First-Generation Latino College Students: Institutional Practices that Support Four-Year College Degree Completion

Authors

  • Elizabeth Gil Michigan State University

Abstract

Although college enrollment of Latino students has increased over the last decade, this group still lags in attainment of 4-year college degrees. Only 14.5% of Latinos aged and 25 and older had earned a bachelor’s degree in 2012 (Lopez & Fry, 2013). Greater educational attainment for Latinos is of significance as levels of educational attainment are associated with quality of life, lifetime earnings, and the country’s economy in terms of the overall capacity of its workforce. This brief, based on literature about Latino college success and Latino college student retention, finds that four-year institutions that make a commitment to retaining their first-generation Latino students have higher graduation rates than the national average for these students. In order to foster Latino college completion, these institutions recognize and respond to these students’ unique needs by institutionalizing Latino-specific initiatives through providing funding for them within the schools’ operational budgets, by developing systems of integrated support, and by fostering inclusive campus climates.

Keywords: Latino educational attainment; Latino college student retention, Latino college success, Latino educational success

Author Biography

Elizabeth Gil, Michigan State University

Elizabeth Gil is a doctoral student in K–12 Educational Administration at Michigan State University. Her research interests include family involvement, culturally responsive educational practices, and post-high school educational access and success. She taught in New York City public schools for over 10 years, working with children, parents, and teachers.

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Published

2016-11-28

Issue

Vol. 4 No. 2 (2016): UERPA Education Research & Policy Annuals

Section

Journal Articles

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