Increasing Latino Student College Enrollment; a Marketing Perspective

ABSTRACT

This qualitative study focuses on understanding the motivational factors driving Latino students to pursue higher education and the obstacles hindering their enrollment. We conducted eleven focus group sessions, involving five distinct groups: students, parents, teachers, and counselors from public high schools, as well as two adult learner groups. These discussions, involving a total of 56 participants, were held both in-person and virtually via Zoom. The results underscore the significance of higher education for Latinos and the need of a comprehensive strategy encompassing recruitment, retention, and promotion to boost and maintain college enrollment. Recruitment efforts should involve both students and parents in culturally appropriate activities, recognizing the family-centric nature of college decisions within this community. Enhancing Latino cultural capital, fortifying support services, and launching strategic community initiatives could boost student engagement. The study also suggests implementing a targeted marketing campaign featuring testimonials from current students and alumni to convey the attainability and value of degree completion. The research concludes by suggesting some recruitment, retention, and promotional activities to consider.

KEYWORDS:

• Latinos
• college choice
• parental engagement
• qualitative research
• recruitment
• retention
• promotion
• marketing

Introduction

Education is an anchor value for Latinos and is viewed as a path to success (Gamboa, 2021; Postsecondary Value Commission, 2021; Rodriguez & Tapia, 2021). Politically speaking, 83% cited education as a very important aspect when voting (Krogstad, 2016). Nearly nine-in-ten Latino young adults say that college education is important for success in life (Krogstad, et al. 2023; Matos, 2021; Pew Research Center, 2009; Rodriguez & Tapia, 2021). In fact, Latinos enrolled in schools, colleges, and universities doubled from 9 to 18 million between 1996–2016 (Bauman, 2017). Research indicates some trends on the college education path. Reversing a tendency, the Latino high school dropout rate has decreased while college enrollment has increased, yet they still lag other groups in obtaining a four-year degree. While only 15% of Latinos have a bachelor’s degree or higher, about 41% of Whites, 22% of Blacks, and 63% of Asians have one. Latinos are less likely to enroll in a four-year college, attend an academically selective college, and enroll full-time, likely because of financial challenges (Krogstad, 2016; Mora, 2022; Tuakli, 2017).

Enrollment in undergraduate and graduate programs has been trending downward since around 2012, but the pandemic accelerated the declines at the undergrad level as more than one million fewer students are in college, which is expected to impact the economy (Nadworny, 2022). Most recently, Latino enrollment has dropped almost 14% compared to 2% increase in the Spring of 2020 (Gamboa, 2021). Two-year college degrees are seen as a gateway to four-year universities, yet they were disproportionately hurt because of the pandemic. Community colleges report a 28% decline in enrollment of Latino students during fall 2020 after having grown 3.2% the prior year. Notably, more than 40% of Latino students attend community colleges (Douglas-Gabriel et al., 2021). Community colleges are key partners in any enrollment strategy, especially for four-year universities with declining enrollments.

Confronted with financial constraints as a result of their low-income backgrounds, many Latino students exhibit a reluctance to accrue debt, as evidenced by their preference for enrolling in community colleges. These institutions generally provide a more affordable tuition alternative to four-year schools (Krogstad, 2016). This debt aversion is underscored by the statistic that around 70% of Latino undergraduates in higher education belong to families situated within the lower half of the income distribution (Quintana, 2020). Tens of thousands of students, many of them low-income, were forced to delay school or drop out due to the economic crisis the pandemic created (Saul, 2022). The financial disruption is forcing many Latino students to choose between their education and helping their families weather the recession (Douglas-Gabriel et al., 2021).

Recent Latino immigrants frequently come from countries with high rates of loan interest which discourage them from incurring debt, yet half of Latino students are eligible for federal Pell Grants averaging $3,855 (Excelencia in Education, 2021b). Getting students to fill out the Free Application for Federal Student Aid (FAFSA), which could alleviate their financial strain, has become more complicated. Families are suspicious of government agencies, worried that supplying their financial information will jeopardize their jobs, housing, and/or access to social services (Douglas-Gabriel, 2020).

Nevertheless, parents often ask about financial ways to facilitate college access for their children, citing aspiration to provide a better education than the one they received. Latino parental involvement in education is ever present (Excelencia in Education, 2019; Matos, 2021) yet might differ from traditional involvement due to a lack of time or understanding of the educational system in the US (Flink, 2018), which makes sense considering that nearly half of Latino students are also the first in their family to go to college (Excelencia in Education, 2019; Matos, 2021). Additionally, one-third of Latino undergraduates continue to live at home while they attend college (Terrazas, 2016), signaling lasting family influence and the need for universities closer to home. College decisions are enhanced by including family members where college paths and possibilities are explained to students and parents. Often, the choice to attend college is a decision made collectively by the family.

Some college barriers could be related to the lack of Latino cultural capital present in institutions. Latino culture may not be sufficiently acknowledged. Predominantly White institutions are not equipped to foster the success of Latinos in their educational institutions (Terrazas, 2016). Students report incidents of racism and segregation (Sanchez, 2019), finding themselves stereotyped starting with their names. Additionally, lack of academic faculty representation could also discourage their inclusion (Castro et al., 2020; Matos, 2021). Institutions, as a consequence, need to increase their cultural responsiveness by creating welcoming spaces where Latinos can excel (Matos, 2021).

Overall, institutions struggle to attract and retain Latino students, hence the increasing relevance of the Hispanic Serving Institutions (HSI) that are growing at a fast pace (Flink, 2018; Pennamon, 2019). HSIs are degree-granting institution where total Latino enrollment constitutes a minimum of 25% of the total enrollment. As of 2019, there were 569 Hispanic-Serving Institutions (HSIs), comprising 18% of all colleges and universities in the United States. These institutions collectively enrolled two-thirds of all Latino undergraduate students. Although the majority of HSIs are four-year public institutions according to Excelencia in Education (2021a), a breakdown of HSIs by sector for the 2021–2022 period reveals 226 two-year public, 9 two-year private, 165 four-year public, and 172 four-year private institutions, adding up to a total of 572 (HACU, Hispanic Associations of Colleges and Universities, n.d.). The number of HSIs is projected to rise due to factors such as rapid Latino population growth, increased higher education aspirations among Latinos, dedicated efforts by institutions to better serve Latino students, and a growing demand from the Latino community for culturally responsive higher education institutions.

Interestingly, around 40% of Latinos reportedly believe that their desired job or career does not need obtaining a four-year degree (Arbona & Novy, 1991; Mora, 2022). This perception presents a challenge for universities trying to increase Latino college enrollment, compelling these institutions to devise innovative strategies to engage with Latino students and highlight the substantial value of a college education. Embracing the rich cultural heritage of Latinos could enhance the attractiveness of colleges, especially as diversity and inclusion efforts become more prominent (Matos, 2021). The following section provides a summary of pertinent programs aimed at attracting Latino students to US colleges.

