Implementing an Additive, College Access and Readiness Program for Latina/o High School Students in the U.S.

Abstract

In this article we draw on the experiences of a diverse group of 34 first-generation college students, collected over a year, who served as peer mentors to minority and Latina/o high school students enrolled in four Title I (low-income) high schools in the Southwest U.S. The article identifies the successes and challenges of implementing an additive, college access and readiness program that aimed to not only reduce their dropout rates but to increase the number of traditionally underserved minority and Latina/o high school students seeking a post-secondary education. Implications as well as suggestions for further research are provided.