Exploring Systemic and Cultural Barriers to Higher Education Among Latinos: A Mixed Methods Study of Socioeconomic, Familial, and Psychosocial Factors

Background and purpose:

Higher educational attainment among Latinos remains disproportionately lower than other major ethnic and racial groups. Various socioeconomic factors contribute to low attainment rates and limit individual socioeconomic mobility. While research has examined the effects of socioeconomic status and family background on educational attainment, exploring cultural and systemic factors would provide a more comprehensive understanding of this disparity. This convergent mixed methods study investigated the systemic and cultural barriers Latinos encounter in their pursuit of higher education. Specifically, the study sought to answer: 1) How do socioeconomic, family dynamics, cultural, community, and psychosocial factors influence the educational success of Latino individuals? and 2) To what extent do these factors, as identified through quantitative analysis, align with or differ from Latino students’ personal experiences and perceptions regarding academic attainment?

Methods:

This study examined the systemic, cultural, and psychosocial factors influencing educational attainment among Latino individuals. A structured survey was distributed to a convenience sample of 150 participants that met the criteria for the study. Survey items recorded income, education, encouragement to attend college, language spoken at home, and experiences of harassment. A multiple linear regression analysis was conducted to identify significant predictors of educational attainment. Concurrently, the qualitative strand involved semi-structured interviews with 13 Latino individuals who had obtained at least a high school diploma or GED. Participants shared in-depth narratives of their educational journeys, challenges, and sources of support. The qualitative data were analyzed using thematic coding to identify recurring patterns, including resilience, family and community support, and mentorship. Integration occurred through joint display tables to compare and contrast findings across data strands, offering a meta-inference that captured the interplay between structural factors and lived experiences in shaping academic success.

Findings:

Quantitative analysis revealed significant predictors of educational attainment among Latino participants. Household income (β = .35, p < .001) and encouragement to attend college (β = .22, p = .009) positively predicted success, while experiences of harassment or feeling unsafe (β = -0.18, p = .011) negatively influenced outcomes. Language spoken at home (β = .17, p = .021) and high school GPA (β = .15, p = .054) also demonstrated noteworthy associations. Qualitative data added depth, highlighting the roles of resilience, family support, mentorship, and cultural pride in overcoming adversity. Participants often experienced poverty, trauma, or marginalization yet expressed strong internal motivation and community-based support systems that were not fully captured by quantitative measures. The joint display revealed that while structural factors like income and safety matter, emotional, cultural, and relational assets drive academic persistence. Integration of methods showed the layered nature of success and underscored the value of culturally responsive, trauma-informed approaches.

Conclusions and Implications:

The findings highlight the complex barriers Latinos face, emphasizing the roles of socioeconomic status, resilience, family support, and cultural identity in higher education. Implications for social work practice support trauma-informed support and culturally responsive mentorship in higher education. Higher education policies must address the cultural and emotional needs to promote access, retention, and success for Latino students.