Relevant literature

The growing significance of the Latino community encourages higher education administrators to employ focused marketing tactics to enhance their institutions’ presence in the Latino student sector (Gomez de la Fuente, 2016). However, merely focusing on enrollment without presenting a clear pathway to completing a college education may not be sufficiently persuasive for potential Latino students to choose any particular college or university. It appears that a comprehensive, ongoing strategy encompassing recruitment, retention, and promotion components may be necessary to effectively attract and retain Latinos at higher education institutions.

Recruitment

Gamboa (2021) emphasizes the importance of recruiting Latino students early in high school, preparing them better for college while holding higher education institutions accountable for Latino college completion rates. The Postsecondary Value Commission (2021) recommends facilitating recruitment by moderating admission requirements, making them based more on needs and less on GPA, and increasing financial aid while minimizing student debt.

Researchers agree that parental engagement in college choices is critical. Latino students and families need help navigating the college process, with financial aid and alternative ways to pay for college made evident (Excelencia in Education, 2019; Terrazas, 2016). Due to the complexity of college-related information, parents would benefit from more relatable and straightforward communication from school officials (Palomin, 2020). Matos (2021) suggests that college recruiters assist families, particularly parents, during the application process and provide support before and after recruitment. Auerbach (2004) utilizes data from three years of participant observation to demonstrate how a bilingual outreach initiative aimed at parents in a diverse high school effectively reduced the college information gap, expanded family social networks, and addressed inequalities. Through this program, Latino families acquired the knowledge and self-assurance needed to engage with institutions, communicate with their children, and facilitate smoother transitions to college. Conducting post-visit follow-ups for parents can also help reinforce college decisions.

Dávila et al. (2023) highlight the untapped potential of parent leadership in facilitating recruitment. Del Real Viramontes (2018) and Matos (2021) propose assisting students and parents in navigating the high school to college transition. To make this transition smoother, universities could establish a streamlined process from high school to college (be it community or four-year institutions) by offering easily accessible information on costs and financial aid, which play a crucial role in decision-making. Del Real Viramontes (2018) suggests the Summer Transition Program at Northeastern Illinois University as an example of such a streamlined process. This program prepares incoming first-year students to enroll in college-level courses by the fall semester, reducing their time spent in developmental education sequences. Excelencia in Education (2019) summarizes in their compendium specific programming that is responsive to the unique challenges Latinos face as they navigate the higher education process. Successful programs share common practices amongst their finalists that include: scholarship and increasing financial aid resources, undergraduate research opportunities, mentoring as means to increase sense of belonging, pathways to guide and support students, and being culturally responsive.

Retention

Developing and sustaining Latino cultural capital is crucial to keeping students engaged in college. For Latinos, universities are more than educational institutions, and by pursuing local partnerships with schools, universities can increase community engagement and visibility (Flink, 2018; Postsecondary Value Commission, 2021). Increased visibility leads to higher brand awareness and consumer engagement, which positively affects recruitment and retention.

Excelencia in Education (2019) suggests offering peer and faculty mentoring, articulating pathways designed to guide and support students as they progress through their education, and including culturally relevant events and programming. Network support between Latino students and contact with faculty and peers increases enrollment, sense of belonging, and improves grades (Luciano-Wong & Crowe, 2019; Moschetti et al., 2018). It is especially important for first-generation Latinos in college to have a substantial reliance on a social support network to adjust to campus life (Beard, 2021).

Universities could provide support services with bilingual personnel throughout students’ educational journey while also offering internal institutional support (Harris & Sullivan, 2017; Ventura, 2020). This support includes initiatives such as Latino clubs and associations, fostering adequate career services, facilitating pathways into the workforce, increasing support after graduation, and helping to build professional networks (Castellanos, 2016; Flink, 2018), which could reinforce the sense of belonging even after graduation.

Mentorship from both peers and faculty has been recognized as crucial for Latino students’ success (Excelencia in Education, 2019; Matos, 2021; Velarde Pierce, 2020). Mireles-Ríos and García (2019) emphasize the role of graduate students as relatable role models, especially for first-generation college students, sharing their personal experiences and assisting them in navigating the university landscape. This notion is supported by McManigell Grijalva (2018), who advocates for the inclusion of relatable testimonials from Latino students, graduates, and faculty members in recruitment efforts to foster a sense of belonging, as Latinos can “see themselves” represented within the institution. By weaving role models and genuine testimonials into their outreach strategies, higher education institutions can cultivate a more inclusive and nurturing environment, increasing the chances of attracting and retaining the expanding Latino student population.

Promotion

Latinos can be responsive to promotional or marketing efforts if the messaging and channels used resonate with their values, interests, and cultural context which also applies to college recruitment. Gomez de la Fuente (2016) identified a variety of promotional channels to connect with Latinos such as social media marketing, interactive and digital media, mobile marketing devices, and other electronic promotional mediums. Douglas-Gabriel (2020) suggests pragmatic recruitment efforts, such as Free Application for Federal Student Aid (FAFSA) events in parking lots with WiFi, letting parents remain in their cars while advisers walk them through the application from a distance similar to events during the pandemic. Another way to deliver information suggested were virtual sessions through Zoom or enhancing websites with video tutorials and infographics for students. As an example, Get2College’s YouTube postings were mentioned. Students access videos from their smartphones and fliers are mailed to students, encouraging them to call with questions.

It is worth mentioning the high utilization of smartphones among Latinos placed around 85% above desktop, broadband, and tablets (Atske & Perrin, 2021). Ninety-seven percent of Latino households in the U.S. own a smartphone, and Latino consumers spend more than 27 hours per week using their phone apps or browsing the web (El Qudsi, 2023). Since Latinos are prolific social media and technology users, it seems advisable to develop a marketing approach that incorporates this device while including websites, virtual sessions, and YouTube video tutorials in English and Spanish catering to prospective students.

Supporting Latino students on their college journey requires a comprehensive approach that combines recruitment, retention, and promotional activities operating concurrently. Appendix A outlines relevant practices for recruitment, retention, and promotion identified between 2016 and 2023. Overlapping concepts were combined for clarity. In summary, it is essential to prioritize information to include financial aid and debt reduction options while ensuring that information is presented clearly and accessibly to students and their parents, encouraging them to take action. Demonstrating cultural relevance is also crucial, achieved by sharing testimonials from students, graduates, and faculty through Latino media channels and incorporating this information on websites, which often serve as the foundation for marketing and promotional efforts. Embracing accessible media, such as YouTube tutorials and other smartphone-compatible tools, is highly recommended. Promotional efforts should keep in mind that Latinos are a diverse community in terms of nationality, socioeconomic status, and acculturation levels. It is important to avoid generalizations and stereotypes focusing instead on understanding the specific audience segment being targeted. The next section explains the qualitative methodology applied for this research.

