Running Head: INFLUENCE OF CULTURAL CLUB PARTICIPATION ON LATINO IDENTITY DEVELOPMENT

Influence of Cultural Club Participation on Latino Identity Development Kelly Alvarado Seattle University EDUC 595 Dr. Yamamura

LATINO IDENTITY DEVELOPMENT

Table of Contents Abstract ............................................................................................................................................3 Definition of Terms..........................................................................................................................4 State of Problem and Purpose ..........................................................................................................5 Literature Review.............................................................................................................................7 Methodology ..................................................................................................................................11 Findings..........................................................................................................................................14 Implications for Research, Policy and Practice .............................................................................19 Proposed Timeline .........................................................................................................................20 Conclusion .....................................................................................................................................22 Reflection .......................................................................................................................................23 References ......................................................................................................................................25 Appendix A ....................................................................................................................................29

LATINO IDENTITY DEVELOPMENT Abstract The purpose of this study was to learn about the Latino students ethnic identity development process at a predominately White Catholic Jesuit University. Through the use of qualitative research methods, individual interviews were conducted to reveal the barriers Latino students face in connecting with their Latino identity and the role of cultural groups to help fill the void for students who find themselves far away from their Latino communities. Five

participants were used in study and they all self-identified as Latinos. Themes that emerged from the coded interviews include: Latino orientation, race and ethnicity and community and social capital. The goal of this study is to help inform policy and practice for Latino student persistence, college attainment and completion.
Keywords: Latino, Attainment, Persistence, Jesuit, Catholic, Diversity

LATINO IDENTITY DEVELOPMENT Definition of Terms Identity Development: A conceptual framework used to describe and understand cultural development. It is also used to describe an individual's personal attitudes, beliefs, and behaviors associated with one's own culture (Keefe & Padilla, 1987).

Latino/a: A person of Latin American descent a person considered part of an ethnic background that is traditionally Spanish speaking. This study will use the word Latino to encompass Hispanic, Latino and Latina identifications. First Generation College Student: Neither parent or guardian(s) have obtained an Associates or Bachelors degree from an institution of higher education in the United State or their country of origin.

LATINO IDENTITY DEVELOPMENT Purpose and Problem Statement U.S. Census Bureau data depicts the steady increase of Latino students age 18 24

enrolling in higher education to be at a record level of 16.5% of students in four-year institutions (Fry & Lopez, 2012). With the increased, browning of America, institutions of higher education, especially Catholic Jesuit institutions which are grounded in diversity doctrine, must continue to examine the differences in values and cultures of Latinos and identify concretely how the institutions are living out their missions of fostering and supporting diversity on their campuses (Presidents of the Association of Jesuit Colleges and Universities, 2010). Research conducted by Jones, Castellanos and Cole (2012) examined the experiences of ethnic minority students at predominately white institutions (PWI) with findings calling for more research addressing the role of ethnic specific organizations on the experiences of ethnic minority students at PWI. Focusing future research on how extra-curricular experiences may strengthen Latinos connection to the campus community could potentially improve Latino student retention and persistence rates (Jones, Castellanos & Cole, 2012). Latino ethnic identity development incorporates the students past, present and future into the self-concept they will use in making meaning of their experience. The study will use the follow definition of ethnic identity development: A conceptual framework used to describe and understand cultural development. It is also used to describe an individual's personal attitudes, beliefs, and behaviors associated with one's own culture (Keefe & Padilla, 1987). Keefe and Padilla's (1987) model of cultural orientation will ground the research findings. The model was used in many other studies regarding Latino ethnicity development. Using this frame highlights were students ethnic identity development is located in one of the four cultural

LATINO IDENTITY DEVELOPMENT orientation quadrants bicultural orientation, Anglo orientation, Hispanic orientation, and marginal orientation. (Keefe, et al., 1987)

The research conducted in this study will address levels of ethnic identity development of Latino students at PWI Catholic Jesuit institutions. The purpose of the study will be to learn, if students at Seattle University are developing their Latino identity as members of Movimiento Estudiantil Chicano, Hispano, Latino de Aztlan (MECHLA). The importance is to build life long connections to community through introspective reflection, knowing the self and being able to persist and attain to graduation (Barratt, 2012). Ethnicity related stressors of being too-Latino or not Latino enough on a PWI could lead to decreased persistence (Ojeda, Navarro, Rosales Meza & Arbona, 2012.) Continuing research on the role of ethnic organizations development of Latino student identity will help highlight how Catholic Jesuit institutions can support and increase Latino student graduation attainment through connection (Barratt, 2012). The impact on Latino students experience is demonstrated in the students ability to connect holistically with the institution. Astins Theory of Involvement (1984) explains the importance of students finding connections within the institution: The amount of student learning and personal development associated with any educational program is directly proportional to the quality and quantity of student involvement in that program (pg. 31).

