Abstract
Thirteen Latina teachers were interviewed regarding their memories of and experiences with getting into college and getting degrees in education. Data came from the second phase of a 2-year study. In the first phase, researchers examined teachers' early childhood reading experiences. This study used individual interviews and focus groups to explore how respondents decided to go to college, the reaction of family and peers, sources of encouragement, barriers, the application process, and academic and social situations. Results indicated that respondents often encountered rigid gender, ethnic, and cultural expectations in their quest for higher education as well as a lack of institutional support in their university settings. They received support in overcoming challenges from high school instructors, home-school coordinators, college friends, family friends, and siblings. All respondents viewed college as critical to personal and professional success. Although respondents faced resistance from the university, they found support and friendship within the university's Latino culture. (Contains 29 references.) (SM)