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 |
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| 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 |
| 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. |
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| ISSN: | 2333-715X |
