Running head: INCREASING RETENTION RATES OF LATINX STUDENTS 1

Expanding Supports for Latinx Students at NIU: A Programmatic Enhancement to Increase

Retention

Cristian Baeza, Felix Castillo,

Abraham Cervantes, Bethany Geiseman & Nancie Mohedano

Northern Illinois University

INCREASING RETENTION RATES OF LATINX STUDENTS 2

Introduction

The rising population of Hispanics in the United States continues to grow. “This growth

has led to Latinos becoming one of the ‘largest’ racial/ethnic groups in American higher

education: 54 million strong” (Engaging Families for Latino Student Success in Higher

Education, Para. 4). The Hispanic population in the United States comprises 17%, “a significant

increase from only 6 percent in the 1980s” (Cuellar, 2018). With the Hispanic population rising,

the undergraduate enrollment has doubled to 3 million, and "more than a quarter of young

Hispanics-28% - now have at least an associate degree, up from 15% in 2000" (Field, 2018, para.

4). Although this is all good news, the process remains uneven. Hispanic students graduating

within six years "is still 10 percentage points lower than the proportion of whites" (Field, 2018,

para. 7), and the ones who graduate in four years is 14% lower. The difference in these numbers

is significant and can potentially result in Hispanics staying in low to average wage jobs.

It is essential to understand that "Hispanics comprise the nation's largest minority group,

expected to make up 29% of the population by 2060" (Field, 2018, para. 8). Although Hispanics

are the largest minority group in the United States, they are one of the “least-educated and least-

represented ethnic groups in educational institutions” (Engaging Families for Latino Student

Success in Higher Education, 2016, para 4). Furthermore, only “9.6% of Hispanic Americans in

the United States obtain their bachelor’s degree compared with 26.8% of White Americans”

while “Hispanics enrolled in college only 23% obtained their bachelor’s degree, compared with

47% on non-Hispanic White college students” (Castillo et al., 2006). While research shows the

increasing rate at which Hispanics are enrolling in college, they are not completing at the same

rate as their counterparts, and retention initiatives need to be implemented to aid in their success.

What is Latinx?
INCREASING RETENTION RATES OF LATINX STUDENTS 3

In the past several years, there have been several terms to reference Hispanics or Latinos.

Although the term Latinx has become a common term in recent years, it is still confusing to

some. Latinx has become the new alternative term to Latino, Latina, or Latin@. According to

the HuffPost, Latinx is becoming a “’linguistic revolution’ that aims to move beyond gender

binaries and is inclusive of the intersecting identities of Latin American descendants” (Love

Ramirez and Blay, 2017). Latinx is a term that is meant to be more inclusive, a gender-

free/neutral term, and "makes room for people who are trans, queer, agender, non-binary, gender

non-conforming or gender fluid" (Love Ramirez and Blay, 2017).

Latina/Latino, Hispanic, and Latinx are used interchangeably, and the significant

difference between Latinx and Hispanic is understanding "Latinx is an ethnic and cultural

category, where Hispanic is a linguistic division" (Love Ramirez and Blay, 2017). For example,

if you are Brazilian, they are considered Latinx, but they are not Hispanic. This is because

Brazilians come from a Latin American country, but they do not speak Spanish. Also, Spaniards

are Hispanic, but they are not Latinx. In this case, Spaniards speak Spanish but do not come

from a Latin American country.

The term Latinx merely is emphasizing on gender identity and expression. It does not

target any sexuality, and Latinx does not apply to everyone. Latinx makes room for anyone that

does not identify as heteronormative.

Literature Review

This section examines already existing literature on Latinx students and outlines the

common barriers they face in college. Challenges surrounding first-generation experiences,

finances, and lack of academic preparedness have been identified as common challenges among

this group of students (Gonzalez, 2015). In an article focusing on retention rates, Lopez (2016)
INCREASING RETENTION RATES OF LATINX STUDENTS 4

states, the Latinx population needs "additional financial, cultural and academic support to

succeed and persist in higher education" (p. 2). Camacho (2011) adds, almost 50% of parents of

Latinx undergraduates have never enrolled in or completed college, identifying many of our

students as first-generation college students. Without having any higher education experience,

many first-generation Latinx students might find it difficult transitioning into college life.

