THE LIVED EXPERIENCES OF FIRST-GENERATION, LATINX, EOPS STUDENTS ON ACADEMIC OR PROGRESS PROBATION ATTENDING A CALIFORNIA COMMUNITY COLLEGE

First-generation, Latinx, community college EOPS students who have experienced systematic discrimination and been placed on academic or progress probation do not have adequate support systems in place to ensure success. Not addressing this problem will exacerbate dropout rates of first-generation, Latinx students. The purpose of this phenomenological study was to explore perceptions of first-generation, Latinx, EOPS students who have been placed on academic or progress probation.

Study participants included 11 first-generation, Latinx college students who were placed on academic or progress probation within three years of data collection. The study used semistructured interviews and simultaneous, value, and in vivo coding to analyze collected data. Results revealed study participants experienced barriers that prevented them from achieving academic success and had outside obligations that prevented focus and necessary time on school. Participants also indicated they had a negative reaction or experience, and thought about dropping out or did drop out after being placed on academic or progress probation. Recommendations from the study results include providing faculty-based validating experiences; creating more equitable policy processes; having counselors interact and guide students from a place of authentic care, compassion, and empathy; expanding existing support systems; and creating on-campus employment or philanthropic opportunities for first-generation, Latinx students.