Methodology

Extensive research on Latino college engagement has been conducted but rarely one aiming to increase enrollment with a marketing perspective. Students and those in direct contact with them including parents, teachers, and counselors were the focal point of the analysis. The information collected was intended to inform and direct the Latino outreach efforts of a specific university, referred to as “the university” to maintain confidentiality. Two research questions steered this exploratory research:

1. What influences Latino students to opt for college education?

2. What programs or services can the university offer to be the college of choice for Latino students?

Qualitative research in the form of focus groups with experiential thematic analysis was selected as the best way to gather participants’ understanding of college education. The intention was to capture participants’ candid opinions and detect emerging themes (Braun & Clarke, 2013). Focus groups allow participants to engage in thoughtful discussions allowing the researcher to elicit opinions, attitudes and beliefs held by members of a group. Data generated are typically very rich in ideas (Myers, 2009, p. 125). A phenomenological study, like the present research, allows to explore from an insider’s perspective (Leedy & Ormrod, 2010, p. 141).

Data collection

The study’s sample included 56 participants who took part in a total of 11 focus groups, conducted either in person or via Zoom in English or Spanish based on the participants’ preferences. The participants consisted of 19 high school students, 15 ESL (English as a Second Language) teachers and counselors, and 4 parents, representing the public high school education perspective. Additionally, the sample included 7 adult virtual students, 5 adult virtual graduates, 4 adult students, and 2 parents of adult students, representing the adult student population’s viewpoint (refer to Figure 1). The sample combining the perspective of students, parents, ESL teachers and counselors, and adult learners in face- to- face (in the state of Delaware) or virtual settings (from locations across the US where the university drives students for its virtual business programs), made it particularly unique.

Figure 1. Latino focus groups conducted.

Sessions were organized in collaboration with the university for a purposive sample (Leedy & Ormrod, 2010, pp. 212–213). Some students interviewed were minors, considered a protected population that required the research to be approved by the university’s Humans Subject Review Committee. Consent forms from parents and students were collected prior to each focus group. Six questionnaires were created in English and Spanish (please see Appendix B). Due to the intrinsic heterogeneity of participants, a demographic analysis was deemed unnecessary for this exploratory research. All data gathered and generated, including consent forms, are safely stored by the researcher.

Data analysis

Focus groups lasted for about one hour and were recorded, with notes taken during each session. The data analysis sequence for these bilingual focus groups proceeded as follows:

1. Transcription: The software Otter was used to transcribe the audio recordings of the focus groups, regardless of the language spoken during the sessions.

2. Translation: Happyscribe, which provides both machine-made and human-made transcription and subtitling services in over 45 languages, was used to translate the transcripts of focus groups conducted in Spanish.

3. Data familiarization: Transcripts were read multiple times to gain a thorough understanding of the data and to identify any initial patterns, themes, or insights. Themes detected in the literature review related to recruitment, retention, or promotion (Appendix A) served as the starting point for the analysis.

4. Coding: Codes were assigned to segments of text in the transcripts based on their content and meaning, using the qualitative software Quirkos.

5. Theme identification: Codes were analyzed to identify broader themes or patterns in the data. Additional themes identified during sessions were incorporated as needed.

6. Interpretation: The analysis took into account the two research questions posed. Patterns detected were classified into the three groups previously identified: recruitment, retention, or promotion, in order to contextualize and facilitate the analysis and presentation of findings.

7. Validation and credibility: A final round of coding with two raters confirmed codes and emerging patterns detected during sessions.

A total of forty-five themes were identified, which are detailed in the Latino Initiatives Codebook (Appendix C). The codebook systematically organizes and summarizes the codes/themes in alphabetical order, specifying if they pertain to recruitment (Rec), retention (Ret), or promotion (Pro) initiatives, and indicating the associated research question. The subsequent section provides a summary of the findings.

Findings

The first research question, what influences Latino students to opt for college education, sought to identify interests, motivations, challenges, issues, and aspirations associated with pursuing a college degree among all groups interviewed. Since the university recruits students from local high schools and adult learners from different programs, findings were aggregated in two groups: high schools that incorporate responses from students, teachers, counselors, and parents; and adult learners. Appendix D ranks the 28 codes related to the first research question in terms of frequency regardless of the initiatives associated (recruitment, retention in this case as promotion relates to the second research question) and groups involved (high school or adult students). Quotes included were slightly edited to increase clarity. Emerging themes are highlighted for easier identification.

When asking groups about college, participants described related ideas, benefits, or challenges to attending college. Latinos and their families see college as a path for success, a means to improve their skills, a necessity, and a way to consolidate their future by improving their economic status. Parents are very supportive but also set expectations on students to pursue college. A student made it clear when saying “Most of our parents here are immigrants. They often put pressure on us, emphasizing that we have to surpass their achievements since they came to this country. At the same time, we don’t want to let them down or disappoint them.” His parent expect him to be better off than they were, mentioning education as the key to success. Others questioned the validity of college when they can support themselves faster by working in any trade or even creating or supporting the family business. A counselor in northern Delaware pointed out, “Some of my students have expressed that they don’t believe college is important. They don’t intend to be college-bound, as they plan to work with their families in their family businesses, such as working with cars or in construction. They don’t see any need for higher education.” Various colleges were mentioned but the university was not among them.

The theme of future plans is related to how students, parents, or support systems verbalized the students’ future. College was determined as critical to accomplishing a promising future. As one student stated, “It can get me to where I want to be. If I go to college, I have a backup plan.” Another one shared “I’ve already thought about this. I want to go to Florida State University and become a nurse practitioner, a psychological practitioner.” Another student mentioned, “Before going to college some people have to work, and they just get involved with the money. Another one said, “It’s the money, really! I believe one of the main issues with college decisions is about finances. Sometimes, I know what I want to do, but money becomes an obstacle since college is quite expensive. I may have an elaborate plan, but if the college I want doesn’t offer sufficient financial aid, it affects my options.” Future plans seem to be limited by financial constraints.

College relates to other themes as seen in Figure 2 (Quirkos output). Themes related are Perceived Barriers, Parental engagement in college choices, College preparation, Financials, and Future plans previously explained.

Figure 2. College overlapping with other themes.

Perceived barriers themes were mentioned 158 times, making the top spot with 15% of weight for both groups as Appendix D indicates. There were several barriers mentioned but on top of the list are financials and the ability to pay for college. Additional barriers mentioned include themes related to college preparation, “Parental engagement in college choices,” Transportation/distance, Advisor/Counseling, Latino personnel, and Language Support.

For the adult students, group financial challenges were not a theme that worried participants as their employers would pay for their degrees. On Virtual Business Program advantages (VBP advantages), interviewees were very appreciative of the opportunity to further their education. A quote from a current student makes it clear: “One of the reasons why I chose the university is because I found a degree in cybersecurity. It was one of the programs that Discover offered aside from a plethora of the business-oriented type. So, I’m like, Okay, this is an underdog degree. Nobody’s really paying attention to it!” Regarding VBP Areas to improve, most of them were related to Instructors, Advisor/Counseling, Language Support, and Onboarding process to be addressed later.

Regarding what the research has identified as the “Parental engagement in college choices” and since parents do not have college experience or they had it where the educational system is different from the American one, or since some students are first generation to attend college, some students do not think college is a possibility as there are not role models to follow. A current VBP student made it very clear: “I experienced that as a first-generation immigrant I didn’t know what to expect with my children. How am I supposed to help them navigate through their educational system? The American population understands how to navigate that system. We don’t! Another one added, “Here it looks different from our country. The system is different and it makes you feel afraid.”

