Latino Student Retention: A Case Study in Perseverance and Retention

Introduction

This case study explored the lived experience of a 21-year-old male senior attending a four-year liberal arts college in New England. The student was selected based on teacher recommendation; he was selected because of his success as a student, his accomplishments as a sport intern with the Boston Red Sox and Pawtucket Red Sox, and his leadership as a resident advisor on campus. The elite (n = 1) interview participants were chosen based on recommendations from the subject.

A case study focuses on a single unit, a single instance, the issue of generalizability looms larger here than with other types of qualitative research (Creswell, 2014). This method was chosen because one in-depth case (n = 1) provides rich and deep understanding of the subject and breakthrough insights and/or has distinct, stand-out importance. Elite informants were interviewed for this case study to illustrate the need to expand the discussion of transparency and replicability to qualitative methodology. The term elite refers to individuals who have unique insight into the subject (Kvale & Brinkmann, 2009).

The literature reviewed focused on Latino culture, heritage, and Latino student retention.

As with any cultural group, there is a great diversity of values and beliefs within the Latino community. According to Fanon (1963), “A national culture is the whole body of efforts made by a people in the sphere of thought to describe, justify and praise the action through which that people has created itself and keeps itself in existence” (p. 188). There are certain values that are common throughout all Latino groups and there are specific values within each group. The literature indicates that traditional Latino families place overriding importance on the extended family, gender roles, the importance and pride of the Latino community and culture, and age-based authority (Crisp et al., 2015; Gloria & Rodriguez, 2000; Niemann et al., 1999; Stone et al., 2020). Children are normally the focus in the household (Crisp et al., 2015; Gutiérrez et al., 2000; Stone et al., 2020). Because of this, the demands and needs of the family and extended family frequently take precedence over the needs and desires of the individual. This is referred to as “familismo” or “familialism.” Latinos also like to keep physically and emotionally close families. Latinos often have strong feelings of loyalty and support. Because of this loyalty, family influence can have a great effect on educational decisions. This closeness of family influence affects a Latino student’s desire to attend college, where the student selects to go, and even how that student behaves while at the school (Phillips et al., 2020; Suarez et al.,1997). In fact, maintaining that closeness with the family often is one of the major influences on whether the Latino student stays or leaves higher education (Hurtado, 1994).

The Latino male and female generally have traditional role expectations. The male is expected to support the family while the female tends to the family’s needs (Gutiérrez et al., 2000; Niemann et al., 1999; Patrón, 2020;). In fact, at an early age, males generally assist in the financial support of their families as soon as they are able. Hernandez and Morales (1999) state in their research, “men and women in Latino households ‘live in separate worlds’, each living their roles as unevenly distributed yet accepting this distribution in distinct ways.” (p. 46)

Current trends that are factors in male Latino student achievement include, but are not limited to, academic and financial pressure and acculturative stress. Acculturative stress is described as the psychological impact of adaptation to a new culture. For Latinos who come to the United States, there are a number of significant stressors that are likely to be pervasive, intense, and lifelong. The stressors become more intense when Latino students enroll in college, particularly colleges that are predominately white. (Llamas & Morgan Consoli, 2012; Saenz et al., 2018).

The research on retention tends to focus on the challenges Latino students face and why they leave college. Researchers have attempted to identify ways in which challenges might be addressed in college programs. Much of the literature that addresses minority college retention fails to give sufficient consideration of the cultural characteristics Latino students bring to a college. The literature review focused on the intrinsic and extrinsic factors that contribute to male Latino achievement.

The findings are interpreted and compared with prior literature. Data were gathered through depth, semi-structured interviews, and written reflective narratives in order to reveal the determination, challenges, and successes experienced by a first-generation Latino male in college. The interviews, reflections, and elite interviews offered triangulation of the data. This strategy provided a more holistic view of the lived experience of a male Latino student in a higher education setting. Finally, derived from the literature and findings of this study, recommendations, and conclusions are presented for further research, policy and diversity initiatives.

Problem Statement

The National Center for Educational Statistics (2014) asserted that despite some progress, the United States is facing an educational challenge of great significance. This crisis is most acute for young men of color. Regrettably in the foreseeable future, it is apparent that if current demographic and educational attainment trends continue, especially for men of color, the overall educational level of the American workforce will probably decline (National Center for Educational Statistics, 2014). One must ask why the persistence and degree attainment rates are the lowest among minority males and what interventions could be implemented to increase retention?

