With the growing number of Latinx enrolling in college, but not attaining degrees, support and institutional systems must be examined more in depth. Research has shown that ethnic identity, ability to use resources, ability to navigate campus ecology, and critical mass is important for students to feel welcomed, achieve academically, and graduate. However, institutions cannot become siloed in these endeavors, cultural centers or organizations cannot be mutually exclusive to academic institutions and vice versa. In order to close the education and achievement gap for Latinx, we must look at relationships in which all the stated factors are addressed.

More work and research needs to be done, but that shouldn’t stop us from implementing support systems with the knowledge we do have. As you have read, within the Latinx community there are separate worlds being lived together. Latinx students may enter higher education differently just because of when they’re family entered this country. As educators, it is our responsibility to support and educate them on how to maneuver through the systems that did not have them in mind when they were created.

We thank you for joining us on this 5-part journey on how to support Latinx students on college campuses. Below are references that were used for your research. We encourage you to contact us, follow us on Twitter, and like us on Facebook to engage in critical dialogue. We aim to empower and support our students to their own success. We aim to provide inspiring teachers with tools and support to be change makers in the classroom. We aim to help our students BREAKTHROUGH. What do you aim to do?

In BTP Spirit,



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Cabrera, N. L., Watson, J. S., & Franklin, J. D. (2016). Racial arrested development: A critical whiteness analysis of the campus ecology. Journal of College Student Development, 57(2), 119–134. doi:DOI: 10.1353/csd.2016.0014.

Cervantes, J. M., Minero, L. P., & Brito, E. (2015).  Tales of survival 101 for undocumented Latina/o immigrant university students: Commentary and recommendations from qualitative interviews. Journal of Latina/o Psychology. 3(4). 224-238. doi:10.1037/lat0000032.

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Hagedorn, L. S., Chi, W., Cepeda, R. M., & McLain, M. (2007). An investigation of critical mass: The role of Latino representation in the success if urban community college students. Research in Higher Education, 4891), 73-91. doi:10.1007/s11162-006-9024-5.

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Jayakumar, U. M., & Museus, S. D. (2012). Mapping the intersection of campus cultures and equitable outcomes among racially diverse student populations. In S. D. Museus & U. M. Jayakumar (Eds.), Creating campus cultures: Fostering success among racially diverse student populations (pp. 1-27). New York: Routledge.

Rivas-Drake, D., & Mooney, M. (2009) Neither colorblind nor oppositional: Perceived minority status and trajectories of academic adjustment among Latinos in elite higher education. Developmental Psychology, 45(3), 642-651. doi:10.1037/a0014135.

Supple, A. J., Ghazarian, S.R., Frabutt, J. M., Plunkett, S. W., & Sands, T. (2006) Contextual influences on Latino adolescent ethnic identity and academic outcomes. Child Development, 77(5), 1427-1433.