Abstract
This action research study, supported by a quantitative data analysis, presents a counternarrative to the deficit discourse regarding Latino/a First Time in Any College (FTIAC) departure during the first year of college. It argues that an intentional learning community model, that is culturally and linguistically responsive to Latino/a student needs, can produce significant gains in first- to second-year retention rates and better predicts retention than either high school grade point average or standardized test scores.
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