The demographic shift in the United States with respect to ethnicity has been striking in recent years (MLR, 2015); the number of Latinos in the United States workforce more than doubled from 10.7 million to 25.4 million between 1990 and 2014. This 137% increase dwarfed the 13% increase in the number of non-Latino workers by more than a factor of 10, nearly doubling the representation of Hispanics among all workers during this time (from 8.5% to 16.0%) (MLR, 2015). These dramatic demographic shifts will lead to a variety of national labor market and socioeconomic issues for the next 25 years and beyond. The Pew Research Center (2020) predicts that the Latino population will continue to grow rapidly, such that by 2050, Latinos will represent nearly 30% of the total population. As Latinos continue to enter the workforce, labor market outcomes (including earnings, labor force population, and occupations) as well as family/societal factors (such as access to education) will become increasingly important.

In order to meet the demands of the changing workforce and economy, the United States must focus on access to college for the growing Latino population and improving college completion rates. Low college degree attainment has led Latinos to become caught in the middle-wage tiers of the labor market (Georgetown, 2016). With access to better college opportunities, Latinos can run faster toward a promising economic future. Focusing on improving the enrollment and retention rates for Latino students is an important venture, since Latinos are both the fastest growing and least successful minority for educational achievement (Bell & Bautsch, 2011; Reyes & Nora, 2012; Santiago, 2011; Santiago et al., 2010; Santiago et al., 2019). The transition to and completion of college is challenging for any student; however, the struggles are believed to be especially hard for Latino students for a variety of reasons, including lack of financial resources (Olivas, 1997), poor college preparation (Garcia, 2010; Hines et al., 2019), and difficulty making social and academic adjustments (Hurtado et al., 1996; Stein et al., 2017). Understanding the unique obstacles Latino students encounter while completing their education including the specific, intentional support they need to reach their academic goals, is important to the future success of college institutions.

Pew (2020) reports that the educational attainment of recently arrived Latino immigrants in the United States has reached its highest level in the last three decades, reflecting changes in where immigrants are coming from and rising education levels in Latin America and other regions. The rising level of recent Latino arrivals has helped narrow the gap between this group and the overall U.S. population.

The purpose of this qualitative single case study was to better understand the intrinsic and extrinsic factors that motivated a male Latino student to enroll in and complete his baccalaureate degree. While there have been many case studies utilizing multiple participants, the literature demonstrated a shocking lack of single case studies. Using this information, this study sought to expand the body of knowledge that exists regarding Latino student retention and perhaps provide guidance for educational leaders. This single-case study was designed and analyzed in a rigorous manner that allowed the researcher to assess causal relationships among interventions and outcomes.

College campuses are becoming more diverse and as administrators, faculty, and staff work to adjust and manage through the changing cultures of college campuses, there is a need to understand the cultural, motivational, and emotional differences of this growing population. The findings of this study may serve to assist college administrators including admission, student life, and executive leadership as they formulate strategies to recruit and retain Latino students. The information may assist them in a better understanding and adaptation to the unique challenges and needs of the Latino student. The same is true for faculty, as they engage with Latino students in and outside of the classroom; the academic and social needs of the Latino student can be very different; faculty may play a significant role in creating an environment of trust for the Latino student. Moreover, the results may serve as an inspiration to all struggling students.

Methodology

This qualitative exploratory single case explored the experience of a Latino male college student; how he thrived in college, the obstacles he overcame and what factors he attributes toward his success in a 4-year predominantly white institution. The case study method was chosen for this study in order to discover how the participant and the elite informants interpreted his experience and what factors led to his success. The purpose of qualitative research is to provide in-depth exploration of a human experience; researchers must ask how and why questions to get to this level of meaning (Lichtman, 2010). Case study design is well suited when the purpose of research is to describe the holistic and meaningful aspects of real life. Essential to case study is that the unit or phenomenon be clearly defined (Yin, 2013).

