Date of Graduation

5-2025

Document Type

Thesis

Degree Name

Bachelor of Arts

Degree Level

Undergraduate

Department

Curriculum and Instruction

Advisor/Mentor

Connors, Sean

Committee Member

Balderas, Ramon

Abstract

Latinx students make up a growing portion of the student body in Northwest Arkansas, yet they continue to face unique barriers in their pursuit of higher education. This study explored senior Latinx students’ perceptions of barriers and supports they encounter as they begin the college enrollment and admissions process. This research takes place at Valley High School, a majority-Latinx public school in Northwest Arkansas. My intention was to better understand how financial concerns, access to college knowledge, staff support, and school-based resources shape their school experiences, future aspirations, and decision to pursue college after high school. A quantitative approach was used, including a 135 question survey taken by 95 Latinx seniors, 71% completion rate, and contextual interviews with two teachers and one school counselor. I completed a comprehensive review of previous research done on examining barriers and supports for Latinx students across several different regions. Drawing from existing research, I formulated my questions to evaluate potential barriers and supports students in the Northwest Arkansas region may experience. After reviewing the data, the following four core themes emerged: financial concerns, limited knowledge about the college process, access to school-based resources, and teacher and counselor support. An online survey platform Qualtrics was used to collect data for this study and generate charts using statistical analysis. Results showed that Latinx students often feel uncertain about how to pay for college, lack step-by-step guidance, and experience limited access to individualized support for their needs as first-generation Americans and first-generation college students. At the same time, many students identified support from teachers and counselors, family encouragement, and access to plenty of school-based resources. This study offers insight for educators, counselors, and school leaders seeking to better serve first-generation and low-income Latinx students. Recommendations include initiating peer mentorship programs within the school and community, expanding family outreach and involvement, training school staff to support the unique needs of Latinx students, diversifying leadership, and offering more individualized pathways for college planning.

Keywords

Secondary Education; College Access; Latinx Higher Education; First-Generation Students; Low-Income Students

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