Abstract
Purpose. The purpose of this study was to determine what personal, familial, social/cultural, financial, and institutional barriers are deterrents to enrolling in four-year colleges and universities from the perception of thirty-five academically promising Chicano/Latino high school students who participated in the Chicano/Latino Youth Leadership Project in the summer of 2005. The second purpose of this study was to define key personal, familial, financial, social/cultural, and institutional supports that assist in overcoming those barriers. The third purpose of the study was to explore what strategies students use to overcome the barriers and enroll in four-year colleges and universities. Methodology. This study was descriptive research using a case study design. Data analysis was conducted in four parts: (1) review of the thirty-five participants' autobiographical essays, (2) review of the Co-Curricular Activities and Leadership Profile, (3) responses from eight students who participated in telephone interviews, and (4) a review of the literature. Findings. High-achieving Latino students did not let the high cost of attending college deter them from attending. High-achieving Chicano/Latino high school students "aimed high" when selecting the four-year colleges they would attend and this select student population was willing to leave the supportive environment of their homes and communities. Lower-income families often rely on a "divine" financial aid intervention to provide scholarships, grants, or loans needed to fund their child's college education. Also, gifted Latino students participated in multiple co-curricular activities that mitigated barriers and promoted independence. The CLYLP and other organizations that recognize leadership and accomplishments make a difference by encouragement and providing opportunities. Conclusions. Latino students identified early as academically talented and with greatest leadership potential continue to "get caught in the net" of general college admissions processes. This select student cohort challenges current assumptions and stereotypes in the literature and in current educational practices. Recommendations. Future research should examine the supports and strategies utilized by academically high-achieving Chicano/Latino students in middle school and high school. Such research shall contribute to a systematic change and dramatic shift that supports the most academically promising students to successfully transition from high school to four-year colleges and universities.