their social and academic integration in a college setting.
Participants for this study were selected based on their stated interest in the study and their eligibility as FGHC students who had earned a degree or certificate in a community college setting; only those who met the criteria and completed the consent form were scheduled to participate in the interview.
This study relies on key assumptions: that interview participants have relevant experience to inform the research questions, and that they respond in ways they perceive to be truthful There is also the possibility of response bias, with some participants feeling compelled to provide answers that reflect the researcher's expectations rather than unbiased, accurate truths Acknowledging these assumptions and potential biases helps frame the interpretation of the findings with appropriate caution and transparency.
Limitations are factors that hinder a study and its findings (Moura, 2017) In this study, language fluency emerged as a potential limitation since the primary population comprised Hispanic students, many of whom are English as a Second Language learners, and some interview terms may not translate cleanly between Spanish and English The sample size could also limit the study, as recruiting a sufficient number of participants to validate qualitative findings can be challenging (Archibald & Munce, 2015) The COVID-19 pandemic further constrained data collection by reducing in-person contact and shifting learning to virtual formats, while many students balance full-time work or at-home responsibilities, limiting their availability to participate and potentially increasing their need for at-home assistance Additionally, restricting FGHC participant recruitment to graduates with degrees or completed community college certificates may have affected the study because that subgroup is smaller than the overall FGHC student population enrolled in postsecondary programs.
LITERATURE REVIEW
An overview of Hispanic demographics and their relationship to other population groups anchors the discussion of Hispanic higher education The literature review situates this topic within a broader context—covering background culture, demographic trends, and the history of community colleges—while focusing on first-generation students and first-generation Hispanic college (FGHC) students, their opportunities and threats, and the challenges faced by underprepared college entrants It also outlines Hispanic-Serving Institutions (HSIs), detailing their structural features and what they offer, and connects this to community college programming designed to support Hispanic students The section then highlights how campuses provide services—such as advising, tutoring, and wraparound supports—to improve access, persistence, and degree completion for Hispanic students in higher education.
Academic engagement describes how students actively utilize college resources and maintain their motivation to learn Cabrera and Nora’s (1996) model demonstrates that external support meaningfully influences minority students’ decisions to persist in college, highlighting the crucial role of external networks and resources in degree completion.
According to Tinto’s (1975) model, students are more likely to persist when they acclimate to the institution’s social and academic life, a relationship highlighted by Karp et al (2008) Cabrera and Nora’s (1993) framework emphasizes that persistence is linked to student interactions, pre-college characteristics, and the fit between student and institution, a view that Arbona & Nora (2007) also discuss Among community college students, limited time to participate in campus activities, clubs, or organizations can reduce social integration (Karp et al., 2008) Academic engagement is widely seen as an indicator of better learning outcomes, prompting college leaders to seek strategies to enhance student engagement (Bae & Han, 2019).
According to Vincent Tinto's final version of the student integration model (1993), students begin college with clearly defined goals and commitments that influence their persistence and engagement The model also posits that pre-entry attributes—such as family background, preparation, and skills—shape the initial decision to enroll, particularly in the context of community colleges These early factors guide how students set academic aims, interact with the college environment, and navigate the transition into higher education.
Institutions are expanding opportunities and implementing strategies to improve FGHC students' completion rates They provide supportive resources such as transition assistance, community-building experiences, academic involvement and support, counseling, advising, and early monitoring (Falcon, 2015) Additionally, educational programs like summer bridge programs and other pathway initiatives help FGHC students feel more comfortable and address cultural, social, or physical concerns (Martinez).
Programs like Upward Bound are designed to prepare first-generation, low-income students who are English language learners for college success Funded by the federal government and available at participating higher education institutions, Upward Bound provides a structured framework and instructional resources in mathematics, foreign language, English for speakers of other languages, and literature to support these students A diverse mix of trained staff, faculty, and administrators helps create a welcoming environment that fosters students’ growth, learning, and preparation for participation in a global society The core idea behind Upward Bound and similar programs is that when community colleges offer these students meaningful opportunities to engage, they gain the confidence and belonging needed to persist in their programs and achieve academic success.