The hypothesis is supporting student participation in Latino cultural groups will increase the quality of Latino student experience by building strong connections to students ethnic identity. The Association of Jesuit Colleges and Universities (AJCU) released the Jesuit, Catholic Mission of U.S. Jesuit Colleges and Universities, in which the publication states,

LATINO IDENTITY DEVELOPMENT The Jesuit colleges and universities of today are committed to continuing the historic mission of educating first generation students. Our students are of a wide diversity of economic, cultural, ethnic, religious, and geographic backgrounds. We prioritize the education of these often vulnerable and underserved students at great financial sacrifice to our institutions for the sake of their access to and success within our Jesuit colleges and universities and their needed influence of Society with our Catholic and Jesuit values (Presidents of the Association of Jesuit Colleges and Universities, 2010). The AJCUs mission clearly states the importance of educating a diverse student group. However, the 2011-2012 enrollment overview of Seattle University, the most diverse Catholic

Jesuit institution in the U.S., highlights only 16.5% of students identified as an underrepresented minority (Black, Hispanic, Native America or Alaska Native, Native Hawaiian & Other Pacific Islander) in the fall 2011 undergraduate enrollment overview (Seattle University, 2012). Seattle University publicizes being the most racially and culturally diverseindependent university of the Northwest, this study will identify the role of student involvement in the ethnic organization on Latino identity development Literature Review Social Support and Success The Latino student experience has been studied at PWI highlighting issues with campus climate, lack of support and personal stress incurred from their minority status (Jones, et al, 2002). The lack of social support of Latino students has been a contributing factor to students inability to persist towards graduation (Bordes, Sand, Arredondo, Robinson Kurpius, & Rayle, 2006). Saunders and Serna (2004) attributed Latino cultural values revolve around close familial ties, which extend into their friendships and academic relationships. Students who are unable to

LATINO IDENTITY DEVELOPMENT build the relationships necessary to sustain social capital in the transition from high school to college have been proven to leave the university (Saunders & Serna, 2004). Motivation to succeed is influenced by many factors. In the study, Ganas, key factors

identified were a.) strong value of family and family history; b.) parental admiration, respect and gratitude; c.) desire to repay and pay it forward (Easley, Jr., Bianco and Leech, 2012). SelfDetermination Theory (SDT) has been used in studies researching the academic achievement goals explaining the fundamental psychological needs of autonomy, competency and relatedness as being factors towards increased motivation (Prospero, Russell and Vohra-Gupta, 2012). Astins Theory of Involvement (1984) helps support the findings from the studies students who are actively engaged will develop deeper connection and meaning from their experiences. As students progress in their academic careers a confluence of developmental and cognitive changes affect their motivations. Studies have shown a correlation between the ethnic identity development and increased feelings of self-doubt and ambivalence leading to a decline in motivation (Prospero, et al, 2012). Links have been studied to show with increased social knowledge to a new environment; ethnic identity development can be positively influenced (Torres, Baxter Magolda, 2004). Torres and Zerquera (2012) have identified areas Hispanic Serving Institutions should be addressing to decrease attrition and increase retention and attainment by teaching students to build social capital. However, the limiting factors in the research show a lack of four-year institutions participations as HSIs. Institutions who choose to commit to being a HSI are usually geographically located near a large Latino population centers causing limitations in generalization of the research findings (Torres & Zerquera, 2012).

LATINO IDENTITY DEVELOPMENT Best Practices Institutions addressing ethnic identity development demonstrate commitment to identifying student needs and supporting cultural programing. HSIs are model institutions incorporating welcoming campus climate, support of family and accessible campuses showcasing the institutional understanding of the co-curricular support necessary of Latino students (Torres & Zerquera, 2012). An institution conducting a best practice is the Claremont University Consortium. They have a dedicated area called Chicano Latino Student Affairs (CLSA), which provides programing and services to the Latino student population. The areas of focus include community building, leadership development, events (cultural and community issues) and services. Providing Latino students with an integrated, holistic experiences and promotes the concept of Familia within the Chicano/Latino community, and encourages the educational goals of students (Claremont University Consortium, 2012). A campus wide program held every fall semester is the Latino Heritage Month, A calendar of events that celebrates the cultural heritage of Chicanos and Latinos. Films, speakers, lectures and social events all constitute the five-college celebration (Claremont University Consortium, 2012). The event provides large-scale visibility celebrating the cultural diversity of the Latino community. An ongoing program at the university is the Community Lunches bring the student community together on a regular basis for social and cultural interaction (Claremont University Consortium, 2012). The opportunities to continue engaging Latino students in conversations regarding their education, ethnicity and identity development occur in a social,

safe space. On-going programing provides Latino students with multiple ways to stay connected to their Latino roots as they navigate through their educational experiences.

