The Role of Familia in Mexicanas’ Trajectories Toward Enrolling in a College of Education at a Hispanic-Serving Institution

Scholars have long portrayed families of Mexican heritage as ambivalent toward their child(ren)’s educational success. This perpetuates the notion that familias lack the navigational capital needed to succeed in higher education. Mexicanas may face additional obstacles that can potentially mitigate their postsecondary degree attainment. This study presents findings from a qualitative content analysis focused on the navigational capital of Mexicanas enrolled in a College of Education at a Hispanic-Serving Institution. Three themes emerged—(1) familial involvement; (2) binational financial literacy; and (3) language brokering—and indicate the pivotal role familias played in these Mexicanas’ academic and career success.