Abstract
Purpose: The purpose of this qualitative study is to understand the academic and psychosocial challenges, supports and resources that Latino men who are first-generation college students experience while attending a Hispanic Serving Institution in the California State University system.Theoretical Framework: Latinx Critical theory (LatCrit) serves as one of the theoretical frameworks that guided this study. LatCrit challenges the discourse of race as it relates to education by examining how educational theory and practice are used to lessen and ostracize Latino students. Another theoretical framework that played a critical role in this qualitative study is the psychosociocultural (PSC) theoretical framework.
Methodology: The methodological approach for this study is testimonios and narrative inquiry. Testimonios require participants to partake in a critical reflection of their lived stories and narrative inquiry is an approach that focuses on the use of stories as data. Data were collected using purposeful sampling methods by interviewing eight study participants; the testimonios focused on their experiences as students who attended a CSU HSI.
Findings and Conclusion: The major findings identified six major themes that emerged from the data analysis: (a) the self-awareness of one’s psychosocial feelings, emotions, and thoughts, (b) the advantage and disadvantage role that family and culture play, (c) the opportunities and obstacles that are encountered while attending a CSU HSI, (d) the positive and negative effects of being more than just a full-time student, (e) how to be successful as a first-generation Latino college student at a CSU HIS, and (f) enhancing and developing new programs for first-generation Latino college students.
Recommendations: This study found that there are some improvements that can be made for helping first-generation Latino male college students who attend a HSI in the CSU system. Some of the findings of this study found a correlation to the ecological validation model of student success. The findings suggest that institutions need to develop programs that support first-generation Latino. The findings display the need for staff, faculty, and administration to go through inclusivity, culturally responsive pedagogy, and culturally awareness trainings.