Theoretical Framework: The Student/Institution Engagement Model
This study is framed by the student/institution engagement model developed by Nora (2003) and Nora et al (2006) The model outlines six core components that shape student engagement: pre-college pull factors; a sense of purpose and institutional allegiance; academic and social experiences; cognitive and non-cognitive outcomes; goal determination paired with institutional allegiance; and persistence Together, these elements illustrate how initial motivations and commitments influence students’ experiences, outcomes, and their persistence in higher education.
2006) Nora (2003) proposed that student/institution engagement develops from increased interactions between students and institutions (see Figure 2)
The Nora Student/Institution Engagement Model
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Students entering higher education bring a range of pre-college characteristics shaped by environmental factors, high school experiences, financial circumstances, and psychological influences formed in both home and school settings Nora’s research highlights the role of culture and ethnicity in the retention process, and Crisp and Nora (2010) contend that Hispanic community college students’ decisions to persist or transfer toward a bachelor’s degree depend on an interplay of demographic, pre-college, sociocultural, environmental, and academic experiences.
FGHC students confront a constellation of obstacles that shape their educational journeys, including gaps in academic, financial, cultural, and social capital, family concerns, and assumptions about Hispanic backgrounds, all compounded by unwelcoming campus climates Taken together, these factors create a bleak outlook for Hispanic student success and future Hispanic college attainment Without institutional recognition of FGHC students’ challenges and a commitment to providing targeted supports to overcome them, FGHC student success is unlikely (Balcacer, 2018; Schneider et al., 1970).
Nora (2003) and Nora et al (2006) converge on a core idea: educators and higher‑education institutions must recognize that students from diverse backgrounds bring cultural traits into the college setting Rather than attempting to change students’ cultural orientations, institutions should create environments that help students preserve their identities and, crucially, develop their unique strengths so they can contribute to their own academic success in college.
2012) Figure 2 shows Nora et al.’s student engagement model of the factors students face before entering college and during their college career
Well-researched theories underpin the study’s research questions and conceptual framework, providing a concise overview of FGHC students’ challenges and the options community college leaders can implement to support this population O’Meara noted that Hispanics represent a central consideration in this context, underscoring the need for culturally responsive strategies in higher education policy and practice.
First-generation and educationally disadvantaged groups in the United States are among the most underserved, with about 80% not completing a bachelor’s degree Researchers studying FGHC students explore how cultural background and holistic college experiences influence their use of campus resources Nora’s 2003 model of student–institution engagement suggests that FGHC persistence and decision-making arise from a combination of pre-entry characteristics, institutional factors, and environmental pull factors Additional literature shows that social support networks play a crucial role in helping FGHC students cultivate a sense of belonging on campus (Núñez).
For community college administrators, having up-to-date information on the culture, needs, and challenges of FGHC students—both inside and outside the college setting—can guide the development of targeted programs and resources This knowledge enables institutions to organize effective supports that assist this student population and promote their success.
Research indicates that Hispanics often encounter limited access to higher education, mainly due to stressors like family obligations, childcare responsibilities, the cost of higher education, and the challenge of balancing work and school Additional barriers for FGHC students include age, culture, language, and the level of family support Addressing these intersecting challenges requires targeted approaches that reduce financial burdens, provide flexible academic options, and strengthen family and community support to improve higher education access for FGHC students.
METHOD
This study chronicles how members of one of the largest and fastest-growing ethnic groups, Hispanics, overcome obstacles that influence their success as community college students, guided by Nora et al.’s (2006) student/institution engagement model, which draws on research on first-generation college students and outlines the challenges faced by FGHC students The findings are intended to help community college leaders retain this population and inform programming options that support FGHC students’ persistence and achievement As O’Meara (2012) notes, up to 80% of Hispanics do not complete college, highlighting that Hispanics remain one of the most educationally disadvantaged groups in the United States (p 3).