LATINO IDENTITY DEVELOPMENT Data Collection Plan The study uses qualitative data collection through individual interviews with students

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who are current members of MECHLA. Participants must have been part of the organization for at least one year, identify as Latino/a, be a first-generation and full-time undergraduate students at Seattle University. Both first time freshman and transfer students were welcomed to participate. Recruitment of student participants was done through a presentation at a MECHLA meeting. By connecting with the students face-to-face in the meeting, the goals were to provide the students with a clear understanding of their role as a participant, the contribution they are making towards systemic and organizational policy change and support the researchers professional development. Students questions regarding the study were addressed in a timely fashion via dialog with the researcher. A supplemental email with the researchers contact information and research timeline was distributed after the meeting for students who wish to connect via email or who may have missed the meeting. MECHLA is an organization housed in the Office of Multicultural Affairs (OMA). Clearance from MECHLAs advisor as well as the director of OMA was secured. Having OMAs support ensured ethical compliance by the researcher and supported the students through the research process. Partnership with the department also provided the researcher assistance in ensuring the research was completed as stated to avoid injustices, miscommunications or misunderstandings with the research subjects. Interview questions addressed the institutional climate and extra-curricular influences on ethnic identity development. Studying the institutional climate provided more information regarding the institutional climates study generalizations described in the Jones, Castellanos and

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Cole (2012) study. The research investigated the question regarding the role of MECHLA in the development of Latino identity development at a predominately white Catholic Jesuit institution. Individual interviews were used in the study because the data collection method allowed for in depth individual conversations regarding the students personal ethnic identity development. Participants were able to reflect on their own personal growth reducing groupthink and fears of judgments for their beliefs. Issues of social justice were addressed by highlighting the gaps Latino students have faced being a minority student and the role of their ethnic identity development on their student experience. Providing students with the choice of participating in groups that empower their ethnic identity development increases student social capital and academic self-confidence leading to graduation (Nunez, 2008). Methodology Research Question The research question is: Does participation in Latino ethnic student organizations help foster a sense of Latino ethnic identity at predominately-white, Jesuit-Catholic institutions? The significance of this information is to provide student affairs practitioners with information on the effects and/or benefits of participation in students undergraduate experience. The information can be used to inform student retention and success strategies for Latino students. The Association of Jesuit Colleges and Universities (AJCU) mission clearly states the importance of educating a diverse student group (Presidents of the Association of Jesuit Colleges and Universities, 2010). Using the findings from this study, the institutions will be able to use the information in providing a broader understanding of the experience of Latino students on Catholic Jesuit campuses.

LATINO IDENTITY DEVELOPMENT Site Description

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Seattle University is a private, Catholic Jesuit institution located in Seattle, Washington. Seattle University is one of 28 Catholic Jesuit institutions in the United States and the only Catholic Jesuit in Western Washington. Seattle University is situated in the Pacific Northwest with the Cascade and Olympic Mountains to the East and West, respectfully. The University has the advantage of being located in the largest city in the Northwest with a population of over 620, 000 inhabitants with 6.6% identifying as persons of Hispanic or Latino origin within the Seattle city limits (U.S. Census Bureau, 2012). The neighborhoods in which Seattle University is situated are First Hill and Capital Hill providing access to communities with diverse ethnic populations. The participant groups of students are Seattle University Latino undergraduate students who have been involved with MECHLA. The students must have participated for at least one full academic year. They identified as Latino prior to joining the organization and were first generation college students. All sexes, religious denominations and geographical area of origin were welcome to participate. Data Collection The following exploratory study qualitative research methods to investigate the individual experiences of students Latino identity development from participation in MECHLA. The design of this study was influenced by the small number of student participants in MECHLA, which would make other traditional survey methods (questionnaire and/or focus groups) difficult or statistically insignificant to provide generalizations about the students experiences at the university. The Office of Multicultural Affairs (OMA), in which the group is housed, was contacted to provide permission to interview the students. Individual interviews

LATINO IDENTITY DEVELOPMENT were conducted, with five, student volunteers who meet the qualification criteria listed in appendix A. Structured interviews were conducted providing each student with the same