Some students and parents do not know “what’s out there,” including misconceptions of what implies going to college. College information does not necessarily reach parents which hinders the decision as a parent of an adult student mentioned. “There wasn’t much information at my daughter’s school. We didn’t receive much information, much help, we didn’t receive anything to make a decision.”

The need to stay close to home and help run the family business or take care of the family or parents was also mentioned, confirming the importance of family in college decisions and the need to educate students and parents in parallel. The goal is to assist them in navigating the system and making the college decision process easier.

Financials, in particular the cost of college, are of great concern for students and parents. The primary focus is starting college and the other focus is to sustain the effort so degree completion is feasible. Since frequently the local community college is a point of entry when considering college, it needs to be promoted so students see it as a viable option. Few acknowledged the collaboration between colleges and community colleges taking place locally. The question is if it needs to be promoted to better capture Latino students.

It might be important to emphasize various options to complete college, such as part-time, online live, night classes, starting at community colleges, and convenient hours to take classes, so students can attend classes and work at the same time. Financial aid and scholarship options should be made readily available and clearly presented so as to be easily pursued.

College preparation is about helping students with the college application while “Parental engagement in college choices” is about helping parents do the same. The call to action is making college application easy to understand and follow for both students and parents as explained by people they relate to and trust. Parents are very much part of the college decision and frequently information does not reach them. It is imperative to make them a pivotal part of the process by sharing information in a timely fashion and in a way relevant to them.

Advisor/Counseling, Latino personnel, and “Parental engagement in college choices” intersect. These concepts associate the cultural capital mentioned in the literature review and how students are accompanied in their college decision journey. Mentorship was present during conversations. It seems that advisors and counselors of Latino descent facilitate processes better as they understand and relate to the student’s context, culture, and language. These individuals become the role model some students lack or the go-to individuals for parents in need of understanding the educational system in the US. Specific examples of exemplary volunteers were mentioned in helping students in their application process. The local community college has intentionally reached out to English as a Second Language (ESL) teachers as vehicles to provide support in the application process. Developing new strategic partnerships or changing current ones might be in order, to serve this specific population.

Language support is about communicating, both verbally and in written, in English and Spanish, to address any concerns that students or parents might have. Groups asked for help with English but also indicated an interest in working with Latino personnel who they feel understand where they are coming from and speak Spanish. One student went as far as to say, “I feel more comfortable talking to a Hispanic person than a white person because, otherwise, I have to change my entire personality.”

For those attending college where English is not their first language, it could be complicated and discouraging. As a VBP current student explains, “It can be discouraging, because it’s almost like an insult to your intellect. Right? And you’re like, no, I have the intellect it’s just another language.” English support was asked for by all groups to excel in college.

“High school recruitment” means providing college preparation at high school locations through activities conducive to increasing applications. It is about making the university present where high school students are located to connect with students and help them throughout the process. Local universities were reported to arrange field trips for students to visit their campuses. A local charter high school, which primarily serves Latinos, recently coordinated an HBCU week featuring various speakers. In the context of college enrollment, Historically Black Colleges and Universities (HBCUs) and Hispanic-Serving Institutions (HSIs) are higher education institutions in the US that cater to the academic needs of minority populations. The charter school is currently planning a larger fair for the following year, where college recruiters will be present. If successful Latino students and/or graduates attend and engage with high schoolers, it could increase success, as students may see themselves reflected in these individuals.

In middle Delaware, it was mentioned that the local community college has a volunteer who visits high schools and functions as a case manager to help Latino students tackle all aspects of the college application, including scholarships. Activities like these could bring the university closer to students in need of guidance.

An Academy counselor in southern Delaware suggested including parents as well: “In my previous school district, I was doing parent conferences, translating information for whole families in Spanish because the parents don’t even read.” Another counselor shared his own experience which included working with students and parents in parallel.

Philadelphia comprises of 268 schools, where 100 of them are high schools. Unfortunately, the higher achieving schools are predominately white schools. When you would come around to the black and Latino communities, the support wasn’t there. It wasn’t equitable. They were trying to bolster the college track. What they did was create a pipeline basically. They would communicate with the school and develop a program where they would help prepare students in the summertime despite their GPA. They will stay for two to three weeks on that campus, even a month, each year from the ninth-grade year up until they graduated. They took classes to learn stuff about college, personal development, how to take care of yourself, what are the things that your family needs. They met and corresponded with their families and had meetings throughout the school year. By the time they were in 12^th grade, they were probably more prepared for college than kids in traditional high schools.

Events and community involvement are related to cultural capital. It is about engaging in activities where the Latino culture is celebrated and where they naturally congregate. The Hispanic Festival in September during the Hispanic Heritage Month (mid-September to mid-October), for instance, was mentioned. Soccer and church-related activities were indicated as good places to connect with the community.

A current VBP student agreed. “Connections are really important to Latinos, right? So, I totally relate to what you’re saying where you feel this disconnect. I think it would be nice to see Latino events or sponsored events even if they’re virtual events that we can attend.” Another VBP student suggested an idea based on her experience. “Back in high school, there was this little international festival. Groups represented their culture by doing something that the culture did. Maybe the university can do a Latino thing. Students can record a video and educate other students about their culture. We can encourage people to vote so more people are involved educating others.”

It is about “meet them were they are” and being present to develop trust. More on community involvement will be discussed when addressing themes for the second research question.

Onboarding process facilitates the integration to an institution. To help on this front, tutoring and mentoring were referred to as relevant strategies. A case manager from middle Delaware exemplifies what is expected: a hands-on individual knowing students’ needs and willing to advocate for them. A dedicated volunteer group in Sussex County does that connecting parents, students, and the high school. They shepherded students, regardless of the issue at hand. These are examples of increasing Latino cultural capital. During the discussion, somebody mentioned the possibility of onboarding being online. The response was, “Online is not always the actual contact. You need to discuss with somebody.” Face-to-face and actual interaction are preferred.

For VBP students, the onboarding process is virtual. Some reported having excellent connections with their counselors, and getting the support they needed at the right time, but it is not always the case. A current student mentioned, “You can offer guidance geared to the Latino group, to help them with their assignments and create the pathway of what they can do with their degree. Or tell them how to finish their degree, what classes are needed specially if they don’t understand and if they’re new to college.” For DACA students, the onboarding process could be particularly complicated, as they are considered international students perhaps unnecessarily.

The issue of transportation and distance underscores not only students’ preferences to stay closer to home and family but also highlights the challenges they face in securing reliable transportation. One student from northern Delaware expressed this desire to stay local, stating, “We are particularly interested in college options that allow us to stay close to home, as most of us prefer to do.” This issue is even more pronounced in southern Delaware. A counselor there pointed out, “I think transportation is another big factor. Some of our students are barely managing with whatever means they have, whether it’s biking, walking, or catching rides from others.” These circumstances highlight the potential benefits of online or virtual learning options.