Stake (1995) offered four characteristics of case study research: holistic, empirical, interpretive, and empathic. According to Stake (1995). “the real business of a case study is particularization not generalization. We take a particular case and come to know it well, not primarily as to how it is different from others but what it is, what it does. There is emphasis on uniqueness” (p. 8). The choice of a case study design in not to enhance the production of generalizations but cases are of interest for their uniqueness and commonality. Another way to classify a case study is an intrinsic case study whose purpose is to better understand this particular case (Stake, 2013).

Participants

This qualitative exploratory single-case study sought to provide a rich and deep exploration of the subject and breakthrough insights (Patton, 2015). The study explored a first-generation Latino male college senior’s perception of what motivational factors and experiences led him to pursue opportunities in higher education and a career. The subject was a 21-year-old male senior attending a four-year liberal arts college in New England; the student was born in New York City, raised in the Dominican Republic by a single father and returned to the United States at the age of 18 to attend college. The subject’s unique history having been born in the United States, raised in the Dominican Republic and returned to the United States as a teen emphasizes his unique perspective and cultural exposure. The study emphasizes the difference in Latino cultures. The term Latino is often used in general terms; the Dominican culture as represented by the subject is explored for its differences and unique traits. The subject, upon his return to the United States, was mentored by a Columbian family again, emphasizing the uniqueness of the Columbian culture and its impact on the subject. This case study explored this student’s lived experience and other factors he perceived contributed to his success. The student was selected based on teacher recommendation; he was selected because of his success as a student, his accomplishments as a sport intern with the Boston Red Sox and Pawtucket Red Sox, and his leadership as a resident advisor on campus.

Case study researchers collect detailed information using a variety of data collection procedures over a sustained period (Patton, 2015). For this study, data was collected through depth interviews with the subject, and elite interviews with individuals the student identified throughout the study. Interpretive techniques designed to be used within individual accounts provide a wealth of contextual richness and person-specific information without which that case cannot be understood. These methods are also used to explore the nature of stories, their components, or ways in which stories might be elicited or interpreted. Within-case approaches alone enable the researcher to interpret an experience both through its parts and as a whole, such that readers can recognize individual experience in a generalizable way (Ayres et al., 2003).

The data collected reflected much of the work of prior researchers and their examination of Latino students in a higher education environment. The intent of the researcher was to look at Latino student retention in higher education and understand how, and if, the literature applied to an individual student who had completed college. The interviews were conducted to gain insight and understanding from the participants. The research question was: what intrinsic and extrinsic factors does a Latino first generation college student describe as important to his college success?

Data Analysis

Qualitative analysis of case study constitutes a specific way of collecting, organizing, and analyzing the data as a process (Patton & Cochran, 2002). The meaning of a case is often revealed in the search for patterns and consistency among the data (Stake, 2005). The data were reviewed both during and after its collection. Once the interviews were transcribed and the document notes compiled, content and thematic analysis were conducted in the following four steps (Boyatzis, 1998).

Interpretation of Findings

The findings in this single case study were analyzed and compared to prior research. Many of the themes corroborated prior findings, while some findings from this study were not noted in the literature. This section presents the findings and offers an analysis of the themes compared to the research on Latino student retention in higher education.

The key findings that emerged from the study expressed through five primary themes were: (1) Burst the Bubble, (2) You Do You, (3) Support System In and Out of School, (4) Orientation: Cultural and Academic, and (5) Respect and Understanding.

Theme #1 Burst the Bubble

The participant and elite interviewees spoke about the cultural environment in which many Latino students are raised; protected and sheltered which inhibits their ability to be independent and integrate into a new environment and specifically a college campus. The student spoke about being raised in a bubble, growing up in the Dominican Republic where his father sheltered him from the realities of the world, and then moving to the United States where his mother did the same. Taking chances, stepping out of his comfort zone and realizing his potential were very real fears he faced. The literature reaffirms this finding indicating that traditional Latino families place overriding importance on the extended family but tend to place little value on independence, achievement, and deferred gratification (Crisp et al., 2015; Gloria & Rodriguez, 2000; Niemann et al., 1999).

The findings of this study continue to support the claim that Latino students can be inhibited from growth and achievement by various factors; this study identified that the demands and needs of family took precedence over the desires of the student. This is referred to as “familismo” or “familalism.” The literature contends that Latinos like to keep emotionally and physically close families (Marin & Marin, 1991; Niemann et al., 1999) It wasn’t until the student connected with a mentor, a Columbia mother of his good friend and role models, that he was able to become conscious of the fear, face the apprehensions, and with the support of his network, burst the bubble and begin to realize his potential.