Michael & Vasudevan (2012) agree "that academic under-preparedness and financial

instability are common challenges for all students from economically or educationally

disadvantaged backgrounds, including most Hispanic and first-generation students" (p.7).

Michael & Vasudevan (2012) argue that Latinx students are unprepared for college rigor, and

their solutions include "Structure first-year requirements to develop strong study habits, Provide

early advising services and Develop peer groups to provide supplemental education” (Michael &

Vasudevan, 2012, p.7).

A study conducted by Michael & Vasudevan (2012), found that universities with large

“Hispanic student populations develop institution-wide efforts to increase student retention, and

administrators focus retention initiatives on academic under-preparedness" ( p.7). The study

followed a university named B, and they developed a plan to address some of the challenges to

target students who were underprepared. The initiative aims at helping students “find the correct

major, make progress toward their degree, and graduate in four years through online decision-

making tools for students” (Michael and Vasudevan, 2012, p.7).

Another barrier that Latinx students face might be the relationship dynamic between

student and family. First-generation Latinx students lack the support from their parents in

college planning because the majority of them did not go to college. Also, parents were less

involved because of the limitations they had to language or time. Latinx students base their
INCREASING RETENTION RATES OF LATINX STUDENTS 5

options on family advice “Latino/a adolescents in the United States choose a college based on

advice from family members or to attend a college near home where other family and friends

have gone” (Gonzalez, 2015, p. 7). Students get the support from their family yet might also be

a barrier preventing “them from contacting other resources, such as school counselors or college

admissions representatives, limiting their full range of exploration” (Gonzalez, 2015, p. 7). The

Latinx culture emphasis "collectivism and family bonds, it follows that most Latino parents

report providing informal educational support for their children at home through homework

assistance, giving advice, and providing emotional support" (Araque et al., 2017 p. 5). The

Latinx parent engagement is seen in several ways but investing in "resources and supportive

behaviors, such as attending parent-teacher conferences, engaging in volunteer activities at

school, providing help with homework, or having school-related discussions at home" (Araque et

al., 2017, p. 5). The engagement of parents with their students is beneficial and promotes "both

higher reading and math achievement among Latino students" (Araque et al., 2017, p. 5).

Institutional Context

The institutional context in which the programmatic intervention will occur is the Latino

Resource Center located at Northern Illinois University (NIU). The Latino Resource Center

(LRC) falls under the Division of Academic Affairs at NIU and dates back as early as 1978

("Latino Resource Center History," 2019). Before the LRC came to be known as the LRC, it

was called the University Resources for Latinos (URL) and was housed in a different space than

where it is located today. The first and original Latino house was taken down to make a parking

structure, which then leads to the URL sharing a space with the International Student & Faculty

Office at the Knetsch House from the year 1992 to 1996 ("Latino Resource Center History,"

2019). Eventually, the International Student & Faculty Office was removed from the Knetsch
INCREASING RETENTION RATES OF LATINX STUDENTS 6

house, which left the space entirely to the Latinx student population. A year later, in 1997, the

Knetsch house was demolished, but the Latino Resource Center started to get constructed and

was then officially finished in 1999 ("Latino Resource Center History," 2019). Fast Forward to

2019, the LRC now shares physical space with the Center for Latino and Latin American Studies

(CLLAS).

The LRC provides students with various sources like a smart classroom, conference

rooms, a study area, a student lounge, and the building also has internet. Organizations on

campus get to host meetings and events at the LRC, along with some of the CLLAS courses

being taught in the same location. In more detail, the LRC supports a variety of different groups

on campus, ranging from cultural organizations to greek and faith-based organizations.

However, they also support various advocacy and professional organizations. To be more

specific, the programmatic intervention will be applied to the Mentoring and Engaging thru

Academic Success (METAS) Program, which is a mentorship program housed under the LRC.

The METAS program is currently sponsored by the LRC. Still, moving forward, we would

require more funding from the university due to the additional resources that would be

implemented through the programmatic intervention.

