Date of Award

5-2026

Document Type

Dissertation

Degree Name

Doctor of Education in Educational Leadership

Department

Educational Leadership

First Reader/Committee Chair

Sumbera, Becky

Abstract

This qualitative phenomenological study examined the lived experiences of parents and guardians of first-generation Latinx students as they navigated the transition from high school to college in the Inland Empire region of Southern California. Despite increasing attention to first-generation student success, limited research has centered parental perspectives, particularly within regionally underresourced Latinx communities. This study addressed this gap by exploring how parents access and interpret institutional resources, the roles they assume in shaping college choice and family dynamics, and how educational institutions can better support families during this critical transition.

This study was guided by Schlossberg’s Transition Theory and Bronfenbrenner’s Ecological Systems Theory, providing a multidimensional lens to examine the interplay between individual experiences and broader structural influences. Data were collected through a brief contextual survey, semistructured interviews, and a review of institutional artifacts. Participants included 13 parents and guardians of first-generation Latinx college students in the Inland Empire region of Southern California. Data were analyzed using phenomenological coding procedures to identify significant statements, cluster meaning units, and develop themes representing shared lived experiences.

Findings revealed that the transition from high school to college is not solely an individual student experience but a family-centered process shaped by emotional, financial, and structural factors. Parents reported significant challenges in accessing, understanding, and navigating institutional resources, with information frequently communicated indirectly through students. Financial strain emerged as a central factor influencing college choice, while cultural values emphasizing family proximity and independence shaped decision-making processes. Participants also identified gaps in institutional communication, limited culturally and linguistically responsive resources, and insufficient parent-inclusive support structures.

This study contributes to the literature by centering parental voices and framing the college transition as an ecological, relational process rather than an individual milestone. Implications for practice highlight the need for educational institutions to develop intentional, culturally responsive, and family-inclusive transition supports. Recommendations include the implementation of parent-centered programs, bilingual communication strategies structured high school and college partnerships, and coordinated regional infrastructure to improve access and alignment. These finding provide actionable insights for educational leaders seeking to strengthen equity in college access and persistence for first-generation Latinx students and their families.

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