In 2021, I conducted an in-depth study into the themes of perseverance, degree achievement and lived experiences focusing particularly on first-generation Hispanic and Latino college students. This exploration sought to elucidate the significant disparity in post-secondary educational outcomes between Hispanic and non-Hispanic cohorts. Why is there a large gap in post-secondary education between Hispanic and non-Hispanic groups?
By delving into the barriers, challenges, and disparities these students face, I uncovered insights that could inform efforts to enhance educational equity and bolster college completion rates. I also gained a deeper appreciation for the importance of terminology, which heightened my respect for individuals and their unique lived experiences in grappling with self-identification while pursuing their academic goals.
Terminology clarification
Within the context of my study, it was important to establish a clear understanding of the terminology utilized. The terms “Latino” and “Latina” denote masculine and feminine genders, respectively. However, “Latinos” collectively refers to those whose heritage is derived from Latin America and the Caribbean, and also refers to individuals who have settled in parts of the United States. The inclusive term “Latinx,” intended for gender neutrality, is used as an alternative to gendered terms “Latino” and “Latina” to be inclusive of all genders within the Latin American and Hispanic communities.
The term “Hispanic” emerged in the 1970s to denote individuals of Spanish descent or origin for census purposes.
It is imperative to note that the decision individuals make to adopt a specific identifying term does not automatically equate to intentional disrespect toward other identifying terms. The personal story of each person can vary greatly or minimally and determines why individuals select certain terms. Personally adopting “Latino” or “Latina” or “Hispanic” can still mean acceptance and understanding of gender diversity and respect for individual autonomy and self-identification. I adopt the terms “Hispanic” and “Caucasian” to encapsulate my diverse background. I would neither insist upon anyone choosing a specific term nor would I dismiss anyone who uses a term that differs from the terms I select. Rather, I am more interested in learning why individuals select certain terms.
Dismissal of certain terminology
During discussions with a diversity leader at the Colorado institution where my research was conducted, discrepancies arose regarding the terminology. Despite my usage of “Hispanic” and “Caucasian” to describe myself, the leader insisted solely on the term “Latinx,” rejecting “Hispanic” altogether. He also stated he identifies as a Latinx man.
I was puzzled by his statements. This divergence raises questions about diversity and recognition within the Hispanic, Latino and Latinx communities, particularly concerning potential biases and preferences in educational settings.
About a year later when I was knee-deep in my research, I polled students at his university and found a significant number of students identified as Hispanic. While the extent of challenges faced by Hispanic participants remains pertinent, the environment, characterized by a diversity leader’s reluctance to acknowledge “Hispanic,” hints at potential hurdles to inclusivity and support. Such disparities could undermine students’ confidence and hinder their academic journey, particularly if they perceive a lack of institutional backing.
Against the backdrop of linguistic nuances
I reflected on the lived experiences of the Hispanic-identifying study participants and how they may have fared with this diversity leader, as compared to the study participants who identified as Latino/a or Latinx. Did the Hispanic study participants endure any challenges on campus by identifying as Hispanic? If students are potentially treated differently for choosing to identify as Hispanic, their journey toward degree achievement is hindered and may lead to struggles with perseverance.
While I may never be certain of that, I can say the environment on campus with a diversity leader who refuses to acknowledge and accept the term Hispanic is ripe for challenges, barriers, obstacles and disparities. This ripeness can decrease self-confidence as well if these students do not believe they are supported by the school’s diversity team.
Supporting data
A report by NBC News revealed that approximately 52% of Latino students considered leaving college in 2023 due to various barriers, challenges and obstacles. Deborah Santiago is the co-founder and CEO of Excelencia in Education, an organization working on policy related to higher education and the success of Latino students.
In an article for Inside Higher Ed, Santiago stated, “2020 and 2021, we saw kind of a flatlining, as it were, of that progress—and while we know Latinos are increasingly becoming more and more of the college-enrolled population … to not see that graduation and completion increase along with the enrollment increase is an area of attention for work.”
Santiago highlighted a stagnation in graduation rates among Latino students despite an uptick in enrollment.
Factors hindering success
While my dissertation examined barriers and challenges impeding academic progression, these obstacles persist, influencing enrollment patterns and graduation rates. Key findings from my research expound on the multifaceted nature of these challenges.
Here is a synopsis of my research findings that may shed light on the disparity between enrollment and degree completion:
- Barriers, challenges and obstacles can include struggling to persevere due to financial hardship, imposter syndrome, decreased self-confidence and self-advocacy.
- Culture and critical influences that impact perseverance lead to degree completion disparity among minorities.
- Discriminatory behaviors negatively impact perseverance and academics in the form of microaggressions, stigmas and typecasts.
- Students’ academic success is inhibited by a lack of diverse knowledge and modeling which may lead to discrimination against minority students.
- Improving the mission of community presence and outreach can provide knowledge to students and parents about enrolling in college, bilingual faculty and staff, and assisting first-generation minority college students with the enrollment paperwork.
Bridging the educational divide necessitates a nuanced understanding of marginalized populations’ lived experiences and challenges. By acknowledging diverse identities and addressing systemic barriers, educational institutions can foster an inclusive environment conducive to academic success.
Through concerted efforts to dismantle obstacles and promote equity, we can pave the way for enhanced enrollment and increased degree completion rates among Hispanic and Latino students.
Featured image: Photo by Shubham Sharan on Unsplash
Edited by: James Sutton