Targeted Audience

The Latino Resource Center welcomes students from diverse identities and backgrounds-

- not only students that identify as Latinx. However, in this case, our programmatic intervention

is mainly focused on students that are most served by the METAS program, which are Latinx

students. To be more specific, our targeted audience is first and second-year Latinx students

because the amount of Latinx students arriving at NIU is growing over time. For instance, 10%

of the student population at NIU was Latinx in 2012 in comparison to 2016, where the Latinx
INCREASING RETENTION RATES OF LATINX STUDENTS 7

population grew to 14.1% (Data USA, 2016). In connection to the growing Latinx community

on campus, there has been much discussion around Northern Illinois University soon being

recognized as a Hispanic-serving institution. For instance, Luis Santos-Rivas, the current

director of the Latino Resource Center stated the following through the Northern Star newspaper

in 2018: “We guess that in the next five years we’ll become HSI, a Hispanic-serving institution,

and that will give us a lot of advantages in the ways that we can apply to federal grants,

[financial aid funds] and many other things, so that will increase for sure the Latino graduation

rate” (Luis Santos-Rivas, 2018 as cited in Kern, 2018, para. 11). By focusing on first and

second-year Latinx students as our targeted audience, student retention for Latinx students will

improve over time.

Additionally, first-generation Latinx college students are highly encouraged to form part

of the METAS program, but all are welcomed. We encourage first-generation college students

to apply to METAS because first-generation students are more likely to struggle as they

transition into college in comparison to students that are not first-generation college students

(Inkelas et al., 2017 as cited in Renn and Reason, 2013). Especially because first-generation

students have to learn to adapt themselves to the college culture, balance academics, and figure

out a lot of things on their own that a second or third-generation student would be more familiar

with because their parents attended college. First-generation college students are also less likely

to connect with activities that are related to academic success and persistence (Pasarella, Pierson,

Wolniak, & Terenzini, 2004; Terenzini, Springer, Yaeger, Pascarella, & Nora, 1996 as cited in

Renn and Reason, 2013). This could be for a variety of reasons, ranging from not being familiar

with the resources available on campus to being too prideful to seek help from those on campus,

or simply because students do not have the time to get connected with such resources.
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The primary goal is to introduce the LRC and the METAS program to students before

they even arrive on campus. To promote retention in the program throughout all four years of

the undergraduate career, students will have the opportunity to connect with a mentor during

their freshman and sophomore years. As they move into the final two years, successful

participants may qualify to transition into a federally funded mentor position, where they will be

trained as leaders for new incoming students. As both mentees and mentors navigate and

integrate themselves into the METAS program, they will begin to develop and enhance social,

academic, and cultural capital throughout their undergraduate collegiate experience, which will

then help them be more successful post-graduation.

Theoretical Framework

To guide our programmatic intervention of increasing retention of Latinx students at

Northern Illinois University, Nancy K. Schlossberg's Transition Theory will be used as well as

Marcia B. Baxter's (2004) framework for promoting self-authorship, the Learning Partnership

Model (LPM). Schlossberg’s Transition Theory was selected to guide our programmatic

intervention because it provides a framework for understanding student’s transition into and

through college to identify and promote effective coping strategies and resources as stronger

support in changes can promote retention. Baxter Magolda's (2012) Learning Partnership Model

was selected because it promotes college students' transformational learning and student's

development towards self-authorship (Baxter Magolda, 2012). As stated by Baxter Magoda,

(2012), it is possible to help college students "if the educational practice is intentionally

structured to provide challenges and support required for this transformation” (p. 34) moving

from dependence on external authority “to becoming authors of their own lives” (p. 33).
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College Student Development Theories

Schlossberg’s Transition Theory. A transition is defined as "any event or non-event

that results in changed relationships, routines, assumptions, and roles" (Anderson, Goodman, &

Schlossberg, 2012, p. 39) and is considered turning points in-between times of stability

(Anderson, et al., 2012). Schlossberg’s theory is based on the assertion that transitions are

continuously experienced throughout life, that transitions must be defined as a transition by the

individual experiencing it and the meaning of the transition is based on the type, the person's

perspective, the context and impact of the transition on the individual (Anderson, et al., 2012).

Therefore, the transition involves the person, the environment, and their relationship with each

other (Anderson, et al., 2012).

