Latin@ Student Experiences of Race, Access, and Belonging at Predominantly White Universities
Chapter 3. “To Drop Out or Not to Drop Out?” Student Experiences after Program Acceptance
← 56 | 57 →·3·“TO DROP OUT OR NOT TO DROP OUT?”Student Experiences after Program Acceptance
In the last chapter, I examined the types of programs represented in this study and the ways in which students gain access (or not) to these programs. In this chapter, I address the ways in which the six students experienced each program. Importantly, my intention is not to evaluate the programs per se. Instead, I focus on the types of support each program offers and how the students experienced that support, and I conclude with a discussion of key programmatic components as well as implications for supporting the transition to college for underrepresented students. Specifically, in what follows, the data and analyses are organized into the following sections: It’s Not about the Grades, Personal Connections and Caring Mentors, and Finances. I then offer conclusions about the key program components and implications for rethinking success to close the chapter.
It’s Not about the Grades
Most Students [of Color], including Chicano students, leave campus not because of their grades. They leave campus because of…other reasons. People think they drop out because they do lousy in school. That’s not the case at all. And I think one of the reasons freshmen [have a hard time] is just the transition, you know? They transition from a neighborhood that is predominantly their own culture to a neighborhood that totally is different from what they ← 57 | 58 → are used to. That’s a huge...
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