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questions, listed in appendix A, with few variations. Limitations to this style of inquire include: (1) poorly worded questions may lead to skewed responses; (2) the participant could give normative answers and not really respond to the questions; (3) the interviewer is poorly prepared (doesn't follow the directions, has poor communication skills); and/or (4) the emotional state of the participant is not taken into consideration (Fontana & Frey, 1994). Another limitation of the sample group was around gender and area of origin. The questions were provided to each student before the interview via their university email. Providing the students with the chance to reflect on the questions prior to the interview allowed them the opportunity to give thoughtful, reflective responses regarding their experience as well as honor the sensitivity of the topic. The use of individual interviews is the most appropriate source of data for this study because the study honors the Latino cultural use of narrative (Merriam , Caffarella, & Baumgartner, 2007). Research on chain migration theory has proven Latino students are more likely than their white counterparts to be influenced by their siblings, peers and relatives regarding their educational choices (Torres & Zerquera, 2012). Thus, the use of narrative allows for Latino students to express in concrete detail how their participation with other Latino students in an ethnic cultural organization has influenced their views of Latino. Data Analysis Keefe and Padilla's (1987) model of cultural orientation, which measures a persons ethnic identity development based on the following four cultural orientation quadrants, will be used to extract themes from the individual interviews: bicultural orientation, Anglo orientation,

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Hispanic orientation, and marginal orientation. Using the model of cultural orientation addresses diversity in student affairs regarding how Latino students develop their ethnic identity. As campus demographics continue to change, higher education administrators must identify ways to better serve the Latino student population through policies and practices that meet the unique needs of this student group to increase retention and persistence.(Torres & Zerquera, 2012). The findings will help inform how Jesuit-Catholic institutions are providing the support to the diverse student population they have dedicated themselves to educate. Sample Description The invitation to participate in the study was sent to a sample size of seven students. N=5 participated in the study. 80% were seniors, 20% were sophomores. 100% of the students were from out of state, female, first time in college freshman. All names have been changed. Limitations to the sample include the lack of representation from the following groups: (1) students from the local area and Washington State, (2) freshman, (3) Latino males, (4) transfer students. The sample was all women, which speaks to the experiences of only one gender. The experiences of Latino males in higher education are vastly different (Garcia-Medina, 2012). Each participant from outside Washington State. The participants were all from the West Coast, which also may have provided limitations to the findings. Findings Overview The findings suggest students are developing a strong Latino identity from participation in ethnic cultural groups. Being a part of an ethnic cultural groups provides students with the opportunity to share language, culture, a safe space to discuss minority stresses. Students shared their frustration with being minorities in the university, but have embraced their status as Latino.

LATINO IDENTITY DEVELOPMENT Participants shared an increased willingness to have their names properly pronounced, shared

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their experiences growing up in a Latino community and asked questions about how to give back to future generations of Latinos. The key findings support the work of Easley, Jr. Bianco and Leech (2012) regarding students having strong family values and strong parental connections and a desire to mentor and help other Latinos. The following findings will be addressing: Latino orientation, race and ethnicity and community and social capital. Latino Orientation All five students strongly identified with their Latino identity prior to joining the university. The students were highly involved in high school within their communities. When students reflected on their Latino identity prior to joining MECHLA they found strong connections with being part of the community was the root of being Latino. The opportunity to accept everyone for as they were was highly valued. I was a part of a student organization that was primarily Latino back home during my high school years. That really got me really involved with volunteering and being involved. That allowed me to think about my identity. Before that I hadnt. Being a Latina prior to joining MECHLA was being part of my community with my student organization and really feeling more confident in how I identifiedthats how I came into MECHLA and they just helped me continue to grow that. Maria I say I had a community there. I would say embracing everyone. For me it was also embracing my friends and my peers around me because I knew how, the impact we had in community specifically and the importance of getting an education. Isabella

LATINO IDENTITY DEVELOPMENT A strong observation was four out of the five students came from predominately Latino

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community. The students did not engage often with other non-Latino populations in their towns. The one student who grew up in a half Latino, half Caucasian community equated being Latino more in regards to her family and not her community. Being a Latina basically was a part of who I was where I come from, my family - Valeria After joining the university, all five students expressed a high level of culture shock. The lack of a visible community of Latino students on campus was felt and noted. A question about the universitys dedication to diversity resulted in students understanding the Costco Scholarship was created to provide financial support to minority students and was the universitys way of handling diversity. I confuse MECHLA with Costco Scholars because a lot of us are part of MECHLA and Costco scholars - Valentina When students joined MECHLA they were able to find familiar community. Within the organization students were able to learn about the diversity of Latinos. [I] really didn't consider myself Latina [back home] its more Mexican, you know cuz my parents are from Mxico. I really didn't consider myself Latina until coming here. - Valentina Just looking for that connection with a Latino community regardless of you know that Latino background you are from was very comforting to come to.

