Date of Award

6-2025

Document Type

Dissertation

Publisher

Santa Clara : Santa Clara University, 2025

Degree Name

Doctor of Education (EdD)

Abstract

This study explores the mental health and well-being experiences of First-Generation Latiné college students as it relates to the impacts of college stressors, implementation of coping strategies, and reliance on support systems. Additionally, this study aims to explore the existing cultural, structural, and institutional barriers affecting student access to mental health and wellbeing resources. Furthermore, this research serves as insight for how institutions can incorporate more culturally sustaining campus practices when it comes to supporting First-Generation Latiné college student mental health.

This research is guided by Critical Race Theory (CRT), Latinx Critical Race Theory (LatCrit), Community Cultural Wealth (CCW), and familismo. These frameworks serve as a foundation in understanding how First-Generation Latiné college students are affected within systems of oppression. Through the lens of CRT and LatCrit, this study centers student counterstories and elevates student voices and their lived experiences in an effort to challenge the dominant narrative. CCW provides an asset-based framework to understand how participants draw strength from familial, social, and resistant capital while navigating college challenges. Additionally, familismo provides a cultural lens rooted in the value of family to understand the duality of the role in family as a source of stress and support when navigating institutional challenges.

This study utilized a qualitative research design in the form of both one-on-one and communal pláticas with 12 First-Generation Latiné college students entering their junior and senior year at a Predominantly White Institution (PWI) in California. The use of pláticas allows for the collection of rich conversations that feel both culturally familiar and relational. One-on-one and communal pláticas allow for spaces of reflection, meaning-making, and healing that feel authentic to both the participants and researcher.

Audio-recordings and transcriptions from one-on-one and communal pláticas were the main source of data collection. In addition, field notes, participant interest forms, and demographic information provided further context, along with institutional data highlighting the emerging Hispanic-Serving Institution (HSI) status of the institution.

Findings reveal that First-Generation Latiné college students carry the emotional weight of academic stress, financial strain, familial duties, cultural expectations, imposter syndrome, and the impacts of a predominantly white campus climate. Though students experience a number of barriers to accessing mental health resources, like cultural stigma, time constraints, and lack of culturally competent providers, they demonstrate strength drawn from their familial, peer, and community networks. Supportive relationships with faculty and staff further affirm their identities and contribute to a sense of bellowing and overall well-being.

This study highlights the importance of using pláticas as a methodological tool that is culturally grounded, relational, and healing. It also contributes to a growing body of literature centering First-Generation Latiné college students and the need for more culturally responsive mental health services and institutional practices that seek to affirm students’ identities and lived experiences. The findings from this research offers valuable insights for student affairs professionals and institutions looking to further address the equity gaps that remain when addressing the mental health and well-being needs of First-Generation Latiné college students.

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