UC Berkeley

This dissertation explores academic persistence among Latinx students at City College of San Francisco (CCSF), using cultural-historical activity theory (CHAT) to emphasize the culturally-mediated nature of goal directed human activity. The study investigates factors related to persistence within the context of CCSF’s Metro Transfer Program (Metro), a student support program (SSP), including Latinx-relevant subconstructs and related questions, to explore what is working and potential areas of improvements within Metro. Structured in-depth interviews with Metro staff and Latinx Metro enrolled students were conducted to assess how the SSP supports persistence. Findings reveal significant constraints related to lack of Latinx staff and a dedicated academic counselor within Metro. Metro’s effort to build a personalized sense of family and community is recognized by students as supporting their persistence. Other standout findings include Metro students and their parents pushing back against stereotypic Latinx gender roles, underscoring sociocultural norms actively evolving within the context of family acculturation and the pursuit of higher education. Concerningly, findings reveal constraining tensions on the part of Central American students that feel erased in a predominately Mexican student college and greater environment (i.e., lack of representation in Chicano studies courses and even reports of being bullied by Mexican peers in locally shared neighborhoods). Study’s findings highlight the critical need for culturally responsive student support programs to address the unique and diverse experiences and challenges faced by Latinx community college students. Metro is well positioned to implement such programming. By doing so, Metro and other support program can improve persistence and success rates by fostering a more inclusively supportive environment that engages the diverse backgrounds and experiences of Latinx students.