LATINO IDENTITY DEVELOPMENT - Maria

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I [had] never met anyone whose parents werent from the original country and their the first generation here. Now I love meeting people. Im able to meet people from all backgrounds, generational, non-generational and learning about their experiences that are different to mine and still being Latina. -Isabella Race and Ethnicity Race and ethnicity were closely related to students preconceived conceptions of what it means to be Latino. Sofia expressed feeling isolated from the Latino community in the past because she has very Caucasian features such as light skin. Especially for not looking quite Latina because I have very light skin. Both of my parents are full Mxicanos and they both immigrated from Mxico. But you put light skin and light skin together and you get extra light skin. Sometimes people dont believe me. That is quite the challenge sometimesYeah Im Latina and I might not look like the Latinas that you are used to seeing everywhere. -Maria I think that like I said where I grew up its pretty much all the Latinos I knew were [dark skinned] Mexican. -Isabella Community & Social Capital The Costco Scholarship program has provided access for Latino students afford to attend the university, to connect and build community. The scholarship is provided to minority students and also provides a cohort type model of personal and professional formation in line with the

LATINO IDENTITY DEVELOPMENT Catholic Jesuit teachings. The opportunity to be placed in a group of similar students from a students freshman year allowed the students to meet others like themselves. All students were able to share networks of support through ethnic club participation. Students discovered

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MECHLA through their Costco Scholar peers. Astins Theory of Involvement (1984) highlights these involved students were successful in the university because of their strong connection to the organization. The organizational involvement then helped to develop a stronger identity connection. Im a Costco scholar and Im sure your familiar with it, but its to help a lot of minorities on campus. I know without the scholarship I would not be on this campus. I wouldnt be able to afford it. Its just an additional scholarship to what the university gives you as far as give. I think that was real important. - Isabella As being a Costco scholar that really helped a lot because [Connections Leadership Program] work together sometimes. -Valeria The Catholic Jesuit tradition is dedicated to diversity. Students were able to build bridges between their spirituality and Latino background. I didnt realize coming to SU that I was applying to a Catholic Jesuit school. Im Catholic, but I had never gone to Catholic school. So, I didnt really know what that was going to entail. But, actually I was really able to connect with the Jesuit spirituality and I feel like I connect with that more now. That has kind of helped me feel confident in how I live my every day life. Not only as a student but also as a Latina. -Maria

LATINO IDENTITY DEVELOPMENT The findings continue to support the role of mentors, family and friends as a pivotal

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cornerstone of success. Students build social capital by making friends and seeing other Latinos in positions of power. Three out of the four students mentioned Juanita Jasso, Assistant Director in the Office of Multicultural Affairs. She is the advisor to MECHLA, member of the Costco Scholarship Program coordination team, coordinator of the Connections Leadership program, manager of the undocumented student initiatives on campus and double alum of the university. Her role in helping students navigate Seattle University as well as support students through the transition has provided students with a role model they can relate to on campus. I just find it so important to just see someone [like Juanita], 1. she is a woman and 2. shes a Latina and a minority. It was awesome when she told me she did her undergrad here because we are both from similar backgrounds. - Isabella MECHLA has really helped me with you know, the example of my peers especially those that have graduated and moved on to other things past Seattle University. To be confident and not doubtful in when I identify myself, but how I carry myself as well. - Maria Implications for Research, Policy and Practice Seattle University is doing its part to help diversify the university population by providing support for diverse students. However, students relate financial support as the only means the university has contributed to the Latino student experience. Finding opportunities to celebrate the culture with the campus community is an area for improvement. The participant group was very small and provided a lens regarding the experience of women and out-of-state students. Future research should be conducted regarding the experience

LATINO IDENTITY DEVELOPMENT of out-of-state students versus in-state-students. The level of participation in clubs and organizations could be considerably different for students who are new to the area and others

