The who, what, why, of first generation Latine university student networks

Abstract

Prior research demonstrates First Generation (FG) students have less access to knowledge about university processes due to a lack of relationships with adults who are familiar with these processes before and during the FG student's time at the university. This study aimed to learn more about the First Generation Latine (FGL) university student experience through an analysis of their individual university support networks. A focus on the Latine student population was intentional because FGL students have lower graduation rates, are more likely to be FG students, and the United States is expected to be one-third Latine by 2050. This study sought to find out who FGL students reported in their network, what support they received from connections in their network, and why they chose to maintain a relationship with the connections in their network. Yosso's (2005) Community Cultural Wealth Model and Rendón's (1994) Validation theory guided this study's understanding of how FGL students use their knowledge and resources to leverage a network for success. Social network analysis methods were used to gather network data and semi-structured interviews supplemented the network data. Findings demonstrate FGL student networks are diverse in size, composition and structure, with a high student and staff presence. Findings also show FGL students seek a variety of support types, including navigational support, personal support, and identity support. As previous literature shows, these findings also highlight the importance of using validating practices for maintaining relationships with FGL students and supporting them on their journey of student success.