Abstract
Purpose. The purpose of this study was to explore the role of inner voice as an academic success factor for second-generation Hispanic community college students in the Central Valley as reported by the participants based on their personal educational experiences. Methodology. The subjects in the present study were twelve local community college students whose intentions were to transfer to a four-year institution. Participants responded to three research instruments: (1) an interest card which briefly introduced the study and general participation criteria, (2) an eleven-item telephone profile interview which assessed their participation qualifications, including confirmation of second-generation status, academic transfer plans, and ethnic identification; (3) an in-depth face-to-face interview utilizing nineteen semistructured interview questions assessing the subtly of inner voice in the academic experiences of the participants, delving into their perceptions regarding significant adults, primary language, and heritage, academic expectations from teachers, and their personal academic goals, all elements of the Hispanic Academic Advancement Theory. Findings. Examination of qualitative data derived from the participants' descriptions of their personal educational experiences indicated that positive relationships with significant adults and peers outside of their ethnic group nurtured the inner voice leading to academic success and determined self-advocacy. In addition, language (primary home language) proved to be an obstacle for students which led to their distancing from the mother tongue and consequently appear to be less influenced by language and heritage than their first-generation counterparts. Participants who experienced encouragement from the home and who generally sensed support from adults at school presented themselves and internally determined individuals. There were, however, obstacles to overcome that revealed ethnic bias and labeling experienced in the educational setting. Conclusions. The study data support the conclusion that inner voice plays a vital role in the academic success of second-generation Hispanic students and that the inner voice becomes stronger when nurtured in the home and school setting. Recommendations. Further research is advised: descriptive studies of inner voice as a source for life decisions, both positive and negative in various settings, such as correctional facilities, inner cities, elementary and middle schools. It is also recommended that the study be replicated to include a variety of ethnic groups, age groups, third-generation Hispanics, and gender-based studies.