Researchers examining FGHC students seek to understand how their cultural backgrounds and holistic campus experiences shape their use of college resources The Nora (2003) and Nora et al (2006) student–institution engagement model indicates that FGHC students' noncompletion or poor choices reflect a mix of pre-entry characteristics, institutional factors, and environmental pull factors (Salis Reyes & Nora, 2012) Other studies suggest that social support networks can play an essential role in helping FGHC students feel a sense of belonging in the college setting (Hurtado & Carter, 1997; Hurtado & Ponjuan, 2005; Lee & Davis, 2000; Walton & Cohen, 2007).
Up-to-date information on the culture, needs, and challenges FGHC students face both on campus and in the broader community is valuable for community colleges This information equips college leaders with a clearer understanding of their student population and enables the design and deployment of targeted programs and resources to support FGHC students.
This study answered the following questions:
RQ 1 How do first-generation Hispanic graduates describe their use of campus resources throughout their community college experience?
RQ 2 What campus resource(s) did the FGHC graduates find valuable to their community college experience and or college success?
RQ 3 What social/cultural support on campus did the FGHC graduates find valuable to their community college experience and or program completion?
Using face-to-face one-on-one interviews, the study documented FGHC students’ experiences with academic and social campus resources to produce findings that can help administrators and faculty identify programs most likely to increase Hispanic student success The results suggest that access to academic and social support resources can bridge the gap between students’ limited understanding of community college expectations and what is needed for success, underscoring the importance of targeted resources in promoting persistence Interviews were conducted with individuals who met predetermined recruitment criteria; participants were fluent in either English or Spanish, and the interviews were conducted in the participant’s language of choice, English or Spanish.
Instrumentation and Data Collection Procedures
Eight participants were recruited from the researcher's personal Instagram account, a social media platform Recruitment on Instagram relied on hashtag-based targeting—using hashtags created by the researchers to ensure prospective participants met the study's eligibility criteria Examples of these hashtags included #graduated and #Hispanic.
An Instagram recruitment post using hashtags such as #Latino, #Latina, #Latinx, #firstgeneration, and #communitycollege announced the study and outlined three participation criteria: (a) attended a community college, (b) completed a degree or certificate, and (c) be a first-generation Hispanic student Interested individuals were asked to email the researcher, and a consent form detailing the study expectations and the list of interview questions was sent to those who met the criteria to obtain signatures before scheduling The study required participants to complete a recorded, one-on-one 30-45 minute virtual interview via the Zoom videoconference platform.
Interviews are a fundamental strategy in qualitative research for extracting rich information about participants' personal experiences and the meanings they attach to them In this study, researchers employed semi-structured, open-ended questions to elicit in-depth, nuanced responses from former first-generation Hispanic community college students who had completed a degree or certificate, focusing on their experiences with campus resources The interviews were conducted via Zoom and were transcribed using NVivo's built-in transcription tools to ensure accurate data capture for coding and analysis Data from the interviews were organized into a chart to reveal commonalities across participants' responses, with each interview consisting of 10-12 open-ended questions.
In this qualitative study, thematic coding was applied by identifying passages linked by a common theme or idea and using pre-identified terms to code and categorize these themes, with codes derived from participants’ responses to the interview questions (Gibbs, 2018) The identified words reflected participants’ answers to the interview questions The qualitative data analysis relied on the researcher’s reflexive practice—self-awareness, care, and reflection—throughout the study (Miles et al., 2020) Saldaña’s (2020) approach to data condensation, data display, and conclusion drawing/verification guided the analytic process, producing themes that inform the study’s findings.
This study provides campus leaders with actionable information on the services that help FGHC students succeed in a community college setting Findings point to new topics and reveal ways to support FGHC students in achieving success, while guiding college administration to develop programs that close the gap between pre-entry experiences, entry, and completion By documenting the benefits and challenges FGHC students describe about attending a community college, the research supports the creation of targeted programs and resources for this group The insights also generate recommendations for improving student success at entry and throughout the college experience.
