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Abstract

Using individual interviews, this study examined how a group of Latina/o undergraduate students in Texas considered graduate studies. Findings reveal that familial support, perceived community responsibility, and their participation in a mentoring program all played a considerable role in demystifying graduate studies. Implications support the notion that mentoring relationships can effectively create a bridge towards graduate education for underrepresented student populations.

Usando entrevistas individuales este estudio examinó como un grupo de estudiantes latinos de pregrado en Texas consideraba estudios graduados. Los hallazgos revelan que apoyo familiar, responsabilidad comunitaria percibida, y su participación en un programa de guía jugaron un papel considerable para quitar mitos sobre estudios graduados. Implicaciones apoyan la noción de que las relaciones de consejería pueden efectivamente crear un puente hacia la educación graduada de poblaciones de estudiantes de poca representación.

Keywords

Latino/Hispanic Americans undergraduate education mentoring graduate education

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Mentoring Affirmations and Interventions

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