Chapter 16: Empowering Underrepresented First-Generation College Students Through Peer Mentoring in a Hispanic Service Institution

The United States as a nation is undergoing significant demographic changes in the makeup of its population. Minority groups have been increasing in population in recent years, and specifically, the Latino population has been booming since the beginning of the new century. As this population trend continues, it will ultimately have an impact on the economic and social aspects of the nation. However, despite these impacts, there still exists a gap with educational attainment and achievement for minority youth in higher education. Many of these minority youths are usually FGCS. According to Hsaio (1992), FGCS are those who are first in their families to attend an institution of higher education. London (1989) added that there have been significant increases for a college degree for better career opportunities. Choy (2001) pointed out that between 1995-96, 34% of students enrolled in a 4-year university and 53% of students entering community college were FGCS. With increased enrollment among FGCS, scholars have focused on several areas of research pertaining to this issue. Many higher education institutions have put programs in place to assist FGCS to enhance academic and social success. One of these support programs that have been created by these institutions is peer mentoring. Astin (1993) and Tinto (1993) stated that peer support is extremely important for the academic adjustment of college students. Additionally, Hurtado and Carter (1997) noted that peer support was critical in the social adjustment of minority FGCS in academic settings. Furthermore, Rodriguez, Mira, Myers, Morris, and Cardoza (2003) pointed out that peer support is more important to the psychological adjustment of college students, and argued that peers are more able to provide the resources needed for the specific challenges of college students. Dennis, Phinney, and Chuateco (2005) added that peer mentoring provides support that focuses on academic success through the forming of study groups, sharing classroom experiences, and providing advice about which classes to take and learning strategies to use. In addition, Dennis et al. (2005) argued that these types of peer support activities are ones that family, especially the parents of FGCS, cannot provide. As a result, peer support through mentoring provides these critical experiences for FGCS.