Abstract
Based on a qualitative study in Indiana, this article examines the college preparation process of Latino high school students. It uses social capital theory to identify the ways families, peers, and school staff members contribute to students’ access to college across the stages of college preparation. Findings suggest that students receive strong support in their development of aspirations from families, but they face multiple challenges in accessing the information and support they need to realize their college goals. It offers implications for families, schools, and higher education institutions on how to more effectively support college access for Latino students.
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