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Abstract
A total of 174 Latinx undergraduates attending a predominantly White institution provided online responses regarding motivating persons, processes, and factors that helped them persist in college. Using a multi-step, content-based qualitative approach, there were three meta-themes (i.e. family, friends and peers, and self) with 15 themes developed from 350 response items. Using a psychosociocultural lens to guide our work and organize the data, we highlight Latinxs’ educational narratives, offering critical understanding for university personnel and academic staff into students’ internal and external motivations. We provide psychosociocultural implications for student support services personnel to assist and support Latinx students’ success and wellness in higher education.
Disclosure statement
No potential conflict of interest was reported by the author(s).
Additional information
Notes on contributors
Mary Dueñas
Mary Dueñas is an assistant professor in the Department of Educational Leadership and Policy Studies at the University of Tennessee, Knoxville.
Alberta M. Gloria
Alberta M. Gloria is a professor in the Department of Counseling Psychology at the University of Wisconsin-Madison.