First Gen Latina navigating higher education & beating the odds | Estrella Serrato | TEDxLakeBalboa

Summary

This inspiring narrative follows the journey of a first-generation Latina student navigating the challenges of higher education. From struggling with remedial courses in high school to balancing family responsibilities, the narrator shares her perseverance to achieve a bachelor's degree despite cultural and academic barriers. Mentorship from Latina faculty reignites her dream of pursuing a PhD, and she reflects on the significance of representation in academia. Through self-discovery, resilience, and support, she empowers other first-generation students to continue pursuing their educational aspirations, demonstrating the power of determination and collective strength.

Takeaways

• 😀 As a first-generation Latina, the speaker was not expected to graduate college, let alone apply to a PhD program.
• 😀 High school was a time of uncertainty and fear about the future, but peer conversations about college sparked the idea of pursuing higher education.
• 😀 The speaker had average high school grades and spent much of her time in remedial classes, yet still felt the drive to persevere.
• 😀 Community college was a starting point, despite the challenges of balancing school with caregiving responsibilities at home.
• 😀 Family support was crucial, especially with the speaker's mother working long hours, making the speaker responsible for household tasks.
• 😀 In community college, the speaker found a mentorship-focused club that helped foster her academic growth and research opportunities.
• 😀 Transferring to a four-year university came with its own set of barriers, especially the difficulty of balancing work and school.
• 😀 The speaker faced academic probation after her first quarter at university, which led to feelings of failure and disappointment.
• 😀 Meeting Hispanic and Latina faculty at the university helped the speaker regain confidence and eventually get off academic probation.
• 😀 After graduating with a bachelor's degree, the speaker still felt lost but remained determined to apply to graduate school and continue her education.
• 😀 Through research, the speaker realized that being a first-generation college student is common in the Latino community, especially among low-income families, which helped validate her experiences and motivated her to advocate for others like her.

Q & A

What were some of the challenges the speaker faced during high school?

The speaker faced challenges such as having average grades and attending remedial classes, which contributed to a sense of uncertainty about their future. They also lacked guidance and did not have anyone in their family who had graduated from college.

How did the speaker's family responsibilities impact their education?

The speaker had significant family responsibilities, including cooking, cleaning, and helping care for younger siblings. This made it difficult to focus solely on schoolwork, as they had to balance both academic and caretaker duties.

What motivated the speaker to pursue higher education despite their initial doubts?

The speaker was motivated by a desire to create a better future and by hearing peers discuss college, which sparked the thought that university might be for them. Despite not having a clear plan, they felt it was important to start somewhere, and community college became the first step.

How did the speaker find mentorship, and why was it important for their success?

The speaker sought mentorship through a college club dedicated to supporting students pursuing graduate school. This mentorship was crucial in helping the speaker navigate academic challenges and stay motivated, especially during tough times like academic probation.

What emotional challenges did the speaker face when transitioning to a four-year university?

The speaker felt isolated and overwhelmed by the pressures of academic performance and financial responsibilities. They often worked multiple jobs and felt disconnected from peers who seemed to have a different, more carefree college experience.

How did the speaker feel when they fell onto academic probation, and how did they overcome it?

The speaker felt like a failure, believing they had let down their family, professors, and themselves. However, they eventually found support from Hispanic and Latina faculty who helped guide them, which allowed them to recover from academic probation and continue on their educational journey.

What realization did the speaker have about being a first-generation college student?

The speaker realized that being a first-generation student meant navigating significant barriers, such as limited familial support and financial challenges. This realization helped them understand their struggles were not unique, and that many first-generation students face similar challenges.

What statistics did the speaker find regarding Latinos in higher education, and how did they relate to their own experience?

The speaker found that only about 15% of Latinos obtain a bachelor's degree or higher, a statistic that helped them validate their own struggles. They recognized that their experiences were part of a larger trend, especially for students from low-income, first-generation backgrounds.

Why does the speaker believe it is important to raise awareness about the experiences of first-generation Latinx students?

The speaker believes it is crucial to share these experiences to provide representation and validation for other first-generation students. By raising awareness and continuing to share their story, they aim to create a supportive environment for others who might be facing similar challenges.

What does the speaker hope will happen as more first-generation students share their stories?

The speaker hopes that by sharing their stories, it will create a sense of solidarity and empowerment among first-generation students. They believe that this will foster change in the educational system, providing more opportunities and support for those who come from underrepresented backgrounds.