Introduction by: Lisa Pamela Lopez-Escobar, University of Maryland, College Park and Sophia Rodriguez, New York University
Guest Blogger: Marco A. Murillo, PhD, Santa Clara University
November, 25 2024
In this week’s blog, we are pleased to feature the work of Marco Murillo, assistant professor at Santa Clara University. Dr. Murillo explores the experiences of Latinx immigrant-origin students in community colleges, focusing on how their cultural, familial, and social identities influence their educational journeys. Drawing from testimonios with students, Dr. Murillo highlights the concept of “Funds of Identity” as a powerful framework to understand how these students navigate challenges and draw resilience from their lived experiences. Through this post, Dr. Murillo offers valuable insights for educators, policymakers, and institutions striving to better support immigrant-origin students in higher education. He challenges us to reimagine community colleges as spaces that empower students to honor their identities while achieving their academic goals.
We welcome additional comments and reflections, please email us at: sophia.rodriguez@nyu.edu or through the Immigrant Ed Next website.
By Marco A. Murillo, PhD
I always keep in mind my people because they are some hard workers. I feel like immigrants, every immigrant that works really hard is the backbone of this country. . . it’s something we simply take for granted. And now that I’m going to transfer to a four year. . .I take it as another win for not only myself, not only my family, but my community, my people, which are essentially immigrants. -Marlene
Nearly a third (32%) of all college and university students are of immigrant-origin. Many of them are enrolled in community colleges with plans to transfer to bachelor-granting universities. Yet, they face unique challenges in persisting through community college and transferring to four-year institutions. Given the growing importance of community colleges in providing access to higher education to students from diverse backgrounds, it is necessary for institutions to understand how students’ cultural, familial, and personal identities intersect with their academic journeys. At present, only 16% of students who enter community college for the first time attain a bachelor’s degree six years later. The percentage for Latinx students is lower at 13%. Students like Marlene comprise a large portion of our undergraduate students, but little attention has been given to how their identities as immigrant-origin students shape how they persist in higher education.
Understanding College Students’ Funds of Identity
The concept of “Funds of Identity" (FI), centers not just what students know but how they view themselves in relation to their cultural and social contexts. This framework considers five tools that shape identity: geographical, practical, cultural, social, and institutional. Each of these “funds” is rooted in students’ lived experiences and plays a role in how they approach their education. Testimonios with 20 Latinx immigrant-origin community college students reveal how they see education as both a personal achievement and a way to honor their families and communities (i.e., immigration journeys). In this way, their identities are not only a source of motivation but also a means of resilience in the face of systemic challenges.
The Five Funds of Identity in Action
And I just know that with my major and with my career choices, it’s gonna take me there to give back to the Latino community and teach them like, “This is how you work through immigration policies, this is how you. . . Don’t let them take advantage of you. Learn about all those things.” So, I know I’m not done learning about the issues and I wanna go to a four-year for that reason. - Victoria
Latinx immigrant-origin students described how each of these funds contributed to their persistence in community college. Here’s how each fund played a role:
Geographical Funds: Students connected deeply to the places that shape their identities, including their families' home countries and significant regional landmarks. These connections root them in their heritage and family stories, strengthening their resolve to succeed in college. For example, students who grew up visiting family homes or other meaningful spaces in Mexico or Central America carried those memories into their educational journey, giving them a sense of purpose, especially when they face challenges in their academic journeys.
Practical Funds: This fund included students' hobbies, college majors, career aspirations, and values (e.g. determination and compassion). Some students like Victoria expressed a desire to pursue careers that would allow them to give back to their communities (e.g., coaching, law, etc.). Community college was a place for students to refine their skills and interests, exploring their future career paths without the financial burden typically associated with four-year institutions.
Cultural Funds: Cultural funds were a powerful motivator, deeply rooted in their family history, immigrant experiences, and other lived experiences (e.g., working class and being first-generation college students). Many students carried their family’s stories of immigration, resilience, and sacrifice with them as they navigated college. These experiences often fueled their desire to succeed—not only as a personal achievement but also as a way to honor their families.
Social Funds: Social networks—including family, friends, college staff, and mentors—played a critical role in students' persistence. Family members, especially parents and siblings, were key sources of emotional support and guidance. Additionally, siblings who navigated the college system themselves provided valuable advice on everything from selecting classes to transferring. This type of support was also embodied by counselors and mentors who offered both technical and emotional support as students learned and navigated the transfer process.
Institutional Funds: Students embraced their identities as community college students despite describing it as stigmatized pathway. Programs and mentors within the community college setting are invaluable to students’ success. Students who participated in culturally affirming programs like Puente were more likely to persist and transfer. These programs provided academic support and created environments where students felt seen and valued for who they are.
Building Equitable Community College Supports
For community colleges to be engines of educational and social opportunity, adapting to meet the needs of an increasingly diverse student body is crucial. This includes understanding students holistically, beyond traditional academic metrics. Latinx immigrant-origin students thrive when institutions tailor support to reflect their unique identities and experiences. For example, culturally relevant curriculum that acknowledges students' backgrounds can help them see themselves reflected in their coursework. Similarly, programs like Puente are important because they align with students' cultural funds, affirming their identities and motivating them to persist. By providing opportunities for students to draw on their funds of identity, colleges can foster a more inclusive environment that empowers students to achieve their goals. Ultimately, supporting Latinx immigrant-origin students is not merely about helping them to transfer. It’s also about creating educational spaces that value their identities, respect their journeys, and equip them with the resources they need to thrive.
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Suggested Citation: Lopez-Escobar, L., Rodriguez, S. & Murillo, M., (2024, November 25). Supporting Latinx Immigrant-Origin Students in Community Colleges. Immigrant Ed Next.
Copyright © 2022: Sophia Rodriguez, Immigrant Ed Next-All Rights Reserved
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