First-generation Latina college students’ reflections of Mexican immigrant parent engagement in their college-going experiences

Abstract

This qualitative study examines how first-generation Latina undergraduate students perceive their Mexican immigrant parents’ engagement in their college experiences. Employing a community cultural wealth framework (Yosso, 2005), this study challenges deficit views on Mexican immigrant parent engagement in higher education. Through semi-structured interviews with first-generation Latina undergraduate college students at two Hispanic-Serving Institutions in South Central Texas, we analyze the consejos (advice) conveyed by Mexican immigrant parents to support their children’s college persistence and success. Findings revealed that these consejos were integral to the students’ persistence and resilience, as participants recognized their parents’ active role in fostering educational aspirations. Our analysis underscores the aspirational, familial, and resistant capital embedded in these messages, affirming the value of parental engagement in Latina students’ college journeys. We conclude with recommendations to enhance university programs to foster an inclusive and affirming campus climate for Latina/o/x students and their families.