The manner in which these findings affirm prior research about Latino student family roles, motivation, and independence (Crisp et al., 2015; Gutiérrez et al., 2000), maintains that children are the focus of the Latino household and the demands of the larger family are a priority over the needs of one single member. Because of this dynamic, it is believed that family influence may have a great effect on educational decisions. The closeness of family influence may affect a Latino student’s desire to attend college, where the student elects to go, and even how that student behaves while at school (Keefe & Padilla, 1987; Suarez et al., 1997). Understanding the family dynamic, according to Hurtado (1994), is one of the major influences on whether a Latino student stays or leaves higher education.

Sanford’s Challenge and Support Theory (1966) can be a key predictor in the critical role the Columbian mother played in the subject’s life. Her ability to challenge him while also providing unwavering support was a significant factor in “bursting his bubble.” She pushed the subject to learn to drive a car, attend college, and think for himself.

The subject was not aware of the bubble and when asked about his childhood, he shared:

Growing up in the Dominican Republic, I didn’t know who I was yet. I didn’t know what I was capable of. I always doubted myself, lacked confidence and those are the things she (Columbian mother) burst me out of. The first step was trying not to think like my parents; to begin to think for myself. She would ask me what I thought, how I felt and what things meant to me. It was a strange feeling.

All these challenges were met with some fear but balanced with needed support that was critical for his growth. The subject went on to describe the influence of the Columbian family and the effect their guidance has had on him:

So, you know, um, there were like a lot of things the Columbian family did, steps to help me burst that bubble, you know? And then, you know, things that happened like, in life, you know, I just got to know how the real world works. I love my mom and I think, she is um, proud of me. But it took me a period of like maybe, years to understand everything, you know, getting to know myself. I mean imagine how long did it take me to um, just to, to get the, uh, to work for, to be an employee of the Red Sox. It took me two years basically. Imagine that—I didn’t have the mindset, I didn’t know what I was capable of, but luckily, I had a guide to show me. She showed me. I’ve come a long ways.”

The subject was motivated to look beyond family dynamics. He was actually, almost forced to move beyond the comfortable by the role models in his life. His bubble was burst. It is critical to raise awareness of the “bubble,” what it means, and how to manage it as it could possibly have implications for recruitment and retention.

Theme #2 You Do You

This study identified unique perspectives of the subject regarding independence and breaking away from the traditional Latino roles. It is counterintuitive, in the Latino culture, for young family members to think about themselves; to put themselves first. The Latino male generally has a traditional role expectation. The male is expected to support the family while the female tends to the family’s needs (Gutiérrez et al., 2000; Niemann et al., 2000). In fact, at an early age, males generally assist in the financial support of their families as soon as they are able. Hernandez and Morales (1999) state in their research, “men and women in Latino households ‘live in separate worlds’, each living their roles as unevenly distributed yet accepting this distribution in distinct ways.” (p. 46).

A basic concept within the Latino community is the value of allocentrism, a sense of identity and commitment to collectives and groups, rather than the individual. This is associated with high levels of conformity, mutual empathy, willingness to sacrifice for the welfare of the group, trust among members of the group, and high levels of personal interdependence. The collective focus is on group harmony, with the avoidance of conflict and confrontation. This is referred to as “simpatia,” which emphasizes the need for behaviors that promote pleasant and nonconflicting social relationships (Gutiérrez et al., 2000; Marin & Marin, 1991).

The subject was burdened by the demands and expectations of his mother and father. The Columbian mother taught him how to put his needs first, be a bit selfish and become independent, encouraging him to apply to college, do things on his own, and move away from the influence of his family.

Subject:

I just didn’t want to do the same things as everyone else; I came here (to college) to get my education, get internships and jobs that will help my career. That was my main thing. I am here to do me—I am doing it for myself. And that is the most important thing. There is a phrase in Spanish that I often like to recall—remember me, me, me and then whoever else. Not in a bad way but at the end of the day, I have to put myself first. My family didn’t believe in it; I learned it from the Columbian family.

