Abstract
This research study aims at documenting the characteristics and functions of a unique social support system present in Latina female students at Predominantly White Universities. This social support group is a form of social capital, which we refer to as “Comadres.” Comadres form a strong social relationship, a sister-like deep emotional bond providing them with comradery, support, and resource sharing. Although faculty, staff, and students recognize the presence and value of this phenomenon, it has rarely been documented. This study fills this void by conducting research on the following question: How do culturally significant social networks among Latina students attending White institutions positively impact their academic performance in college? We have conducted in-depth qualitative interviews with 20 pairs of Latina students at a Northern California. Some of the preliminary results from our research are worth noting. First, all the Latina participants reported feeling very isolated at the university setting due to the difficulty to find more Latinx peers and connect with White students. The longer Latina students stay at the university the more alienated, alone, and disenfranchised. As a consequence, they start self-doubting and have to work harder to maintain their academic performance and motivation to persist in college. Second, as newly admitted freshmen and transfer students, participants reported difficulties in making new friends to connect with and who could help them academically. As a result, a Comadre relationship flourishes and becomes like a “life vest” from which they obtain full reciprocal acceptance, understanding, trust, and support.
Presenters
Daniel MalpicaProfessor, Chicano and Latino Studies, CAL State University, Sonoma State, California, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Past and Present in the Humanistic Education
KEYWORDS
Latina Students, Cultural Support, Social Capital, Academic Success
