A Model of First-Generation Latino/a College Students' Approach to Seeking Academic Information

Abstract

Using grounded theory methodology, we examined the experiences of first-generation Latino/a college students. Themes emerged in students' interactions with and perceptions of peers, advisors, and faculty members. A model derived from the data was developed to describe the unique ways first-generation Latino/a students sought information relating to classes, transferring, financial aid, and careers. We conclude the article with six recommendations and a discussion of how advisors might work with the Latino/a student population. Relative emphasis: research, practice, theory

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