Abstract
Purpose. The purpose of this qualitative phenomenological study was to explore the perspectives and experiences of community college Latino students in the Puente Project to understand how the program impacts the self-development of their leader identity. Methodology. This qualitative, phenomenological study utilized semistructured interviews with open-ended questions. Of the 31 participants invited to participate in the study, a sample size of 6 agreed. The 6 participants were enrolled in Puente Project courses in the 2016-2017 academic year at a community college in the San Fernando Valley. All participants were between the ages of 19 to 22 and identified as either Latina/o or Hispanic. Findings. The data collection and analysis revealed 8 themes related to the study's research questions: heightened cultural awareness, cultural representation, empowerment through communities, leaders in writing, confidence and affirmation, emotional awareness, leading by example, and serving the community. Conclusions. The findings from this study concluded that the Puente Project heightens cultural awareness and empowers its students. Participants cited the program's integration of the Latino/a experience and culture as a source for their awareness and empowerment. Additionally, participants attributed the communities fostered within its components as a positive factor. The findings also revealed the significance of representation among instructors and mentors. Participants emphasized that cultural relevance serves as a source of inspiration and a resource to move forward. Recommendations. The following are suggested recommendations for further study or replication of this study: (a) increase the sample size by expanding the scope of location, (b) study the roles of Puente mentors and their leadership styles in relation to the leader identities students define and identity with, and (c) include gender-neutral alternatives to allow for greater participant inclusivity.