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

 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 important 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?

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

Although the term Latinx has become a very popular term in the past 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).

Latino/a, Latinos, Hispanic, and Latinx are used interchangeably and the major 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 is simply 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)

states, the Latinx population needs “additional financial, cultural and academic support in order

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 underpreparedness” ( 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 was aimed 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

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 on “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 a number of 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 a 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 in 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 actually housed in a different

space than where it is located today. The initial and original Latino house was taken down to

make a parking structure which then lead 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 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 a physical space with the Center for Latino and Latin

American Studies (CLLAS).

The LRC provides students with various different 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 but 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 around students that are most served by the METAS program

which are Latinx students. To be more certain, our targeted audience are first and second-year

Latinx students because the amount of Latinx students arriving to 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 population grew to 14.1% (Data USA, 2016). In connection to the growing Latinx

population 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 into 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 connected 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.

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 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 transitions has the ability to 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 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).

College Student Development Theories

Schlossberg’s Transition Theory. A transition is defined as “any event or nonevent that

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

Schlossberg, 2012, p. 39) and are 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 to 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). Nonevent 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).

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 nonevent. 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 nonevent 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 end point (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 totally preoccupied with the transition to integrating the

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

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 are an

individual’s psychological resources and include “ego development, outlook which include

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 which fall into three categories which are “modify situation, control meaning of

problem, manage stress in 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).

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, 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

key 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

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

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 relate 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 financially support students who

have to work while attending school.

In order 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 best support their student 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 common space for students to spend between classes,

placing advisors located at 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 important.

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 engage in this new resource.

Alignment to Theory
 Initiatives implemented to enhance METAS aligns with Schlossberg’s Transition Theory

and specifically focuses on its 4S system. It examines the aspects of situation, self, supports, and

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 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 friendly campus resources who can provide

assistance when future unanticipated events occur.

Self

METAS acknowledges that certain 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 non judgemental 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

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) explains 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 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
enhanced METAS program would include higher GPA’s, higher retention rates, and an increased

sense of connectedness across campus.

Evaluation Plan

In order to ensure that our programmatic intervention is successful 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 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 effectively implement change, 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 is 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 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.
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