There was still some lingering guilt about leaving the bubble his family created; but he acknowledged, “You know, first of all, I want to achieve my goals and you just got to do you. It’ll pay off in the end.” There is little literature about the culture shift and how higher education administrators, faculty, and staff can acknowledge and manage through the process of helping Latino students focus on “You Do You.”

Theme #3 Support System In and Out of School

A great deal of the literature on student retention offers mentoring as a powerful strategy for attracting and retaining Latino students in higher education. Support for Latino students can be offered through self-esteem and positive image building activities, counseling, cultural awareness, leadership development, and mentoring. Peer mentoring relationships are frequently identified as retention strategies. Mentoring can help students overcome academic struggles and may encourage students to become involved in campus organizations and activities (Dumas-Hines et al., 2001). The subject relied heavily on mentors inside and outside of the college environment; he was diligent in fostering and maintaining those relationships and credits his mentors for his ability to navigate through the transition of moving to the U.S. and his quest for independence.

The literature points to specific mentoring programs; formal and programmatic mentoring programs are important retention strategies at some colleges (Davis, 2008). However, according to Knoche and Zamboanga (2006), although mentoring program operation specifics are helpful and necessary for program duplication, understanding the experiences of mentors, and others involved in the mentoring process is of additional value. The subject’s mentors went beyond the traditional role of mentors; scheduled meetings or gatherings or being part of a specific program at the college; instead, they were readily available for personal and academic support. The subject relied heavily on his mentors for guidance from learning how to shake hands, drive a car, and cook his own dinner. The subject was a part of their lives. His needs were a priority for them. His success was their success. It was a unique relationship. There was one professor; who played a significant role in his life. She was a white, English speaking faculty member who made an impact on him. He recalled the first time they met; she insisted he shake her hand firmly and look her in the eye.

No one had ever really talked to me like that before, I sort of knew right away she would be good for me and she cared. It isn’t about ethnicity. You have to look beyond that and say ‘ok, I can relate to this professor because I trust her. I can tell her the things that I am feeling, the things that I am going through.’ And for me personally with her, there is no other professor that does that—I consider her a mentor and great supporter. She has helped me through so much throughout my four years. She wants to help me achieve and to be in the place I am in.

College administrators may feel that the time commitment is overwhelming and not feasible in the current environment, but according to the mentors, it is worth it. Sandford’s Challenge and Support Theory (1966) reinforces the importance of support throughout a student’s college experience. A major component of that support comes from the encouragement given to the subject to keep him trying and asking for help. The subject received support from the Columbian family, mentoring faculty and friends. He was brave enough to ask for help, was open to challenges, and worked hard to overcome them. The Columbian mother was quite clear “I want his diploma on my wall. I will be there when he graduates.”

Theme #4 Orientation: Cultural and Academic

The subject talked a great deal about orientation, but going beyond the formal, traditional orientation programs offered on college campuses at the beginning of an academic year. Instead, establishing a campus culture of ongoing orientation to raise sensitivity, awareness and acceptance of differences.

One must have a deepened consciousness and understanding of the inequities to fully understand success for Latino students and comprehend unspoken assumptions about students who do not “fit traditional postsecondary environments, and the unique factors that shape the success of minority students” (Rendon et al., 2000). Institutional support for Latino students can also be demonstrated through transitional services and inclusion of orientation, first year students, and small living and learning communities. For example, orientation programs aimed at helping students make a smooth transition to the university are important for Latino students and their families (Hurtado, 1997). Based on existing research, institutional support does, in fact, play an important role in the retention of Latino students and other students of color.

Subject:

It is hard when you are a minority; when Latinos come to college and English isn’t their first language; it’s even more difficult. And then there are so many faculty members and white students it makes it a lot harder. A lot harder. It is a lot more difficult to sort of like adjust to the transition and have someone to relate to. That’s where for example, Sugar. There was no staff diversity in the clubhouse. No one to help him. The people he ended up hanging out with turned out to the wrong ones. And what does he do? He makes bad decisions and ends up out of baseball. That’s what (I think) happens a lot in college; Latinos try to find other Latinos and they isolate themselves or the other Latino may not be the best influence. But they are the only ones they can relate to; the students just want to fit in and not feel left out. And sometimes because of fitting in and that mindset, it can hurt them.

