While Latino college enrollments have risen in recent
decades, degree completion continues to lag. This study uses interviews
with 33 students (including 17 Latino/as), as well as a survey
of nearly 4,400 students at 14 two-year colleges in a major metropolitan
area to examine the factors influencing Latino college enrollment
and retention. Person and Rosenbaum employ theoretical frameworks
from studies on immigrant communities to analyze the effects of
“chain enrollment” and Latino student “enclaves”
at some colleges. They find that social networks help Latino students
to enroll in college and support them during their studies. At
the same time, however, students relying on family and friends
for information on college enrollment tend to rely exclusively
on this information, without considering further options. Once
in college, Latino students report having less information about
college requirements than other students, but the effect is true
only for Latinos in schools with relatively low levels (0 to 14
percent) of Latino enrollment. They conclude
by suggesting that college administrators need to recognize and
support the role of social networks in Latino students’
college experience and to enhance Latino students’ information
about college.
Ann E. Person, Doctoral Student,
Human Development and Social Policy and Institute for Policy Research,
Northwestern University James E. Rosenbaum, Human Development and Social
Policy and Institute for Policy Research, Northwestern Universityy
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