particularly important in promoting Hispanic students’ educational success (Lumina Foundation for Education, 2012). James’ most important influence in his life was his mother. He reported, “But the most significant relationship of your life during your youth, that’s my mom.” He added, “I knew that if I did not graduate from high school and college, I was being nothing or being here doing nothing.” He continued, “I mean I really feel like my mom was just not going to let me or my brother fail, feels like it wasn’t even an option.”
Armed with only a high school diploma, Kevin’s mother did everything in her power to provide him with the best education and the best possible resources. She always attended parent-
teacher conferences, was active in the school community, and was essential in Kevin’s academic development. Kevin reported that she was not knowledgeable of the college application process but ensured he had access to people that were.
Charles reported, “It probably had to me my mom- my mom and my aunt, my aunt’s a teacher. She held me to a standard, was, she was tough . . . But you know, my mom helped me out a lot tremendously [sic] of course.” Like Charles, Frank stated that one of most important factors that contributed to his success was his mom. Frank reported that his relationship with his mom was more significant than his best friend and favorite teacher because she always helped him deal with his anxiety issues in school. Lumina Foundation (2012) indicated that Hispanic parents may not be able to advocate effectively for their children to succeed in educational institutions but they have high expectations for their children. Adam mentioned that his mom and dad were his biggest role models and mentors. Without a high school diploma and being an immigrant to the U.S., Adam’s father owns his own apartment building. He announced, “This is something that I want to try and do.” Furthermore, he respects his mother’s dedication and ability to work hard. When asked about his mother and father’s support, he responded, “They tell me to stay away from those type of kids, but those are type of kids [friends from
neighborhood] I hang out with in my area that don’t usually finish high school, that don’t usually finish college.”
Relationships within one’s networks can develop expectations and serve to provide necessary information and resources (Wlodlowski, 2008). Like Adam and the other participants, David stated, “Another good point is that even through those, like, struggles of me not doing well in my classes, when it came down to it, my family always told me that I could do better.” Ivan’s parents also recognized the value and importance of education. Ivan indicated that he
learned so much from his parents’ relationship and he deemed it as a mentor and reason for his success. Ivan’s mom helped him write essays to be accepted into two mentoring programs to further advance his personal development. These programs assisted him in writing his resume, which he used to begin an internship during his sophomore year (see Figure 1).
Figure 1: Resume created at [PEN Mentoring Program] that helped Ivan receive internship
Ivan’s family provided encouragement to motivate him to perform better academically. When Eddie was asked to speak about his closest relationship, he answered, “Well, just their positive vibes like, you know, my mom of course knows me very well.” Charles was influenced also by his family’s value of education and stated that his mom influenced him because she went to college. His aunt went to college and both of his aunts are teachers. However, he stated, “My dad did not even attend high school but he educated himself like crazy. He’s mad smart, totally
smart.” Charles also stated that he was aware of his parents’ high expectations so he had to make some choices and remove himself from a friendship during high school. He added, “I had to stop playing around and just put that relationship to the side for a minute and focus on what I really needed to do, just so my mom and my pops could be happy.”
Research by Harper and Associates (2014) indicated that parents of low performing young male students did not expect these low performing young men to go to college. Therefore, students without accountability were less motivated to strive for academic excellence (Harper & Associates, 2014). Like Brian, Charles, Eddie, and Frank, Adam described his parents as hard working, dedicated and extraordinarily valued education. He volunteered, “My parents are immigrants, so they came here with a vision, not only for themselves but for me; to go out, educate yourself. So, I think that’s big.” David’s family always pushed him and held high expectations for his academics and behavior. He described his behaviors in elementary school and stated, “which is why I didn’t do as well as my family says I could have.”
These relationships may also provide advice, companionship, emotional support, and socialization that at-risk youth cannot find at home (Harper & Associates, 2014). Kevin, like Charles and Adam, not only had his mother’s support but had another family member to
encourage him: “who I was actually named after, my uncle,” he said proudly. Like Frank, Kevin never had a father figure in his life, but humbly stated, “This was the closest thing to it.” Like Charles, Hector also had a significant relationship with his aunt as he recalled hearing in high school, “Go back to your country.” His aunt consistently encouraged him as she often repeated, “Watch... just watch!” Hector was involved in ELL classes until funding stopped and he did not receive any language support during high school. He recalled being “depressed” and homesick for Puerto Rico but knew he had to stay in New York. He remembers feeling reassured and
more motivated after multiple conversations with his aunt.
She and his cousin played a tremendous role in helping him with the task of passing the Regents Exam. He vividly remembered failing the Regents Exam on the fourth attempt. “I failed again the algebra.” Regardless, his aunt would still say, “You’re gonna walk down that aisle, you are!” Exceedingly stressed, depressed and anxious, Hector studied the books, took test prep courses and paid to retake the exam again. After his fifth try on this algebra exam, he finally passed algebra. “I was like, ‘finally,’ so I was just ready for graduation . . . everyone helped me walk down that aisle and get that diploma” (see Figure 2).
Figure 2. New York State High School Regents Diploma June, 2016
Subtheme 3: friendship. The relationships with others in one’s networks impose norms