Several colleges and universities around the country have created living/learning communities for students to support the transition to the university, as well as, to provide an academic support system (Thayer, 2003). Studies have indicated that students of color who participate in these small living/learning communities have performed better than those who have not (Thayer, 2003; Tinto, 1997). This critical institutional support provides students with academic support and social integration opportunities. The subject discussed the need for a broader understanding and sensitivity to assist Latinos with the transition to college. “Having that understanding all the time, and being opening to learning, it’s like the whole team will gel into like, one team. Even though they are from different backgrounds and ethnicities, they can learn to respect the differences.”

Theme #5 Respect and Understanding

Respect and understanding were key themes throughout the interview process with the subject and elite interviews. Respect meant more than being polite; it meant being open to the opinions, learning and understanding different perspectives, and having the courage to disagree and voice your opinion. According to Thayer (2003), first generation students, regardless of background, face different types of challenges in making the transition from high school to college. Latino students are no exception; they often enter the college environment with few tangible expectations and do not know what to ask for if they need assistance.

The Columbian family played a significant role in opening the subject’s mind to other opinions and ideas. The subject always agreed with what other people said; his shy demeanor and upbringing made him feel it was disrespectful to argue. The Columbian mother described it when she talked about dinner table conversations:

We would have debates at the dinner table and he (subject) would always just agree with us. He would just nod his head and tell us we were right; even if we were wrong. Then I got aggravated and told him that he couldn’t always say that we were right ‘cause I am human. I’m not always right. So call me out, argue with me.

The subject laughed as the Columbian mother spoke and he quickly explained his point of view:

That discussion was a big lesson for me. The way I was brought up was to always see things from my father’s point of view. And then when I started spending time with the Columbian family, I started to learn different points of view and ideas. They told me not to always agree with them. They wanted me to debate because the point of debating is to fill holes and learn a whole new other point of view and get knowledge from another person.

Without being able to identify what they need; students may lack self-efficacy and an understanding of the college environment and what is needed to succeed. Often, these students have erroneous beliefs and information. Many Latino students fail to recognize the long-term benefit to attending college due to the high cost associated with college (Schmidt, 2003).

To maintain some congruence, students conform their behavior to erroneous thoughts such as lacking ability to succeed in college or feeling isolated (Bandura, 1986). The ability to help students create positive images and capacities is critical to their ability to reconstruct their self-image and change their behavior to assure success and achieve their goals (Torres & Baxter Magolda, 2004). The subject credits the Columbian family with assisting him in “learning how to argue and respect different opinions.” The Columbian family encouraged healthy debates, arguing and disagreements; it is how the subject learned to think for himself and advocate for himself. The subject referred to the “dinner arguments” on several occasions and discussed how he would read and be prepared for the dinner debates. The subject would carry this practice into the classroom; becoming more comfortable speaking up and voicing his opinion.

Discussion and Significance of Findings

This single case study examined the transition of a male first-generation Latino student into the college environment. The study uncovered five themes: (1) Burst the Bubble, (2) You Do You, (3) Support System In and Out of School, (4) Orientation: Cultural and Academic, (5) Respect and Understanding. The issue is complicated and there is not one model to prescribe success. Many data sources pointed to the complexities of the being a first-generation male Latino college student; integrating into a new environment, finding independence and breaking away from the traditional roles of their culture. Saenz et al. (2018) study emphasized the importance of Latino mothers in their children’s academic success, this case placed emphasis on relationships within the broader family unit and revealed interesting dynamics with mentors and faculty.

Based on these findings, the following recommendations are made regarding institutional policies, practices, and for future research.

Continue to talk about the significant differences among races; commit to ongoing programs across higher education that promote understanding of the nuances of various cultures and backgrounds. Create platforms in the college community that are not singular in nature but, instead are designed to be embedded in and part of the college culture. Establish leadership forums celebrating the accomplishments of all races, monthly celebrations of race and diversity, and tell stories of success across the community.

For example, findings of this study identified the need for connection with key faculty members. Faculty can engage with the Latino population by being part of the orientation process; engage from the beginning, create opportunities to meet in person with family members and maintain a relationship throughout the student’s tenure at the school.

