Navigating the first year of college: the experiences of first-generation, low-income Chicana/o students

Though Latino students are one of the fastest growing populations in higher education, they are among the least likely to persist through graduation. This phenomenon is particularly pronounced amongst Chicana/o students. Similarly, first-generation, low-income students are less likely than their more advantaged peers to persist through graduation. For these students, the first year of college is the most critical. This study examined the experiences of first-generation, low-income Chicana/o students who successfully negotiated the academic and social environments of college and persisted to the second year. The findings of this study illustrate the influence of familial support and the role of cultural identity upon feelings toward academic persistence. Further, the Educational Opportunity Program at Santa Ana University, a research site pseudonym, validated participants' experiences and cultural identity; prepared them for college; and assisted in negotiating both the transition to college and the academic and social environments of the university.