“Key Interactions” as Agency and Empowerment: Providing a Sense of the Possible to Marginalized, Mexican-Descent Students

This article discusses how key interactions between community members, teachers, and Latino counselors and advisers were integral in providing support, knowledge, and agency to marginalized, Mexican-descent students in their 1st year of college. Findings show that particular types of discourse and narrative exchanged between integral adult figures and the students helped to create a common point of cultural and personal understanding that fueled further efforts and motivation on the part of the students.