Abstract
ABSTRACT With a growing number of Latine students in higher education, we investigated the support and protection mechanisms in place for first-generation Latine/Hispanic college students at large-land grant institutions in the Southeastern region. We used the Psychosociocultural (PSC) framework (Gloria and Rodriguez, 2000) to examine how Latine student experiences are supported at their university in the Nuevo Sur. Specifically, we attend to the different ways students’ educational experiences are shaped by the resources and services provided by their institution. Using a phenomenological approach, we interviewed 10 Latine college students with various perspectives and experiences of their campus climate. Our key findings were: (a) Student Motivation to Persist, (b) Internal Support Network, (c) On- and Off-campus Activities/Events, and (d) Trudging through Intersecting Forces. Our findings reveal significant opportunities to integrate elements of support that students seek from their institution. We also share implications and future directions for educators, administrative leaders, and policymakers to address and provide appropriate support for the increasing Latine college student population.
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