Virtual sessions relate well to the previous theme, as Zoom, Microsoft Teams, and/or any other virtual connection with students and/or parents could facilitate interaction. College virtual tours captured students’ and parents’ interest as it could allow getting to know the university from the comfort of their homes, avoiding transportation issues or related costs. The VBP group celebrated online education because it freed their busy schedule, yet they acknowledged missing personal interactions which comes with the culture.

The Instructor theme appeared frequently during the VBP sessions. There seems to be inconsistency as mentioned by current and former students. “You can either get somebody who’s extremely qualified, upper echelon in their field, creme de la creme kind of deal. Or you get somebody who doesn’t appear to know what they’re doing as much as you are.” The inconsistency among instructors was further explained with another comment. “Some professors were great. Some professors are very communicative others not so much and I think that was the biggest challenge.” There are areas of opportunity here in terms of instructors, communication, syllabus, and Canvas related issues. Considering that a great deal of working Latinos attend virtual business classes, it seems imperative to make the necessary adjustment to solidify the uptrend registration path.

Scholarships themes relate to the financial constraints mentioned before. It is important to explain all alternatives to pay for college, such as Pell grants, FAFSA, payment plans, and various scholarship options available for Latino students such as the Hispanic Scholarship Fund mentioned in the southern Sussex session.

Support services refers to activities aimed at helping students through their college journey. This theme connects with Advisor/Counseling, Language support, the Onboarding process, and Mentorship. It is about the ever-present helping hand and relevant processes needed to navigate college challenges but with people that students relate to as indicated by a teacher in northern Delaware, “there’s a different relationship when you bring someone that speaks Spanish.” Another teacher in middle Delaware expanded “It’s all about being consistent and building trust. When you keep seeing the same person, you start getting familiar with them and develop a connection. It’s even better when that person looks like you and talks the way you do.”

For the VBP group, support services also took the shape of a mentorship program. As explained by a graduate based in Florida, “I work for Disney and within the company, they just created a mentorship program which I just joined. It has been a game changer for me because there’s structure. We have these monthly webinars on topics like how to build your resume, about networking.” Support groups were also mentioned by another graduate. “They wanted to build a network where there were professionals as well as current students, and alumni that would eventually become this whole network that would help each other.” Fostering efforts like this can help students building valuable connections, enhancing skills through shared knowledge, supporting personal and professional development, and creating opportunities for collaboration and community engagement

To that extent, Latino Club/Association is the kind of support group Latino students might naturally congregate toward. As one student described, “I know that a local university offers a couple of programs like that. They have organizations for Latino students. You join in and that’s how you create friends in college.” This theme connects with Peer mentorship and Network, which also facilitate Latino interaction. Network for VBP students and graduates is about Latinos supporting Latinos “even for a virtual meetup.”

“Path to degree completion” intersects with College preparation but speaks about degree accomplishments. The literature review described how and what is required for students to complete the degree. For session participants, it was more about the support students needed frequently associated with financial aid.

“Phone Central” was an idea that took shape on its own during the session with teachers and counselors at Sussex County. “Some people that we can contact there, they’ll be able to answer questions.” “Providing teachers with the information and opportunities.” “Somebody speaking Spanish or responding to all these questions. Talking about scholarships, talking about soccer leagues talking about that kind of thing.” They got excited with the prospect of somebody able to respond to college questions and mentioned a dedicated volunteer organization based in Sussex County as example of how to provide this type of service.

The second research question, what programs or services can the university offer to be the college of choice for Latino students, intended to capture a university’s positioning among interviewees as well as identify programs or services needed to make it a more visible option when pursuing college education.

Appendix E ranks the 18 codes related to the second research question in terms of times the theme was mentioned during the focus groups, regardless of the stage associated (promotion) and groups involved (high school or adult students). Quotes included were slightly edited to increase clarity.

Regarding the University knowledge, the majority of participants in the focus groups indicated scarce knowledge of it. This includes VBP groups who said their knowledge came as a consequence of their companies’ agreements. Once they reviewed the university’s programs and certificates, their interest increased. For some students, the present research was the first time their Latino heritage was acknowledged. “Just the fact that you have shown interest in listening is a big deal. To me, being reached out to and wanting to do more is really great.”

The local community college showed a solid positioning followed by two local state universities among the groups interviewed. Activities to increase demand included high school recruitment and tours to the university to convince students. Conversations suggest that helping with college preparation, improving the website and the onboarding process, as well as increasing e-mail communication could also facilitate the college decision process. Details on activities, except for high school recruitment, college preparation, and the onboarding process already addressed, will be explained later.

The second most mentioned theme was Community involvement, which speaks to the need to conduct activities at places culturally relevant for Latinos or where they naturally congregate. As mentioned before, events and community involvement are closely related. Passing along fliers at community event, soccer matches, or Latino businesses was suggested. A middle Delaware counselor told us, “I’d like to see you at the taco shops in southern Delaware with a flier in Spanish. Also, at businesses in Georgetown. That’s how you increase recognition because they’ll see that you’re speaking their language and that you’re immersed and integrated in the community. That’s how you build trust.” Another suggested, “Something as simple as setting up a workshop within the community where you help students apply for college offering a meal. Perhaps helping them filling out FAFSA or some scholarship. It’s like a community night.” The suggestion made us remember Douglas-Gabriel (2020) FAFSA events in parking lots discussed in the literature review. It is finding them where they are to build trust.

There were a variety of promotional activities mentioned during sessions. Figure 3 identifies them. The size of the circle gives a sense of how frequent the code appeared during the focus groups.

Figure 3. Promotional activities mentioned.

Testimonies, as articulated by a middle Delaware counselor made the idea very clear. “Take advantage of your Latino alumni who have gone through your programs and have successfully accomplished what they’ve accomplished. A lot of these kids are first generation going to college so if they don’t see examples of people who have done things it can be less motivating.” Some students made clear that talking to peers could be even more persuasive. “I could have a personal connection with them. It’ll be more like, specific to what I’m looking into. I can ask them specific questions.” College role models could be pivotal to making evident the path to completion. Sharing personal struggles as well as successful college stories could spearhead additional Latino success stories.

Facebook was one of the various media vehicles discussed during sessions. Based on conversations, it could be helpful to communicate with parents or any adult population more than students themselves who favor other social media options. An adult student, who is also a mom, alerted us that “each school has its own Facebook page and when there are events they publish.”

Continuing on social media, if the intention is to connect with students then the selection should include Instagram and TikTok, as that is what they prefer. Additional social media mentioned included Snapchat, Twitter, and WhatsApp. In any case, any marketing effort needs to keep in mind the high smartphone penetration among Latinos pointed out in the literature review. Developing information and materials to share should align with the device and social media platform.

Tours to the university, actual visits or virtual ones, could be a good way to familiarize students with what the university offers, providing the chance to talk to actual students with common backgrounds. A counselor shared a recent experience: “There’s a leadership conference next week. Students are going to a university in northern Delaware and have activities with college kids. So, if the university has something like that, they could connect with your students and maybe even work in the business pathway or do a different partnership similar to that.” Another counselor added, “let a student go to the college and shadow a student to see how things really are. Because when they just hear all these words they don’t see what really is.” A field trip like this for a high schooler could mean the starting of an interest toward the university.

