The Comadres Project

Latina Students and Their Comadre Relationships: Nature, Value, & Impact on College Retention and Graduation

Presenter: Carlos Chavarria

Co-Presenter(s):
Maygen McGrew, Aracely Gonzalez, Catalina Gonzalez Leon, Daniel Malpica, Elisa Velasquez-Andrade

Presenter Status: Undergraduate student

Academic Year: 20-21

Semester: Spring

Faculty Mentor: Daniel Malpica

Department: Psychology

Funding Source/Sponsor: Koret Scholars Program, McNair

Other Funding Source/Program: School of Social Sciences, School of Arts & Humanities, Office of the Provost, and the Office of Research and Sponsored Programs

President's Strategic Plan Goal: Diversity and Social Justice

Screenshot URL: https://drive.google.com/uc?id=12sZxDfd8FYy-rbjtgu4FQ4QkygKHbozr

Abstract:
Latinas/os are the largest racial/ethnic majority group in the USA. College completion
rates among all racial groups, indicate a significant educational achievement gap
which deserves immediate attention–e.g., Latinos, 15%; African Americans, 22%;
Whites, 41%; and Asians, 63% (Pew Research Center 2016). Racial minority students
attending Predominantly White Institutions (PWI) face additional challenges in
successfully navigating the college experience. Typical models of retention are not
fully applicable to the academic success of these racial minority groups; specifically,
Latina/o college students benefit from having appropriate support systems (Robertson,
Bravo, & Chaney, 2014). Yet, these support systems have not received the attention
that they merit (Stanton-Salazar, & Dornbusch, 1995). The Comadre relationship, a
deeply emotional and instrumental sister-like bond, is an alternative peer support
mechanism that emerges in the face of limited academic and culturally sensitive
institutional support.

Purpose: Our study documented the nature, purpose, and value of the Comadre
relationship developed by Latina college female students attending a PWI. We
advance that the Comadre relationship promotes academic resilience and it should be
recognized as an important protective factor for the academic success of Latina/o
students