Traditionally, imposter syndrome is defined as feelings of inferiority regardless of one's accomplishments and experiences. Imposter syndrome is often viewed as an experience that racially minoritized populations in higher education "must" encounter. But these traditional understandings frame imposter syndrome as a personal flaw rather…

The authors explored the influence of family background and students' perceived socioeconomic status with minoritized students' acculturation and transition experiences during their first-year, first-time enrollment at a predominantly White institution in the southeastern United States. Narrative interviews and "a priori" codes from the…

This study aimed to examine the role of a Latinx/a/o cultural center in the experience of undergraduate Latino men at a predominantly White institution. A qualitative case study approach was used to explore the relationship between a Latinx/a/o cultural center and six Latino undergraduate men. Each participant was interviewed three times using…

Using critical race theory counterstorytelling, I tell a story about the experiences of Mexican/Mexican American/Xicanx (MMAX) undergraduate students at a private, predominantly white university in the Northeast. Drawing on in-depth interviews, participant observations, pláticas, and document analyses, I highlight the various ways MMAX students…

Using the lens of Community Cultural Wealth (CCW; Yosso, 2005), the present study examined the supports and challenges encountered by Latinx and Black students as they obtained doctoral degrees in Science, Technology, Engineering, and Math (STEM) disciplines. Twelve self-identified participants at predominately White institutions (PWI) completed…

Fifty-two strongly committed, first-generation Latina women attending a predominantly white institution (PWI) were asked how their first-generation status has had an impact on their college experience and where they see themselves in five years. Written responses to these questions were analyzed from the lens of "attribution theory" and…

This article uses Yosso's (2005) framework of cultural capital and Matos's (2011, 2015, 2019) findings on cultural capital to examine how these frameworks can be used to recruit and retain Latinx college students. The article discusses the engagement of Latinx parents in higher education and offers suggestions on how higher education professionals…

This study examined the influence of institutional environment (PWIs and HSIs) on perceived discrimination, acculturative stress, and depression. Data were obtained from Latina college students across 30 U.S. universities. Findings indicated language-related acculturative stress and the pressure to acculturate explained the relationship between…

One's culture has the capacity to nurture and empower. Thereby, college students rely on their cultural capital to persist and graduate. However, the current system of higher education favors one type of culture over others, which presents a number of challenges for those who are members of the non-dominant groups, such as Latinxs,…

This study examines how Latina students attending a predominantly white university in the Pacific Northwestern United States describe their academic and social wellbeing in relation to their racial subjectivities and the racially-charged campus interactions they have experienced. Critical Race Theory and Latina/o Critical Race Theory help us…

Using semi-structured interviews with nine socioeconomically and educationally disadvantaged Latin@s at a predominantly White institution, this phenomenological study examined the role that parents played in their success in college. Three distinct themes were identified related to academic advice, motivation, needs; encouraging their resilience;…

College completion rates among Latina/o undergraduate students represents a crisis in our national educational system. Latina/o students are seeking higher education, but experiencing multiple barriers which inhibit degree completion. This qualitative case study offers an opportunity to explore components of degree completion of Latina/o graduates…