Approaching transitions, the first part of the transition theory, the transition type,

individual's perspective, context, and impact are considered as well as where the individual is in

the transition process (Anderson, et al., 2012). The three types of transitions include anticipated,

those that are predictable, expected life events, unanticipated, those that are unpredictable or

unscheduled and usually “involve crisis, eruptive circumstances, and other unexpected

occurrences that are not the consequence of life-cycle transitions" (Pearlin as cited by Anderson

et al., 2012, p.41) and non-events (Patton, Renn, Guido, & Quaye, 2016). Non-event transitions

are those that were expected to occur but do not. Non-events include personal, "related to

individual aspirations," ripple, "felt due to a non-event in the life of someone else,'' resultant,

"caused by an event," or delayed, "anticipating an event that may still happen" (Patton et al.,

2016, p.37).
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Perspective involves the individual’s appraisal or assessment of the transition, which\will

have an impact on how the individual copes with the transition or non-event. Context refers to

the individual's relationship to the transition, and the setting which can include school, work, and

personal relationships (Patton et al., 2016) as well as cultural and political (Anderson et al.,

2012). As noted by Anderson et al. (2012), the context of gender, socioeconomic status and

ethnicity needs to be considered as “Not everyone starts on a level playing field” (p.44).

Contextual factors can have a direct and indirect effect on “perceptions of choices available to

himself or herself” (Vonderak, Lerner & Schulenberg as cited by Anderson et al. 2012, p.44).

Impact refers to the degree that a transition changes daily life (Patton et al., 2016). According to

Anderson et al. (2012), it is the impact rather than the event or non-event of that is most

important to the individual experiencing the transition and the "Assessment of a transition's

impact on relationships, routines, assumptions, and roles is probably the most important

consideration in understanding an individual’s reactions” (p. 47).

The transition process occurs in the stages of moving in, through or out, and happens

over time (Patton et al., 2016) in which there is no endpoint (Anderson et al., 2012). The process

involves identifying what stage the individual is at in the process and must be evaluated and

reviewed continuously as reactions can change depending on what phase the individual is in the

transition (Anderson, et al., 2012). Transitions can provide growth or decline based upon

individual's reactions, "lived experiences, and the way they view the changes in their lives"

(Anderson et al., 2012, p.48). As stated by Faye Carter, Mosi Locks, and Winkle-Wagner

(2013), Schlossberg linked transition to adaptation and defined adaptation as a "process during

which an individual moves from being preoccupied with the transition to integrating the

transition into his or her life" (p.105).

INCREASING RETENTION RATES OF LATINX STUDENTS 11

Taking Stock of Coping Resources (the 4 S System) identifies potential resources an

individual has to cope with transitions are included in the second part of the transition theory.

The "4 S System" includes situation, self, support, and strategies (Anderson et al., 2012).

Situation refers to the characteristics of the transition and includes the "trigger, timing, control,

role change, duration, previous experience with a similar transition, concurrent stress, and

assessment" (Patton et al., p.40). Self refers to "what the individual brings to the transition"

(Anderson et al., 2012, p.73) and includes personal and demographic characteristics such as

socioeconomic status, gender, ethnicity/culture (Anderson et al., 2012). According to Anderson

et al. 2012, "The effects of an individual's racial and ethnic background on his or her ability to

navigate transitions are an important consideration" (p. 74). The second part of self is an

individual's psychological resources and includes "ego development, an outlook which includes

optimism and self-efficacy commitments, values, spirituality and resilience” (Anderson et al.,

2012, p. 78). Support refers to social support (Patton et al., 2016) and is a key factor in handling

stress (Anderson et al. 2012). The types of support include “intimate, family friends and

institutional” functions include “affect, affirmation, aid, honest feedback” and is measured by

providing “stable and changing supports” (Patton et al., 2016, p. 40). Strategies involve coping

responses that fall into three categories which are "modify the situation, control the meaning of

the problem, manage stress in the aftermath" and four coping modes of "information seeking,

direct action, inhibition of action and intrapsychic" (Patton et al., 2016, p.39). Each of the 4 S's

can be either assets or liabilities, and the reaction of these assets to liabilities help explain why

“different individuals react differently to the same type of transition and why the same person

reacts differently at different times” (Schlossberg, Waters & Goodman as cited by Patton et al.

2016, p. 38).
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Taking charge, the final part of the Schlossberg’s transition model involves the individual

strengthening their 4S resources. This includes using new strategies that have been developed

and controlling the way transitions are managed even though transitions may not be in the

individual’s control (Anderson et al., 2012).

Baxter Magolda’s Learning Partnership Model (LPM).

