Challenges of (Dis)Connection and Cultural Understanding for Latine Undergraduates on Warning and Probation in Academic Recovery

Academic recovery in higher educations refers to the processes and support systems put in place to help students struggling academically regain their academic standing and succeed in their studies. Using the Guiffrida conceptual model that advances culturally Tinto's Student Departure Theory, we narrate the voices of 20 self-identified Latine college students on academic warning and academic probation. The three themes highlight how these students understood, negotiated, and navigated their identities while on academic warning and probation within their college or university. Our findings draw attention to college/university personnel, academic advisors, and researchers to support Latine undergraduate students while also extending the literature on persistence and retention.