A Qualitative Exploration of Pell Grant-Eligible Latino Male Students’ Perceptions of Their Experiences and Engagement in a First-Year College Program

Some assert that first-year college programs can foster increased engagement among college students and lead to successful outcomes, but there is a lack of in-depth analysis of students’ perceptions of their experiences in such programs. This qualitative study explores a small sample of young, Pell Grant-eligible Latino male students’ perceptions of their experiences and engagement in a first-year college program. The study revealed six main themes: 1) The sense of community within the program; 2) Appreciation for professor and advisors; 3) Engaging course content; 4) Appreciation of academic and financial supports; 5) Complicated perceptions of the racial dynamics in the program and on the campus at large; and 6) The long-term impact of the first-year program, which is comprised of two sub-themes: a) The program positively impacted some participants’ academic work ethic and study skills; and b) A sense of confidence developed within some participants as a result of the support they received in the program.