This article draws from data collected as part of a 3-year ethnographic study that followed two groups of Latino/a students through their final years of high school, the college application process, and for some, the inception of their postsecondary studies. Using Latino/a critical theory as an analytical framework, this article provides insights into the distinct pathways—or caminos—taken by students in their pursuit of college, highlighting the support structures that Latino/a youth identify as necessary for increasing Latino/a participation in higher education.
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