What are internal and external factors that contribute to Chicana/o EOPS student persistence in transferring to a four year university?

Latinas/os make up over 38% of California's population, which means that they are the largest minority. California is the state with the largest Latina/o population. Chicanas/os make up over 50 percent of that population. A Chicana/o is specifically someone of Mexican origin or decent. Latinas/os are the most underrepresented group in higher education when compared to Whites, African Americans, Asian Americans, and Native Americans. Chicana/os are the second least likely to be represented in higher education when compared to five other Latina/o subgroups. Of 100 Chicanas/os who start elementary school, less than 47 will graduate from high school, less than 8 will graduate from college, 2 will graduate from graduate school, and 0.2 will earn a doctorate. In California, the California Community College is the main gateway for Latinas/os to enter higher education. Out of 100 Latina/o first time freshman, 75 start at the California Community College. Out of those 75 first time Latina/o freshman at the community college only 7 transfer to a CSU or UC. Through their voices, this study will examine barriers that Chicana/o Norco College EOPS students face while enrolled in community college and identify internal, external and institutional factors that enable them to persist to transfer to a four year university. Current scholarship analyzes quantitative data to find what individual EOPS services from student swho successfully transferred to a four year university and managing methods of the EOPS directors are most beneficial for the EOPS students. However, the 86% of Latina/o students who did not transfer are left unheard. This project builds on prior research to get the perspective of a Chicana/o community college student who wants to transfer while they are still struggling to achieve that transfer goal. These questions will help guide the research: 1) What factors, if any, do students with a Mexican heritage who identify as Chicana/o from Norco Community College identify as challenges that they have faced or continue to face in their efforts to transfer to a four year university? 2) What internal characteristics and external factors do these Norco Community College students with a Mexican Heritage perceive as helping them to successfully progress towards their baccalaureate degree