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Making Their Community Proud: First-Generation Latinx Students' Participation in CLEP

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Title: Making Their Community Proud: First-Generation Latinx Students' Participation in CLEP
Language: English
Authors: Michelle Van Beek, Abby Holland
Source: Journal of College Access. 2026 11(1):9-28.
Availability: Journal of College Access. 1903 W. Michigan Avenue, Kalamazoo, MI 49008. Web site: http://scholarworks.wmich.edu/jca/
Peer Reviewed: Y
Page Count: 21
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Secondary Education
Descriptors: First Generation College Students, Hispanic American Students, Student Participation, Self Efficacy, College Attendance, Bilingualism, Student Attitudes, Language Usage, Spanish Speaking, Prior Learning, College Credits, Cultural Capital, Secondary School Students
Assessment and Survey Identifiers: College Level Examination Program
ISSN: 2333-715X
Abstract: This study explores the impact of earning Spanish CLEP credit on first-generation Latinx students' levels of self-efficacy, college-going mindset toward earning a postsecondary degree, and their perceptions of bilingualism. Study participants (n=47) were all enrolled or previously enrolled in a college access program in high school. All participants received the opportunity to take the Spanish CLEP exam. Participants (n=33) completed a pre/post survey, and a paired sample t-test showed self-efficacy, college-going mindset, and language perceptions remained neutral for participants. Five semi-structured group interviews (n=26) were conducted after the post-survey. Participants showed that earning Spanish CLEP credit impacted their way of thinking about college enrollment and ability. Study participants revealed that earning CLEP credits leads to a confidence boost and a more efficient college experience, that earning a college degree is a family accomplishment, and that knowing Spanish is an advantage. It is important for educators to acknowledge positively Latinx students' ability to speak Spanish. A second language is a fund of knowledge that can impact a student's self-efficacy towards pursuing a post-secondary degree.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1493222
Database: ERIC
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  Data: Journal of College Access. 1903 W. Michigan Avenue, Kalamazoo, MI 49008. Web site: http://scholarworks.wmich.edu/jca/
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  Data: This study explores the impact of earning Spanish CLEP credit on first-generation Latinx students' levels of self-efficacy, college-going mindset toward earning a postsecondary degree, and their perceptions of bilingualism. Study participants (n=47) were all enrolled or previously enrolled in a college access program in high school. All participants received the opportunity to take the Spanish CLEP exam. Participants (n=33) completed a pre/post survey, and a paired sample t-test showed self-efficacy, college-going mindset, and language perceptions remained neutral for participants. Five semi-structured group interviews (n=26) were conducted after the post-survey. Participants showed that earning Spanish CLEP credit impacted their way of thinking about college enrollment and ability. Study participants revealed that earning CLEP credits leads to a confidence boost and a more efficient college experience, that earning a college degree is a family accomplishment, and that knowing Spanish is an advantage. It is important for educators to acknowledge positively Latinx students' ability to speak Spanish. A second language is a fund of knowledge that can impact a student's self-efficacy towards pursuing a post-secondary degree.
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      – Text: English
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      – SubjectFull: First Generation College Students
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      – SubjectFull: Hispanic American Students
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Language Usage
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      – SubjectFull: Spanish Speaking
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      – SubjectFull: Prior Learning
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      – SubjectFull: Cultural Capital
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      – SubjectFull: Secondary School Students
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