Qualitative case studies carry inherent limitations, including the need to anchor findings in existing research to frame the topic If the researcher paraphrases interview responses rather than presenting participants’ actual words, the resulting data may be biased and misrepresent participant meanings In this study, all interviews were conducted via Zoom, so the virtual format may introduce constraints on capturing nonverbal cues, rapport, and technical issues that affect data quality Acknowledging these limitations and the challenges they pose was an integral part of the study's planning and design, aimed at mitigating potential biases and strengthening the credibility of the results.
Providing credible findings helps researchers earn reader trust In-depth results from seven participants demonstrate the depth of analysis and support credibility Including step-by-step descriptions of how data were collected enhances transparency Showing how the work was conducted and where the data come from, without bias, strengthens credibility by clarifying the research process and sources.
Consistency was maintained through careful organization and by presenting the same information to every interviewee Creswell (2013) describes how reliability can be enhanced when researchers obtain detailed field notes using a high-quality recording device and transcribe the audio recordings This study provides notes and recordings that reflect the interviews, enabling a clear description of participants’ answers and the settings in which they completed the programs.
Member checking is the process of soliciting feedback from participants on the data and conclusions (Maxwell, 2012) It helps rule out misunderstandings about each participant’s experience and perspective as presented in the interview transcript In this study, a follow-up gave participants the opportunity to view their recorded answers and edit them if they wished Because member checking is voluntary, some participants may decline Carlson (2010) cautioned that the process can inadvertently threaten the researcher–participant relationship by causing embarrassment or other negative emotions If a participant declines, the researcher still reviews the transcriptions for potential misunderstandings, mispronounced words, or garbled speech in the audio record.
University of New England Institutional Review Board (IRB) approval was obtained in writing prior to the study, including a review of the interview questions Written informed consent was secured from every participant Participant confidentiality was maintained securely and not disclosed to others Participants were informed of their right to withdraw from the study at any time, and withdrawal decisions were accommodated without issue.
As an FGHC student in my first year at community college, I faced a range of challenges that tested my resolve Both of my parents are immigrants, and while they verbally encouraged me to continue my education, I needed concrete support to turn that encouragement into progress I carried pre-entry obstacles—being a Latina woman, a single mother of a toddler, and going through a divorce—yet I was determined to improve my life and my family's life through education The college admissions process felt overwhelming, especially without guidance on what to expect My first semester was chaotic: I attended orientation but didn’t understand the terminology being used, and I didn’t know what a GPA was or what a Texas State Initiative (TSI) assessment entailed, which left me tempted to quit several times.
RESULTS
This qualitative study analyzes interviews with seven FGHC students at a community college who volunteered after signing informed consent Interviews were conducted via Zoom, audio-recorded, and transcribed with Otter.ai Data collection occurred from mid-June to mid-July 2021 Using Atlas.ti®, I organized the participants’ comments into themes focused on background, challenges, college experience, resources and support, and the lack of role models.
Interviews were scheduled for an hour but never exceeded 45 minutes No member checks were conducted; Carlson (2010) argues that member checking can inadvertently threaten the relationship with participants, and excessive questioning during this process can embarrass participants, as if they had done something wrong Consequently, instead of member checking, I analyzed the transcriptions to clarify mispronounced words and then coded and organized the data The study used Nora’s (2003; Nora et al., 2006) framework of student/institution engagement, focusing on pre-college factors, in-college factors, and goals.
Atlas.ti was chosen after evaluating several coding software options for its robust features and Zoom compatibility The Zoom integration allowed me to record interviews and transfer them into Atlas.ti, where each transcript was reviewed for grammar and saved under a pseudonym to protect participant confidentiality Atlas.ti provides a range of tools to organize and analyze data in ways that fit the study’s aims Coding was guided by Nora’s (2003; Nora et al., 2006) framework—pre-college, in-college, and goal contributions for student/institution engagement Once codes were established, I reread the transcripts, applied the codes, and developed themes and subthemes from the data.
