The impact of living-learning communities in first-generation Latino students' academic and social transition at a four-year university

First-generation Latino students often struggle in finding academic and social support throughout their education journey in higher education. For Latino students who enroll in higher education upon high school graduation, undergraduates are less likely connected with academic and social support services that contribute toward degree attainment (Fry, 2002). Living-learning communities are designed to help transition first-year undergraduates into the college life while away from home. Statement of the Problem Many residential halls at universities are not designed around the needs of the first-year Latino undergraduates and may or may not be in the best interest of the student. As the Latino population continues to grow, understanding whether postsecondary institutions have the proper design in learning-living communities is critical to the first-generation Latino student at attaining a degree. Methodology The methodology used for this study was both qualitative and quantitative. The reason this study had both approaches was to gather more data and allow the students to vocalize their opinions, experiences, and suggestions for future studies. Conclusions and Recommendations Based on the data gathered solely from the 10 participants interviewed, exposure to college needs to be introduced in the K-12 system. Many students were unaware they had the option of living in cultural buildings, or other themed buildings. Over 86% claimed they had a positive experience living in the residence halls. In general, living in themed and non-themed, over 90% felt their environment was conducive to work in. Based on the findings in this study, education and policymakers in higher education should take into consideration that transitional resources are a necessity for survival during a first-generation Latino's first year in college.