Latinx students’ transition to college: When readiness meets barriers

ABSTRACT

Considering the particular and situated relationship between college readiness and college barriers in the context of college transitions amongst Latinx students, this article uses an academic literacies framework to analyze the transition stories of two Latinx, first-generation freshmen enrolled in a four-year university. The findings suggest that institutionally mediated digital learning tools can limit students’ progress as they start college, even in the case of students who are otherwise college-ready.

KEYWORDS:

• college readiness
• college barriers
• college transition
• practice
• instructional technology

Acknowledgments

The authors wish to thank the participants in this ethnographic study and Angelica Monarrez for her contributions to the research project.

Additional information

Funding

This work was supported by the U.S. Department of Education, Minority Science and Engineering Improvement Program.