After coding all interview transcripts, Atlas.Ti® software tools were used to organize the data, resulting in five networks created to map themes and relationships across the study.
Using Atlas.Ti®, interview responses were analyzed and sorted into five themes—background, challenges, college, resources and support, and lack of role models—reflecting the commonalities across participants This logical thematic framework presents the data in a coherent order, with background capturing origins, challenges detailing barriers, college describing higher-education experiences, resources and support assessing access to assistance, and lack of role models revealing mentorship gaps Together, these five themes form a concise narrative of the study findings and support targeted interpretation of the results.
Following thematic analysis, the data were interpreted Nora’s research (2003; Nora et al., 2006) indicates that students carry their cultural traits into college, and in higher education settings administrators should identify these traits and implement resources to support students In this study, most participants exhibited cultural traits that posed challenges in navigating college life, and although all students recognized the benefits of attending college, they lacked knowledge about where to begin or whom to ask for help.
After conducting seven interviews, several common themes emerged: most participants described growing up in households where education was valued but rarely discussed; Hispanic culture was shared through religious practices and food; and many were unaware of campus resources available to students during their first year of college These findings highlight the recurring patterns across the sample and the textual themes that emerged from the interviews.
(1) background, (2) challenges, (3) college, (4) resources and support, and (5) lack of role models (see Table 1)
Results of Data Analysis: Themes and Subthemes
Theme 5 Lack of Role Models
Language Assistance 4.2 Tutoring & The Learning Center 4.3 Family Support
All participants in this study were FGHC students who had completed a degree or certificate at a community college To protect confidentiality, each participant was assigned a numeric pseudonym (e.g., Participant 1, Participant 2) The demographic details for each participant are presented in Table 2.
Participant 1 Female Degree Spanish Elementary a US
Participant 2 Female Degree Spanish Elementary a US
Participant 3 Female Degree Spanish Elementary a Mexico Participant 4 Female Degree Spanish Elementary a Mexico
Participant 5 Male Degree English High School b US
Participant 6 Female Degree English High School b US
Participant 7 Male Degree Spanish High School a Mexico
Note: a Parent/s were educated in Mexico b Parent/s completed high school in the U.S
Participants 1, 2, 3, 4, and 7 reported that their parents were educated in Mexico, while Participants 5 and 6 were educated in the United States, and they were the only group whose parents completed high school in the United States Specifically, Participants 1 and 2 noted that their parents had only elementary school education in the United States, whereas the parents of Participants 3 and 4 completed only elementary school in Mexico, and Participant 7's parents had completed high school in Mexico Despite these differing demographic backgrounds, all participants shared the belief that pursuing further education would be beneficial to them.
From the participant interviews, several themes emerged: each participant described their background, the challenges they faced before entering college, their college experiences, the resources they could access, and the support—or lack of support—that shaped their higher education These narratives show how pre-college obstacles influenced persistence, how college environments and programs affected engagement, and how access to resources such as financial aid, advising, mentoring, and tutoring varied and impacted outcomes Together, the themes underscore the pivotal role of available supports in student success and point to gaps in assistance that can inform improvements in higher education.
Background
Participants described their upbringing, explaining what it was like growing up, with some mentioning childhood experiences and others reminiscing about traditions All seven participants had unique backgrounds, reflecting diverse upbringings that shaped who they are For example, Participant 2 said, "My house was very traditional growing up, my dad was the male lead and provided for the family, and my mom stayed home and took care of the house needs." Four subthemes emerged within the Background theme, highlighting different aspects of upbringing and family life.
Across the study, every participant experienced some form of familial care during childhood, and all seven indicated that their early experiences shaped their views on higher education Notably, Participants 2 and 6 reported family troubles in childhood Participant 6 described a mobile, extended-family upbringing, saying, “My childhood, we kind of bounced around everywhere My grandparents pretty much raised all of us, my mom, her five siblings, most of their children, and we just all lived in one house.” Similarly, Participant 2 recalled growing up with both parents but enduring significant hardships, remarking, “I grew up with my mom and dad in the house, but we went through many things in life; I have siblings I do not talk to.”