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who have established family and friends. The goal is to engage Latino students early during their experience to ensure they feel a sense of connection as a student and a Latino. Proposed Action Plan and Timeline The proposed action is to have Costco sponsor a monthly heritage series by providing financial support. Since 2001 Costco has been providing scholarships to students at Seattle University and the University of Washington. The partnerships built and the strong alumni network are two strengths that can be used to help increase a presence of minority related events on campus and to support cultural clubs in their own programing. Creating an alumni board and committee to work on hosting a Hispanic Heritage Month program would help engage alumni to give back, cultivate future donors, offer marketing for Costco and provide role models for the undergraduate students who would also participate on the committee. In order for this program to be successful, it would require engagement by the Office of Multicultural Affairs, Alumni Engagement, Career Services, Costco and the student organizations. Fall 2013 In conjunction with all partners listed above, OMA staff would create the alumni board of Scholars charge, mission, direction and recruitment process. At the end of the fall quarter, a call for volunteers would be sent out to Costco Scholars alumni. Funding requests would be made to the Costco Scholarship Fund and to all departments involved in the process. Working with University Advancement, an option on the Seattle University Giving Campaign would be placed for donors to provide funding directly to this program. Winter 2014

LATINO IDENTITY DEVELOPMENT Early January the selection of five to eight Costco Scholar alumnus and two current Costco Scholar would be selected for the committee. The committee would begin planning the

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logistics for the Hispanic Heritage Month event to occur during the second week of October. A theme would be selected for the program. The group would meet every month to continue planning the event. Keynote and student speakers would be identified for the event. Spring Summer 2014 The committee would continue meeting once a month through the spring quarter. During the summer quarter, the committee would meet every two weeks. Costco Scholars hosts a lunch during Summer in Seattle in which committee members would attend to share information regarding the Hispanic Heritage Month event. Fall 2014 The event would be held in the LeRoux Room with participation from the campus community, alumni and students. Conclusion Astins Theory of Involvement (1984) shows cases students who are more involved have a higher chance of attaining a college degree. Through this study finding the connections between identity developments relationship to involvement in a Latino ethnic organization shows correlation in a higher developed sense of Latino identity, connection to the university and persistence to graduation. Continuing to support Latino students through social networks, cultural celebrations and an investment in their holistic wellbeing will provide higher retention and persistence rates for Latinos.

LATINO IDENTITY DEVELOPMENT Final Reflections

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First and for most I would like to thank my Seattle University community for the support I received during this graduate research project. Without the support of the following people, I would not have finished this project: Dr. Jacob Diaz, Dr. Alvin Sturdivant, Dr. Erica Yamamura, Juanita Jasso, Monica Nixon, Claudia Garcia-Medina, Chandra Catron, the students of MECHLA, grad project colleagues and countless others. I started the project based on my experiences as a Latina graduate student at Seattle University. Feeling like a minority in the classroom was a new experience for me as I had grown up in a large Latino community on the East Coast. During my undergraduate experience, I had the great opportunity to be part of very diverse college communities. I never reflected on how diverse my experiences had been until attending Seattle University and seeing myself as one of only a few students of color. Having discussion around different kinds of support students of color need at a PWI was a refreshing and new experience. I have learned to accept the experiences I have and find ways to share those experiences with student who may feel the same way. My community back home in New York consisted of a large Puerto Rican, Dominican and South American communities. Listening to the student stories, I realized that we had very similar paths in learning to reclaim ourselves as Latinos in a PWI far away from our familiar communities, family and friends. Finding community was the way I choose to express myself as a Latina on campus. Without the help of key individuals, I would have lost a core piece of myself. Through the Jesuit tradition of discernment and reflection, I have made a conscious choice to be a proud Latina in the classroom and workplace.

LATINO IDENTITY DEVELOPMENT One area of growth I was faced with during this process was reconciling being a Latina

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and not appearing as the preconceived notions of what a Latina looks like to others. A question I began to ask myself, how has my ability to present as white influenced the way I connect with other Latinos? The opportunity to reflect on the experience provided me a moment of realization in regards to the reasons I, at times, have not felt connected with Latinos on the West Coast. The socialization process I experienced as a child pushed me towards white ideals and standards. I had to identify with specific groups, traditionally Puerto Rican, in order to be successful. The innate human capacity to create and transmit traditions, beliefs, and symbols that govern behavior had been an area that I have not reflected on wholly until this experience (Kottak & Kozaitis, 2012, p.5). Naming the tensions and the areas of synergy regarding my ethnic and racial identities provided deep learning regarding my anti-racist multicultural perspective. A connection to my professional practice and social justice work is the intersectionalities of race and ethnicity. In my Foundations of Student Affairs philosophy statement, I shared the continued dedication to providing students with problem posing method as an accompaniment in my student-learning model (Alvarado, 2011). I have a privilege of appearing white in the mainstream community. So now I ask myself how can I use this privilege to begin conversations with Latino students regarding their own biases against other Latino students who do not look the same as them? In Pedagogy of the Oppressed, Paulo Freire (2000) shares that the thoughts of the oppressors become the thoughts of the oppressed. My commitment to the Latino student population is to ensure that they do not disassociate from each other based on differences of race, ethnicity, culture or country of origin. I believe The truth hurts, sometimes. More often, it liberates and can provide candid conversations around power and privilege of

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Latino students who in the multitude of identities they carry (Kottak et al., 2012, p. 297). We are a community, often times small, on college campuses, but we must lift each other up in order to push forward.

