Fostering Familismo: The Role Familismo Plays in Latiné/x First Generation Transfer Student College Success

Abstract

This study explored the experiences of Latiné/x first generation individuals who transferred from a 2-year community college and graduated from a 4-year university. I utilized a framework informed by Critical Race Theory (Solórzano & Yosso, 2002) and Latina/o Critical Theory (Delgado Bernal, 2002) to examine the nuances of vertical transfer, as well as to improve community college practices and policies as they relate to fostering transfer preparation and culture. Participant insight was gathered through pláticas, informal conversations which renounce Western standards, de-center majoritarian perspectives, and are deeply rooted in Chicana feminist practices (Fierros & Delgado Bernal, 2016; Flores Carmona et al., 2021; Solórzano & Yosso, 2002). Analysis and knowledge co-construction revealed three major themes critical to the student transfer experience: a) interactions with counselors, b) relationships with professors, and c) campus involvement. These findings indicated participants sought community, belongingness, and solidarity while navigating institutions of higher education, a strategy which aligns with the cultural practice of familismo (Gonzales, 2019). This work provides vital information for higher education practitioners and institutions who hope to serve rather than simply enroll Latiné/x first generation students. My findings identified gaps and best practices which move away from using student deficit views to explain racial gaps in education and instead bring the institution into familia.

Alternate abstract:

Este estudio explora las experiencias de estudiantes latinos/as de primera generación que se transfirieron del colegio comunitario a la universidad.