Radio is a media vehicle used, but mainly for Latino older generations. It could be helpful in selecting programs in Spanish to connect with parents but not as the primary media. A few radio stations were mentioned, but it might be prudent to expand and research what else is out there keeping target audiences in mind.

Church is considered the typical place that congregates Latino activities. Participants suggested pairing activities with those of the church. It is important to mention that the religious composition of Latinos in the US has changed. Two-thirds are considered Christian, with Catholics making 48%, evangelical protestants 18%, protestants 5%, and 20% are unaffiliated (Pew Research Center, 2014). Pairing activities with the Church should consider Latinos’ religious diversity.

E-mails were mentioned as a method of communication for both students and parents. However, it appears that e-mails might be more relevant for parents than for students. When inquiring about their preferred means of communication, parents in middle Delaware ranked Facebook, e-mail, and WhatsApp, in that order.

Word of mouth is expected to be consequence of presence in the community. A New Castle County student mentioned, “I have to hear it from another person.The principal tells me a lot about college opportunities.” A parent from middle Delaware stated, “In my case, I have heard about it from people who have had their children in college or have started college a year or two ago. So they tell me about their experiences and where to look for help.”

The website is the anchor of any marketing and communications strategy. Students admitted checking website after seeing interesting information on social media. A high school student said, “I usually look at the website when I get something in the mail. Like when I get one of those e-mails saying we’re interested in you or like saying come see what we have to offer. So, I check the website, photos they have, courses they offer, and student reviews.”

Fliers were mentioned as means to disseminate information in places where Latinos congregate, such as soccer matches, churches, and stores. The next section discusses finding and suggest some marketing activities to consider.

Discussion

Researchers have suggested ways to increase Latino enrollment such as community relations, mentoring programs, on-campus events, parents and family engagement, endowment scholarship initiatives (Hispanic Scholarship Fund, n.d.), peer to peer promotion, and the development of internal and external partners (Del Real Viramontes, 2018; Gomez de la Fuente, 2016; Lopez, 2016). Focus groups conducted for this research confirmed some initiatives detected in the literature review but also uncovered other options worth considering for marketing purposes. Bringing Latinos to college without offering a path for degree completion could compromise results. Marketing efforts without including recruitment and retention activities could be unwise and unsustainable. Recruiting and retaining Latino students should indeed be a multipronged strategy with a long-term vision including intentional initiatives to increase Latino cultural capital. Recommendations suggested are organized in terms of recruitment, retention, and promotion activities for consideration.

Recruitment activities

High school recruitment

Gamboa (2021) advised recruiting Latino students early in high school and directing more of them into teaching professions. Conversations made clear how important is to connect with high school students while they are making decisions about their future. Efforts could be coordinated with local community colleges, high schools, or strategic partnerships in place or to be developed. Three options could be considered:

Visits to high schools

Prioritize depending on Latino concentration per location. For this, connecting directly with ESL teachers and counselors in each school district could be beneficial.

College Fairs

Participation similar to the one detected by the New Castle County charter school. Constant presence in similar events is advised to increase top of mind awareness.

Open space college events

As suggested by Douglas-Gabriel (2020) with WiFi letting parents remain in their cars while advisers walk them through the application from a distance if needed. College brand presence in every event is encouraged. Events could include:

• Latino/bilingual personnel to increase rapport

• Scholarship and financial aid information specific for Latino students such as the Hispanic Scholarship Fund

• Promotional material in English and Spanish

Parental engagement in college choices

Parental involvement is crucial (Marrun, 2020; Matos, 2021; Terrazas, 2016) in contrast to those who believe that Latino families do not want to be engaged (Carreón et al., 2005; López, 2001; Ramirez, 2003). This research confirmed how pivotal parents are for college decisions and encourage to engage them in parallel to students in accordance to each university’s strategic intent.

Phone central

This was a novel idea detected during sessions. It is suggested to develop strategic partnerships with relevant community partners who might function as bilingual college advisors. Alternatively, people answering college calls could be Latino moms or dads who have had the college experience and could help guide students and parents while earning a stipend for their help. Training to outsourced college advisors is indicated to align efforts. Information such as the Hispanic Scholarship Fund, financial aid, and alternatives for payment specific for Latino students should be made readily available.

Tours

They help students get the “flavor” of the university by seeing the facilities and talking to people as indicated by participants. Field trips to campus should be offered and coordinated after each high school recruitment effort. Alternatively, “virtual visits” could be considered. Ideally, both would have current students and graduate participation so potential students see themselves reflected making evident the university’s Latino cultural capital.

Retention activities

These activities correlate to the development of Latino cultural capital. Researchers have pointed out the need to increase universities’ cultural responsiveness by creating welcoming spaces where Latinos can excel (Castellanos, 2016; Castro et al., 2020; Flink, 2018; Matos, 2021; Terrazas, 2016).

Website language translator option

This can help parents navigate the university’s system but also students whose primary language is not English. The option should be made visible in the university’s landing page. Alternatively, “Phone Central” could be offered so people interested call directly to Latino/bilingual/Spanish-speaking personnel.

Latino/bilingual personnel

They are particularly important in key places within each university such as Admissions, Financial Aid, Academic Advising (Lopez, 2016), Recruiting, and ESL Tutoring. Latino representation should also include academic level as students want to see themselves reflected (Castro et al., 2020; Matos, 2021; McManigell Grijalva, 2018).

Financial support

Latinos were identified as debt-averse (Excelencia in Education, 2019; Quintana, 2020) yet interested in exploring financial options. Sessions made evident how financial limitations were still perceived as an important barrier for Latino students and parents. It is central to provide information on financial aid, payment and scholarships options to both. The information can be conveyed by bilingual personnel or by the outsourced “Phone central,” as mentioned before.

Latino association

The literature indicated the importance of creating a space for Latino students to connect with other Latino students and the need to express themselves and their culture (Lopez, 2016; Matos, 2021; Pennamon, 2019). A Latino club could be a place for mentorship, support, and guidance where peers and faculty of Latino descent interact. It could also be the place for English (ESL) and scholar writing support. A space like this could be a physical for face to face interactions or virtual if needed.

Culturally relevant events

Acknowledging and celebrating the Hispanic heritage month could be a place to start. But also, participating in relevant events where the Latino community naturally congregates such as soccer matches and church activities. Disseminating fliers in English and Spanish at various relevant locations including Latino businesses could help increase interest. A list of relevant Latino activities could be placed in the universities’ calendar of events.

Strategic partnerships

Collaborations with pertinent Latino organizations locally, regionally or nationwide is advised for best practices identification. Some organizations worth connecting could include The Hispanic Association of College and Universities (HACU), The Hispanic Scholarship Fund (HSF), Excelencia in Education. It is wise to keep an eye on successful universities’ efforts at a local and national level. Universities with interesting Latino initiatives include Promesa Scholars, Ferris State University, Big Rapids, Michigan, and Northeastern Illinois University among others (Excelencia in Education, 2019).