LATINO IDENTITY DEVELOPMENT References Alvarado, K.M. (2011). Philosophy of student affairs. Unpublished manuscript, Seattle University, Seattle, Washington. Arbona, C., Flores, C.L. & Novy, D.M., (1995). Cultural awareness and ethnic loyalty:

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dimensions of cultural variability among Mexican American college students. Journal of Counseling & Development, (73), 610-614. Astin, A. (1984). Theory of involvement. In Evans, Nancy J.; Forney, Deanna S.; Renn, Kristen A.; Patton, Lori D.; Guido , Florence M. (2009). Student Development in College: Theory, Research, and Practice (p. 31). John Wiley and Sons: Kindle Edition. Barratt, W. (2012). Social class and the extracurriculum. Journal of College & Character. 13(3), 1-7. Bordes, V., Sand, J. K., Arredondo, P., Robinson Kurpius, S. E., & Rayle, A. (2006). Validation of four measures of social support with latina/o and non-hispanic white undergraduates. Hispanic Journal of Behavioral Sciences, 28(1), 65-83. Claremont University Consortium. (2012). Chicano latino student affairs - claremont university consortium. (2012, August 22). Retrieved from http://www.cuc.claremont.edu/clsa/ Cole, E.R., & Jacob Arriola, K.R. (2007). Black students on white campuses: toward a twodimensional model of black acculturation. Journal of Black Psychology, 33(4), 379-403. Easley, Jr, N., Bianco, M., & Leech, N. (2012). Ganas: a qualitative study examining Mexican heritage students motivation to succeed in higher education. Journal of Hispanic Higher Education, 11(2), 164-178. Freire, P. (2000). Pedagogy of the Oppressed. Continuum: New York.

LATINO IDENTITY DEVELOPMENT Fontana, A., & Frey, J. (1994). Interviewing: The art of science. In D. Denzin & Y. Lincoln (Eds.), Handbook of qualitative research (pp. 361-376). Thousand Oaks, CA: Sage. Fry, R. & Lopez, H. (2012, August 20). Now largest minority group on four-year college campuses hispanic student enrollments reach new highs in 2011 . Retrieved from

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http://www.pewhispanic.org/2012/08/20/hispanic-student-enrollments-reach-new-highsin-2011/ Garcia-Medina, C. (2012). Latino males in higher education. Unpublished manuscript, Seattle University, Seattle, Washington. Gonzalez, K.P. & Ballysingh, T.A. (2012). Increasing latina/o college completion: mistakes and opportunities. Journal of Hispanic Higher Education, 11(3), 279-290. Hernandez, R. (2005). College Latino students: cultural integration, retention, and successful completion (Doctoral dissertation). Hurtado, S., Milem, J., Clayton-Pedersen, A., & Allen, W. (1999). Enacting diverse learning environments: improving the climate for racial/ethnic diversity in higher education. ASHE-ERIC Higher Education Report. 26(8). Washington, D.C.: The George Washington University, Graduate School of Education and Human Development. Jones, L., Castellanos, J., & Cole, D. (2012). Examining the ethnic minority student experience at predominately white institutions: A case study. Journal of Hispanic Higher Education, 1(1), 19-39. Keefe, S.E. & Padilla, A.M. (1987). Chicano ethnicity. Albuquerque: University of New Mexico Press. Kottak, C. K., & Kozaitis, K. A. (2012). On being different: diversity and multiculturalism in the North American mainstream. (4th Ed.) Boston: McGraw-Hill.