As stated by the subject, college orientation programs need to serve a larger community including teachers, administrators, and staff. Orientation should be more than a programmatic requirement at a college. Student orientation should be an ongoing process in and outside of the classroom. Administrative orientation can assist higher education officers in understanding the barriers first-generation Latino students face including the “bubble” and how it impacts a student’s integration into college, family dynamics, and awareness of the struggles that the Latino student may be encountering as they seek independence from their family.

Faculty need to play a larger and more significant role in minority student retention; mentoring should be part of faculty role expectations. Administration needs to encourage faculty to interact and communicate outside the classroom; cultivating a trusting relationship with the minority students has been found to have a positive effect on retention and success. Faculty need to understand the valuable role they play in Latino student retention. Educators need to “develop, reflect upon, and implement action plans to explicitly support” learning communities and educators must “remain attentive to possibilities of accountability.” (Knight-Manuel et al., 2019).

Highlight Latino students that succeed, have overcome obstacles, and have a story to tell. Encourage Latino students to be role models; tell their story. Latinos hear about their counterparts who have not succeeded, switch the emphasis to those who have finished college and accomplished their goals. Using the ongoing orientation model, create communication strategies that highlight Latino students; using social media, athletic events, and other forums popular to the college population.

Create school campaigns or programs that emphasize the differences and highlight the richness each individual contributes to the school environment. Recruiting initiatives, orientation programs, school activities; each should provide all students the chance to participate and become immersed in the social culture. Create programming to encourage Latino college graduates to explore careers in higher education; there are too few Latinos represented in college faculty and staff.

The research in this study, specifically around the retention of first-generation male Latino students is not new; but the findings in this single-case study told a compelling story and provide rich opportunity for further qualitative research. The educational crisis is real, yet it remains ambiguous, undefined, and unnoticed in many policy contexts. Policies and practices need to be implemented to capitalize on the full potential of Latino males, and in turn, ensure the long term viability of U.S. citizens and the economy (Sáenz & Ponjuan, 2011).

Explore in-depth, the families and mentors of the Latino students; uncover perspectives, cultural phenomena and inspiration. Doing so, will provide valuable perspectives and a more holistic view on how to better support Latino students. Conduct longitudinal study of Latino males and their support system; examine the motivation of the groups; did they remain close, did they all graduate? This information will highlight important common or differentiating factors that attributed to their outcomes. Compare the successes to the failures; did all successful graduating Latino males have mentors, trusted inner-circles? Extend the same methodology that occurred as part of this research to Latino students who have not succeeded in college in order to describe their experience.

Possible limitations to this study included case studies focus on a single unit, a single instance, the issue of generalizability looms larger here than with other types of qualitative research (Creswell, 2014). This method was chosen because one in-depth case (n = 1) provides rich and deep understanding of the subject and breakthrough insights and/or has distinct, stand-out importance (Patton, 2015).

Race is a personal and complex issue. This limitation was minimized through listening and empathy during the interview process. Responsive interviewing was utilized (Rubin & Rubin, 2011).

Conclusion

The Latino population is the fastest growing in the country. This rapid growth also parallels a discouraging statistic that Latinos are the least likely to complete a college education. There have been many studies examining the retention issues that plague the Latino community. These studies offer many perspectives and opinions. This study focused on one young man; a first-generation Latino who despite obstacles, has completed college. The study aimed to examine the factors that contributed to his success and hopefully, provide new information that can assist college leaders as they work to overcome the graduation gap of Latinos. The subject of this study and the elite interviewees offered powerful insights to the cultural obstacles Latinos face in college. Five themes emerged from this study; each tell a compelling story of a young man with a maturing sense of self and a strong network of individuals committed to guiding him through his college experience. All these factors culminated with a young man beating the percentages, graduating from college, and securing his way to a dream career in baseball.

The themes were thought provoking and can provide higher education leaders deeper and more personal insights to understanding the obstacles and motivators for young male Latinos entering college. College orientation programs can be more comprehensive, providing a longer, sustainable education to entire college populations. Faculty plays a crucial role, in and outside the classroom, serving as advisors and mentors to the students; it is a big responsibility and needs to be taken seriously. If colleges are to thrive in this rapidly changing environment, roles need to change, perceptions need to broaden, and an overall shift in our thinking needs to occur.