As cited in Patton et al. (2016), Baxter Magolda defines self-authorship as “the internal

capacity to define one’s beliefs, identity, and social relations" (p.365). The three core

assumptions and three core principles of educational practice of the LPM work together as "the

three assumptions challenge learners' journey toward self-authorship, while the three principles

bridge the gap between their current developmental place and authoring their own beliefs,

identities, and relationships" (Baxter Magolda, 2004, p. 540). The three core assumptions view

"knowledge is complex and socially constructed, the self is central to knowledge construction,

and authority and expertise are shared in mutual construction of knowledge among peers"

(Baxter Magolda, 2004, p. 539-540). The three fundamental principles for educational practice

are "validating learners' capacity to know, situating learning in learners’ experience, and

mutually constructing meaning” (Baxter Magolda, 2004, p. 540). The LPM is most effective

“when the assumptions and principles are used intentionally to create learning partnerships”

(Baxter Magolda, 2004, p.541).

Transition theory and LPM working together. Using LPM together with the transition theory

can assist students during their the phases of moving in, out and through their transition by

collaboratively working through the transition model to clearly understand the type of transition,

student’s perspective, context and impact and identify student’s resources (both assets and

liabilities) to cope with transitions by drawing upon student’s experiences. Students are
INCREASING RETENTION RATES OF LATINX STUDENTS 13

considered knowers in each phase of their transition and become central players in working

through difficulties experienced in transitions through college. In addition, the collaborative

approach focuses on connection as well as autonomy and provides the opportunity to work

together to become more interdependent or the "ability to depend on others without fear of losing

the power of the self" (Parks as cited in Baxter Magolda, 2009, p.633) through each transition.

In terms of overall development, as strategies for "moving through relating to the outside world"

(Anderson et al., 2012, p.55), the development towards self-authorship by using LPM to help

students manage the external world by developing a strong inner voice.

Programmatic Intervention

In order to combat some of the retention barriers faced by first and second year Latinx

college students, the Mentoring and Engaging through Academic Success (METAS) Mentoring

Program at the Latino Resource Center will undergo a programmatic intervention to enhance

retention and student academic success and achievement. METAS is a two-year mentoring

program where students will be provided with different resources and opportunities that will be

beneficial for Latinx students. After completing a two-year program, the students will have the

opportunity to become a mentor for the program and mentor the freshman and sophomore

students. These positions will be work-study eligible in order to support students who have to

work while attending school financially.

To enhance retention and student academic success and achievements for Latinx students,

programmatic changes will be implemented to support the specific needs of the population.

Family participation is one of the big components included in the interventions when redesigning

the METAS mentoring program. It is important to have families be involved in the experience to
INCREASING RETENTION RATES OF LATINX STUDENTS 14

best support their students while they transition into college. Within METAS, the plan is to

incorporate families in a variety of ways, such as having them participate in orientation,

celebration ceremonies and inviting them to special programs throughout the academic year.

METAS will provide bilingual workshops for families who only speak Spanish so that they, too,

can have a better understanding of the different information that is communicated to the student.

In doing this, the goal is to reduce the miscommunication between the students and the parents

regarding important information like financial aid and loans. In addition, this will be an

opportunity for parents to meet the new advisors at the centers, whose purpose is to advise the

Latinx students. Because the LRC is a shared space for students to spend between classes,

placing advisors located there will increase the likelihood that students will connect with them

for personal and academic guidance. Advisors are required to be bilingual to serve as another

resource for parents if they have questions. Families should be a part of the college experience

with their students, and their support is essential.

The Latino Resource Center will also have tutors located at the center throughout the

week. Tutors will be hired based on GPA and grades they received in the core freshman and

sophomore classes, such as math, English, and science. Strategically placing tutors at the LRC,

provides easy access to academic support. This will also raise visibility for the LRC in hopes of

engaging the holistic Latinx community. Students who may not have had a previous reason to

visit the center may be encouraged to participate in this new resource.

Alignment to Theory

Initiatives implemented to enhance METAS aligns with Schlossberg's Transition Theory

and focuses explicitly on its 4S system. It examines the aspects of situation, self, supports, and
INCREASING RETENTION RATES OF LATINX STUDENTS 15

strategies. Additionally, METAS uses Baxter Magolda's LPM as a framework for mentoring and

positive interactions among participants. Combined, these theories provide coping support to

students during the transition while upholding socially constructed learning and collaborative

experiences.