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Nunez, A. (2008). Modeling the effects of diversity experiences and multiple capitals on latina/o college students' academic self-confidence. Journal of Hispanic Higher Education, 8(2), 179-196. Ojeda, L., Navarro, R. L., Rosales Meza, R., Arbona, C. Too Latino and not Latino enough: the role of ethnicity-related stressors on Latino college students life satisfaction. Journal of Hispanic Higher Education. 11(1), 14-28. Pappamihiel, N.E. & Moreno, M. (2011). Retaining Latino students: cultural responsive instruction in colleges and universities. Journal of Hispanic Higher Education. 10(4), 331-344. Phinney, J. S. (1993). A three-stage model of ethnic identity development in adolescence. In M. E. Bernal & G. P. Knight (Eds.), Ethnic identity formation and transmission among Hispanics and other minorities (pp. 61-79). Albany: State University of New York Press. Presidents of the Association of Jesuit Colleges and Universities. (2010). The jesuit, catholic mission of U.S. jesuit colleges and universities. Retrieved from Association of Jesuit Colleges and Universities website: http://www.ajcunet.edu/The-Jesuit-Catholic-Missionof-U.S.-Jesuit-Colleges-and-Universities Prospero, M., Russell, A.C., & Vohra-Gupta, S. (2012). Effects of motivation on educational attainment: ethnic and developmental differences among first-generation students. Journal of Hispanic Higher Education, 11(1), 100-119. Rios-Aguilar, C., & Deil-Amen, R. (2012). Beyond getting in and fitting in: an examination on of social networks and professional relevant social capital among latina/o university students. Journal of Hispanic Higher Education, 11(2), 179-196.

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Ruiz, A. (1990). Ethnic identity: crisis and resolution. Journal of Multicultural Counseling and Development, 18(1), 29-40. Saunders, M. & Serna, I. (2004). Making college happen: The college experiences of firstgeneration Latino students. Journal of Hispanic Higher Education. 3(2). 146-163. Seattle University. (2012). Demographic and data fact file: fall 2011 enrollment overview. Retrieved from http://www.seattleu.edu/planning/Default.aspx?id=50224. Syed, M., Azmitia, M., & Phinney, J. S. (2007). Stability and change in ethnic identity among latino emerging adults in two contexts. Identity, 7(2), 155-178. Torres, V. (2003). Influences on ethnic identity development of latino college students in the first two years of college. Journal of College Student Development, 44(4), 532-547. Torres, V., & Baxter Magolda, M. B. (2004). Reconstructing latino identity: the influence of cognitive development on the ethnic identity process of latino students. Journal Of College Student Development, 45(3), 333-347. Torres, V., Martinez, S., Wallace, L. D., Medrano, C. I., Robledo, A. L., & Hernandez, E. (2012). The connections between latino ethnic identity and adult experiences. Adult Education Quarterly, 62(1), 3-18. Torres, V. & Zerquera D. (2012). Hispanic-serving institutions: patterns, predictions and implications for informing policy discussions. Journal of Hispanic Higher Education. 11(3), 259-278.

LATINO IDENTITY DEVELOPMENT Appendix A Informational Interview Questions 1.What did it mean to you to be Latin@ before joining MECHLA? 2. Why did you get involved with MECHLA? 3. What does it mean to you to be Latin@ after joining MECHLA?

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4. How has the university supported you during your college experience and why were these meaningful? 5. How has participating in MECHLA helped you transition academically? 6. How has participating in MECHLA helped you transition socially? 7. How was your in and out of classroom experiences influenced your Latin@ identity development? 8. How does attending a predominantly white Jesuit institution affect your view of being a Latin@? 9. Why do you think you have been successful? 10. If the university could do one thing to support your identity development, what would that look like? 11. Is there anything I didnt ask about that you think would be helpful to understanding your experience at SU?

LATINO IDENTITY DEVELOPMENT Recruitment Flyer

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What Influences Your Latin@ Identity?

Latino identity development of first-generation students, when participating in a Latino student organization, in a predominately white Catholic Jesuit institution is the area of focus for my graduate project. The research will concentrate on students participating specifically on ethnic minority groups, such as Movimiento Estudiantil Chicano, Hispano, Latino de Aztln, at Catholic Jesuit institutions. This study will identify in what ways, if any, ethnic cultural groups have influenced the Latino identity development of students. As a first generation Latina attending a Catholic Jesuit University, I have been greatly impacted by my experience at Seattle University. The goals of the project are: A. Influencing organizational and systemic change in support for Latin@ students. B. Advance my professional development by providing me the ability to conduct qualitative research and explore the experiences of an underrepresented population. C. Identify concrete ways the organization provides support to Latino students success and achievement. Advocating for social justice is only available when all groups feel supported in some way. Will you help make a difference in the experience of Latino students? Participation Requirements: Been a member of MECHLA for at least a year Be a first-generation college student Identify as Latino Be willing to complete a one hour informational interview For more information: Kelly Alvarado Graduate Researcher Student Development Administration Program Seattle University Call or Text: (631) 495-6005 alvaradk@seattleu.edu