[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-150531-en":3,"doc-seo-150531-105":30,"detail-sidebar-cat-0-en-105":92},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":20,"is_deleted":4,"is_public":20,"is_downloadable":20,"audit_status":20,"page_count":21,"language":22,"language_code":23,"site_id":24,"html_lang":23,"table_of_contents":25,"faqs":26,"seo_title":27,"seo_description":14,"update_tm":28,"read_time":29},150531,7971461740909,"Levi","https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d",8,"Research & Report","Why Not Me - College Enrollment and Persistence of High-Achieving First-Generation Latino College Students - Qualitative Study","The qualitative study examines the college-going experiences of 10 high-achieving first-generation Latino juniors and seniors attending a Hispanic-Serving Institution in the U.S. southwest. It focuses on how students decide to enroll and what motivates persistence through postsecondary education. Findings identify four central themes: academic rigor, support networks, internal motivation, and responsibility as a first-generation college student. Recommendations are offered for secondary-level school psychologists to address inequities in Latino first-generation college attendance.","See discussions, stats, and author profiles for this publication at: [https://www. researchgate. net/publication/310644895](https://www. researchgate. net/publication/310644895)  \n\" Why Not Me? \" College Enrollment and Persistence of High-Achieving First-Generation Latino College Students  \nArticle · November 2016  \nCITATIONS 0  \nREADS 420  \n1 author:  \nDesireé Vega  \nThe University of Arizona 25 PUBLICATIONS 38 CITATIONS  \nSEE PROFILE  \nSome of the authors of this publication are also working on these related projects:  \n College Access for Latina/o students View project  \nAll content following this page was uploaded by Desireé Vega on 22 November 2016.  \nThe user has requested enhancement of the downloaded file.  \nVOLUME 10 ? ISSUE 3 ? PAGES 307–320 ? Fall 2016  \n“Why Not Me?” College Enrollment and Persistence of High-Achieving First-Generation Latino College Students  \nDesiree´ Vega  \nThe University of Arizona  \nABSTRACT: The purpose of this qualitative study was to understand the college-going experiences of 10 high-achieving first-generation Latino college juniors and seniors at a Hispanic-Serving Institution in the southwest. Despite facing barriers, many firstgeneration Latino students succeed in attending and completing their postsecondary education. Yet, minimal research exists to document these students’ success stories.  \nThis study explored participants’ perceptions of their decisions to attend college and motivation to persist in college. Results revealed four main themes: academic rigor, support networks, internal motivation, and responsibility as a first-generation college student. Recommendations for school psychologists working at the secondary level are provided to address inequities in postsecondary attendance among first-generation  \nLatino students.  \nLatinos represent the largest minority group in the United States and are projected to comprise approximately 29% of the population by the year 2060 (U.S. Census Bureau, 2014) . Yet, they continue to perform significantly lower than other racial and ethnic groups in the area of academics (Becerra, 2012; Gndara, 2010) . Among Latinos ages 25–29 only 15% have a bachelor’s degree or higher compared to 22% of African Americans, 41% of Whites, and 63% of Asians (Pew Research Center, 2016) . Low educational attainment often results in unemployment, low wages and earnings, and increased poverty rates, which can have an impact on the ability of Latinos to contribute to the economy and the global competitiveness of the United States (Saenz & Ponjuan, 2009) . Latinos also represent a significant proportion of the unskilled labor force and, accordingly, they are underrepresented in the highest paying careers (U.S. Bureau of Labor Statistics, 2014) .  \nLatino students are more likely to come from low-income backgrounds and be first-generation college students (Engle, 2006) . The intersection of these identities compounds the difficulties faced when attempting to advance one’s education. First-generation status often has a negative impact on college attendance and persistence (Hudley et al., 2009) . First-generation college students tend to have lower grade-point averages (GPA), enroll in advanced courses at a lower rate, and perform lower on standardized tests when compared to non–first-generation college students (Atherton, 2014; U.S. Department of Education, 2014) . Current research on first-generation college students–defined as students who are the first in their family to obtain a bachelor’s degree (Boden, 2011)–does not comprehensively attend to the unique experiences of Latino students. More specifically, existing research has not examined the educational process in terms of how first-generation Latino college students make the decision to attend college and what factors contribute to their successful enrollment and persistence (Prez & McDonough, 2008; Reyes & Nora, 2012) .  \nCorrespondence concerning this article should be directed to Desire Vega, Department of ","cbCaimmLwXV9Ww3n","https://ap.wps.com/l/cbCaimmLwXV9Ww3n","pdf",631197,1,15,"English","en",105,"# Abstract\n## Study purpose and participants\n## Key themes and findings\n## Implications and recommendations\n## Background on educational disparities","[{\"question\":\"What is the purpose of the study “Why Not Me?”\",\"answer\":\"The study aims to understand the college-going experiences of high-achieving first-generation Latino students, especially their decisions to enroll and motivations to persist.\"},{\"question\":\"Who participated in the qualitative study?\",\"answer\":\"The study includes 10 high-achieving first-generation Latino college juniors and seniors at a Hispanic-Serving Institution in the U.S. southwest.\"},{\"question\":\"What themes were identified as contributing to persistence?\",\"answer\":\"Results highlight four themes: academic rigor, support networks, internal motivation, and responsibility as a first-generation college student.\"}]","Why Not Me - 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