Similarly, Participant 5 stated that their parents divorced at an early age and that they grew up with their mom and brother; they were nine years old when the split occurred, and only they and their mother lived in the home.
All three participants described childhoods in which both parents were present in the home, contributing to a close-knit family environment Participant 1 noted that their mom and dad, along with an uncle, helped raise their sisters and them Participant 3 echoed this sentiment, stating they grew up with both parents in the household and that the family was very close Participant 4 added that their mom and dad were involved throughout childhood, attending many teacher–parent conferences, which reflects ongoing parental engagement in their education.
Participants mentioned how and if schooling was important growing up and why
Education was highly valued in Participant 3’s family because school represented a pathway to improve their circumstances His mother and father did not finish their own schooling and had to work to feed the family and pay the bills, which made schooling a central priority for them The sentiment echoed across other participants, who similarly framed education as a lifeline in the face of economic hardship.
Participants 1, 2, and 4 reported that their parents had only elementary-level schooling Participant 1 noted that both of his parents, as well as most of his aunts and uncles, finished school in Mexico at sixth grade Participant 2 explained that his mother, educated in Mexico, reached only the fifth grade, while his father, educated in the United States, completed just the third grade, a result they attributed to needing to help their own parents with money Participant 4 added that his father and mother both completed elementary school in Mexico.
Participant 7 could only complete elementary school because his father had to pull the family out of school to help with the children in the household, a family of six immigrant migrant workers Participants 5 and 6 reported that their parents completed high school in the United States: Participant 5 said, "My mom was able to finish high school here in a Dallas school," and Participant 6 said, "My mother attended high school until 11th grade and then had to get her GED." For some families, schooling was valued and encouraged, and for others, it was not A common thread across all participants was the passing down of traditions from older to younger generations.
Tradition can be customs or beliefs passed down, including the language spoken at home, as well as food and religion Six of seven participants stated that their families shared Hispanic/Latino culture in different ways For example, Participants 1, 2, and 5 cited food as a key way culture was shared: Participant 1 said, “My culture was always in front of my face, especially food, it was the one thing that would bring us together.” Participant 2 described the labor-intensive process of making tamales done among the women of the family, and Participant 5 noted Sunday dinners at their grandmother’s house as a central family tradition Participant 4 also highlighted food’s significant role in celebrations, saying, “For us, food is a huge thing; it plays a huge role in the festivities, like Dia de Los Reyes [Day of the Kings] and the Rosca de Los Reyes [Thread of the Kings].”
Participants 3 and 7 describe religion as a core part of their family culture, with Participant 3 noting that, although food helped share culture, religion was also a big part of their upbringing, and Participant 7 saying that religion is a strong element of their Hispanic culture In contrast, Participant 6 did not grow up knowing Hispanic/Latino culture, recalling that racism obscured their cultural roots and that it wasn’t until adulthood that they began to understand and embrace their culture.
Participants mentioned language as part of their background growing up Participants 1,
Participants 3 and 7 spoke only Spanish at home and at school, with no bilingual classes and all instruction in English, which was not their first language Participant 1 said, "Of course, there were no bilingual classes, everything was in English, and that was not my first language My first language was Spanish because that is all my parents knew." Participant 3 stated, "I was born in Mexico and lived there for a while At first, all I knew was Spanish because my parents only spoke Spanish."
Participants 2, 4, and 5 grew up with Spanish spoken at home: Participant 2 said both parents actively spoke Spanish at home, Participant 4 recalled that his parents only spoke Spanish to him, and Participant 5 noted that their mother spoke mostly Spanish to them In contrast, Participant 6 was the only one whose upbringing was English-dominant, reporting that he knew nothing about his culture, did not learn any Spanish, and was not allowed to speak Spanish to avoid discrimination Language can be an important part of a person's life, or it can become a challenge.