Situation

METAS realizes that all students will face transition, but the rate at which it affects

individual students may differ. While not all transitions are anticipated events, extending the

length of time, students have to apply for the program will give additional opportunities for

students and their families to prepare for the transition to college. METAS will organize an

exclusive orientation and move-in event where bilingual counselors and advisors will be

available to assist with any questions or concerns families might have. This intentional meet and

greet forum immediately connects participants to helpful campus resources who can provide

assistance when future unanticipated events occur.

Self

METAS acknowledges that specific transitions are unique to Latinx students. Therefore,

mentoring groups are established to engage a community of supportive participants who share

related experiences. It also empowers students by giving them a voice to share thoughts, ideas,

and viewpoints in a nonjudgemental environment. Whether students have similar backgrounds

or are engaged in debate, METAS celebrates diversity and encourages self-authorship as outlined

by Baxter Magolda’s LPM.

Support
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METAS has traditionally been an avenue of support for students as they transition to

college by providing mentoring and direct connections to student organizations, financial aid,

and counseling services. However, the programmatic restructuring puts a new emphasis on

academic support as well. Tutoring programs will be implemented to assist students in their

home language, and recognition ceremonies will be conducted at the end of each year to

recognize student growth and accomplishments. To honor the importance of the family unit,

each bilingual ceremony will also include an invitation to the families of participating students.

Strategies

Anderson et al. (2012) explain that some people cope with transitions more effectively

than others, but those who know a variety of coping strategies can manage transitions more

effectively. Therefore, the use of counselors who provide therapy sessions and informational

workshops will be available for participants to learn a variety of strategies that may help change

their situation or reduce stress. Another unique enhancement of METAS is that it engages in

frequent check-ins and follow up with students to monitor how well students are coping with

transition and measure social well-being.

Successfully executing small programmatic changes to the METAS program, like adding

bilingual counselors and tutors, engaging parents, and promoting recognition and achievements,

provides the necessary support for Latinx students as they transition to college. Furthermore, by

aligning these new initiatives to Schlossberg's 4s system of Transition Theory and Baxter

Magolda's Learning Partnership Model, best captures the essence of both theories that are

grounded in the idea that strong support promotes retention. The potential outcomes of the
INCREASING RETENTION RATES OF LATINX STUDENTS 17

enhanced METAS program would include higher GPAs, higher retention rates, and an increased

sense of connectedness across campus.

Evaluation Plan

To ensure that our programmatic intervention is thriving and constantly improving, there

will be numerous different measures taken at the end of every semester and/or year. We will

conduct focus groups at the end of each semester to explore students' experiences in transitioning

to campus and perceived the level of connectedness along with distributing surveys to determine

their overall satisfaction with the METAS program. The surveys will allow us to see where we

are positively impacting student success but will also let us learn about our weaknesses and

where we can improve in the semesters to come. Furthermore, we will reach out to students

inviting them back to promote early enrollment into the program.

To be more organized and well-structured, we will also work with the NIU assessment

team to collect institutional data such as grade point averages, retention numbers, and completion

rates. This data will not only determine our strong areas in the program and needs for

improvement to implement change effectively but if needed, it will also allow us to later on

request more funding for the program or justify any great practices that might not be supported

by others inside or outside the institution.

Conclusion

The programmatic enhancements and interventions through the METAS program

currently housed under the LRC are intentionally designed to increase retention, student

academic success, and achievement, focusing on the growing Latinx population at Northern

Illinois University. The programmatic interventions focus on the specific needs of the Latinx
INCREASING RETENTION RATES OF LATINX STUDENTS 18

student population, many of which are first-generation students and extend beyond mentoring

first- and second-year students. It also includes opportunities for third- and fourth-year students

to become mentors, breaks down language barriers by offering bilingual workshops/information,

integrates families in a variety of ways, provides holistic support, housing bilingual

advisors/counseling support, as well as academic support and tutors in the center for all students,

potentially engaging a greater number of students to visit the LRC. These programmatic

interventions, guided by Schlossberg’s Transition Theory and Baxter Magolda’s Learning

Partnership Model, addresses the issue of retaining Latinx students in a variety of ways to

completion, promoting development through the college years which will carry on throughout

their lives.
INCREASING RETENTION RATES OF LATINX STUDENTS 19

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