Promotion activities

To be effective at capturing and retaining Latino students, universities need to develop a marketing strategy connected to their strategic intent with a long-term vision. It is important to define the university as a brand this population finds appealing aiming to have top-of-mind awareness.

Testimonies promoting successful Latino students that have gone through programs or certificates universities offer was identified as crucial for prospective students to see a feasible path for degree completion. Sessions made clear that students need to see themselves reflected to connect. Making students, graduates or faculty spokesperson of communication initiatives could increase brand attractiveness.

The website should function as the anchor of communication with interactions with social media indicated as relevant to connect with parents and students in parallel such as Facebook and Instagram, respectively. The high penetration of smartphones among Latinos indicates the need to develop websites and social media efforts with this device in mind.

The university’s ethos and its cultural capital can be translated into marketing material such as fliers to be shared with ESL teachers, counselors, high school principals, and Latino businesses in English and Spanish for student and parent consumption.

In conclusion, the implementation of these marketing recommendations could help increase Latino enrollment. However, the retention of this population will be possible with the expansion of universities’ Latino cultural capital.

Limitations and future directions

Like any other research, the present one had its limitations. This research reflects the perspective of 56 students, parents, and counselors for a sizable sample for qualitative purposes. However, findings and suggestions apply mostly to the state of Delaware. The wide net cast to recruit participants brought intrinsic heterogeneity helpful for an exploratory research but complicated for analysis purposes. It is therefore a good place to start but future research is needed to deepen knowledge for each one of the groups interviewed during focus groups. Sessions were conducted face to face or via Zoom in English or Spanish which brought some coordination complications requiring traveling, translation, and solving technical issues on the spot. A simplification and more targeted sample and process is advised.

Latinos are the fastest-growing demographic group in the US, and are increasingly interested in pursuing higher education. However, many Latinos face barriers to college enrollment, including financial constraints, cultural expectations, and a lack of information about the college admissions process. Future research on marketing to Latinos to increase college enrollment should focus on understanding the unique needs, preferences, and barriers they face while developing targeted marketing strategies that align with these factors.

Researching the effectiveness of various marketing channels and strategies to reach Latino student and their communities is crucial. This includes identifying optimal methods for online engagement, leveraging social media, and traditional media channels. This dovetails with the observation that Latinos extensively use smartphones, suggesting an opportunity to utilize technology, including mobile apps and social media platforms, to connect with this group effectively.

Further, understanding cultural factors that influence Latino students’ decisions about college enrollment is important. This involves exploring the role of family expectations, community values, and cultural beliefs about education. The influence of family and friends in Latino students’ college decisions is another vital aspect to consider. Identifying the factors these groups consider when deciding about college could inform ways institutions can better engage with Latino families to support students’ aspirations.

Affordability and access to education are significant concerns for many Latino students, especially for those from low-income families or recent immigrants. Investigating the impact of financial aid on Latino students’ college enrollment and persistence could shed light on the financial barriers they face and how colleges and universities could make education more affordable. This supports the need to find strategies to address these challenges, such as financial aid and scholarship programs, partnerships with community colleges, and other initiatives to enhance accessibility.

In addition, it is imperative to create culturally responsive marketing materials to appeal to Latino students. This means acknowledging cultural factors in the development of marketing materials. The ability to effectively market to Latino students could significantly influence their college enrollment and persistence. Therefore, it is important to evaluate the impact of these marketing efforts, identifying best practices in this area.

Finally, research could focus on strategies to build support networks for Latino students, who face unique challenges in the college application and enrollment process. This could include mentorship programs, peer support groups, and partnerships with community organizations. These support networks, when effectively communicated through proper marketing channels, could be instrumental in increasing Latino students’ college enrollment and persistence.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Appendix A:

Recruitment, retention, and promotion initiatives identified (2016,-2023,)

Table

Recruitment	Retention	Promotion
Recruiting Latino students in high school	Latino clubs and associations	Website translation option
Admission requirements based on needs not GPA	Peer mentorship	Advertise to Latinos including parents
Provide financial aid that minimizes debt	Faculty mentorship	Highlight Latino student success stories
“Easy access” information including cost, financial aid, and alternative ways to pay for college to students & parents	Support services through their educational journey	Graduate students as relatable role models
“Parental engagement in college choices”	Spanish-speaking employee/bilingual point person to represent Latino students	Testimonials (students, graduates, faculty)
Follow up post-visit to parents	Culturally relevant events	YouTube tutorials that students can access from their smartphones
Latino & bilingual personnel	Culturally relevant programming & curriculum	Fliers to students (& parents) encouraging them to call with questions
“Path for degree completion” described	Career services	Sponsor community cultural events
Free Application for Federal Student Aid (FAFSA) events in parking lots with WiFi, letting parents remain in their cars while advisers walk them through the application from a distance	Workforce pathways	Provide information on financial assistance
Virtual sessions (Zoom, etc.)	Support after graduation	Provide information on the Deferred Action for Childhood Arrivals (DACA)
Website with video tutorials & infographics for students	Help build professional networks
Summer Transition Programs	Writing courses that focuses on English as Second Language (ESL)
Undergraduate research opportunities	Direct students into teaching professions
	Holding higher education institutions accountable for Latino college completion rates

Appendix B:

Questionnaires

High School student’s questionnaire

1. What plans do you have after high school?

2. When you hear the word “college,” what comes to mind?

3. What, if anything, is preventing you from considering a college education?

4. In your opinion, what are some things to consider with respect to attending college?

5. Which of these are the top three reasons?

6. What do you know about the university?

7. What can the university do to become more visible to Latino students who are thinking about college?

ESL Teachers and Counselors

1. What do you think obtaining a college education means to Latino students?

2. What are the most important issues Latino students face when thinking about a college education?

3. What academic program(s) or social service(s) should the university offer to Latino students to help them start and finish their degree?

4. How might the university become more visible to prospective Latino students (and their families/supporters)?

5. How can the university help you prepare Latino students for college?

Parents

1. What does achieving a college education mean to your family?

2. What are the most important issues your child needs to consider with respect to college?

3. What do you know about the university?

4. What academic program(s) or social service(s) should the university offer to Latino students to help them start and finish their degree?

5. How might the university become more visible to prospective Latino students and family members?

6. How can the university help you prepare Latino students for college?

Current Adult Virtual students

1. What did you know about the university prior to your experience with the virtual business program (VBP)?

2. What made you choose the university?

3. How might the university better meet the needs of Latino students?

4. How might the university become more visible to prospective Latino students?

5. What academic program(s) or social service(s) should the university offer to help Latino students finish their degree?

6. What else, if anything, could improve the Latino student experience at the university?

Adult Virtual graduate

1. What are the challenges you faced as a working adult going to college?

2. Why did you choose to attend the university?

3. How was your experience with the virtual business program (VBP) and the university?

4. What, if anything, could have improved your experience?

5. What other program, certificate or class could benefit your job moving forward?

Adult Students

1. What plans do you have after the Adult program?

2. When you hear the word “college,” what comes to mind?

3. What, if anything, is preventing you from considering college education?

4. In your opinion, what are some things to consider with respect to attending college?

5. Which of these are the top three reasons?

6. What do you know about the university?

7. What can the university do to become more visible to Latino students who are thinking about college?

Adult Student Parents

1. What does achieving a college education mean to your family?

2. What are the most important issues the Adult student needs to consider with respect to college?

3. What do you know about the university?

4. What academic program(s) or social service(s) should the university offer to Latino students to help them start and finish their degree?

5. How might the university become more visible to prospective Latino students and family members?

6. How can the university help you prepare Latino students for college?

Appendix C:

Latino Initiative Codebook

Table

Code	Initiative	Description	Research Question
“Easy access information”	Rec	Information about cost, financial aid, and alternative ways to pay easily explained to parents and students	1
“Parental engagement in college choices”	Rec	Including parents in the college admission process. Sometimes referred as “Educate to navigate the system”	1
“Path to degree completion”	Rec	A clear explanation of activities needed to complete the degree selected	1
“Phone Central”	Rec	Bilingual student support via phone. The idea came in sessions as dedicated volunteers helped students navigate the college process	1
Advisor/Counseling	Rec	Barriers related to counseling, support or lack of it for students	1
College	Rec	Idea about college, benefits, or challenges to attend	1
College preparation	Rec	Help students need to facilitate college application	1
DACA	Rec	Information related to the Deferred Action for Childhood Arrivals (DACA)	1
Financial	Rec	Financial support and payment alternatives	1
Future plans	Rec	Students, parents or support system verbalize how they see students’ future	1
High school recruitment	Rec	Activities conducted in high school settings	1
Instructor	Rec		1
Language support	Rec	Barriers to college associated to lack of English, help needed in Spanish, bilingual support, ESL related	1
Latino personnel	Rec	Bilingual, bicultural, Spanish speaking personnel, staff or support	1
Onboarding process	Rec	Barriers associated to the quality of the onboarding process	1
Perceived barriers	Rec	Students, parents or supports system describe what they think are barriers preventing students from attending college	1
Scholarships	Rec		1
Support services	Rec	Activities aimed to help students through their college journey	1
Transportation/distance	Rec	Barriers to college related to transportation or staying away from home	1
Video tutorials	Rec	Short videos in English or Spanish to students or parents	1
Virtual sessions	Rec	Zoom, Microsoft Meet and or any virtual connection with students and/or parents	1
Events	Ret	Specific activities where the Latino culture is present	1
Faculty mentorship	Ret		1
Virtual Business program (VBP) advantages	Ret		1
Virtual Business program (VBP) areas to improve	Ret		1
Latino Club/Association	Ret	Latino group for support and networking	1
Network	Ret	Group activities to exchange ideas and offer support	1
Peer mentorship	Ret		1
Billboards	Pro	Media vehicle	2
Church	Pro	Connecting with Latinos in religious settings	2
Community involvement	Pro	Activities at places culturally relevant for Latinos or where they naturally congregate	2
emails	Pro		2
Facebook	Pro	Media vehicle	2
Fliers	Pro	Media vehicle	2
Instagram	Pro	Media vehicle	2
Newsletter	Pro	Media vehicle	2
Radio	Pro	Media vehicle	2
Snapchat	Pro	Media vehicle	2
Testimonies	Pro	Messages, stories that feature successful Latino stories (students, graduates, faculty)	2
TikTok	Pro	Media vehicle	2
Tours	Pro	Visits to college campus	2
Twitter	Pro	Media vehicle	2
Website	Pro	Activities anchored in the organization’s website to recruit or promote	2
WhatsApp	Pro	Media vehicle	2
Word of mouth	Pro	Media vehicle, personal recommendation	2
The university knowledge	Pro	Knowledge or lack of about the university	2

Appendix D:

RQ1. What influences Latino students to opt for college education?

Table

Code	Stage	High School	Weight	Adult Learner	Weight	TOTAL	Weight
Perceived barriers	Rec	102	15%	56	15%	158	15%
College	Rec	88	13%	25	7%	113	11%
College preparation	Rec	89	13%	13	3%	102	10%
“Parental engagement in college choices”	Rec	80	12%	15	4%	95	9%
Financial	Rec	46	7%	14	4%	60	6%
VBP areas to improve areas to improve	Ret		0%	55	15%	55	5%
Advisor/Counseling	Rec	42	6%	12	3%	54	5%
Latino personnel	Rec	38	6%	11	3%	49	5%
Future plans	Rec	26	4%	22	6%	48	5%
Language support	Rec	26	4%	21	6%	47	4%
High school recruitment	Rec	29	4%	2	1%	31	3%
VBP advantages	Ret		0%	28	7%	28	3%
Events	Ret	11	2%	13	3%	24	2%
Onboarding process	Rec	13	2%	9	2%	22	2%
Transportation/distance	Rec	20	3%	1	0%	21	2%
Virtual sessions	Rec	10	1%	11	3%	21	2%
Instructor	Rec		0%	15	4%	15	1%
Scholarships	Rec	11	2%	2	1%	13	1%
Support services	Rec	2	0%	11	3%	13	1%
Latino Club/Association	Ret	3	0%	10	3%	13	1%
“Path to degree completion”	Rec	12	2%		0%	12	1%
Peer mentorship	Ret	9	1%	3	1%	12	1%
Network	Ret	1	0%	10	3%	11	1%
“Phone Central”	Rec	9	1%		0%	9	1%
“Easy access information”	Rec	2	0%	6	2%	8	1%
DACA	Rec		0%	6	2%	6	1%
Faculty mentorship	Ret		0%	3	1%	3	0%
Video tutorials	Rec		0%	2	1%	2	0%

Appendix E:

RQ2. What programs or services can the university offer to be the college of choice for Latino students?

Table

Code	Stage	High School	Weight	Adult Learner	Weight	TOTAL	Weight
The university knowledge	Pro	21	3%	23	6%	44	4%
Community involvement	Pro	22	3%	6	2%	28	3%
Testimonies	Pro	19	3%	1	0%	20	2%
Facebook	Pro	5	1%	9	2%	14	1%
Tours	Pro	13	2%	1	0%	14	1%
Instagram	Pro	11	2%	2	1%	13	1%
Radio	Pro	7	1%	5	1%	12	1%
Church	Pro	7	1%	4	1%	11	1%
emails	Pro	5	1%	5	1%	10	1%
Word of mouth	Pro	2	0%	7	2%	9	1%
TikTok	Pro	5	1%	3	1%	8	1%
Website	Pro	6	1%	2	1%	8	1%
Fliers	Pro	2	0%	5	1%	7	1%
Billboards	Pro	2	0%		0%	2	0%
Newsletter	Pro		0%	2	1%	2	0%
Snapchat	Pro		0%	2	1%	2	0%
Twitter	Pro	2	0%		0%	2	0%
WhatsApp	Pro	1	0%		0%	1	0%