How do college students choose a major, particularly those from immigrant backgrounds? Previous research has shown that the most common reasons students choose a certain major are the labor market, how difficult classes are within the department, and the job characteristics after graduation. Immigrants’ choice of major varies depending on their immigration background. Previous research on immigrants has shown that students' perceptions about majors are mainly influenced by parents. Mexican-American students' choice of majors have been influenced by socioeconomic status. This study explores the experiences of first- and second- generation immigrant college students and their choice of majors. Interviews were conducted during the spring 2022 semester with 10 Mexican American students. Analysis of the 10 students' interviews revealed that Mexican-American students with a first-generation immigrant background chose majors based on three characteristics: pressure from family members, socioeconomic class, and most importantly the desire to give back to the community. For the second phase of this research, I will interview students that are not Mexican-American but still meet the criteria of students from a first- or second- generation immigrant background, and then compare the findings to Mexican-American students' choice of majors.

In recent years, first generation college students (FGCS) have begun to be more recognized as a distinct population with their own experiences and struggles; subsequently more research is emerging focusing on this group. Studies have shown that the FGCS population faces unique struggles and barriers, including “academic preparation, absence of support from family and friends, and difficult cultural transitions'' (House et al., 2019). With the novel development of the COVID-19 pandemic causing universities to shift to remote online education, and using questions from the Psychological Sense of School Membership Scale (Goodenow, 1993; Pittman & Richmond, 2007), the Multidimensional Scale of Perceived Social Support (Zimet, et al., 1988), and the well-being subscale of the Mental Health Inventory (MHI; Veit & Ware, 1983) this study is intended to explore how the first generation college student experience of well-being, in relation to social support and academic belonging, has been potentially affected. A series of t-tests revealed trends towards significant differences in perception of social support and academic belonging between FGCS compared to non FGCS; indicating FGCS reporting experiencing lower perception of academic belonging and lower FGCS social support than their non-FGCS counterparts during the period in which they experienced remote education as a result of the COVID-19 pandemic. Potential implications of this study are access to better resources and support for FGCS and understanding some of the implications of COVID-19 on higher education institutions. Keywords: COVID-19, remote education, first generation college students

Undocumented college students in higher education make up a small percentage of the broader undocumented community. Through their identities as students and undocumented community members, undocumented college students find themselves navigating two worlds, thus experiencing feelings of otherness. This study draws on Enriquez’s notion of Racialized Illegality, the idea that immigrants experience illegality differently in the United States regarding their race. Therefore, racial identity and legality influence these students' perceptions of social services. With the use of in-depth interviews, the study investigates and highlights the experiences of self-identified UC Berkeley Latinx undocumented students as they encounter outside social services. The focus of this research looks at the institutional barriers that impact their well-being and quality of life due to legal restrictions in terms of status. In this, I argue that undocumented Latinx college students encounter barriers when accessing social services due to their racial categorization in the United States regardless of having a “protective status” under education. Preliminary findings show that these students have encountered legal and cultural forces which shape their notions of the welfare state as college students, members of the undocumented community, and familial advocates. The exploration of this topic aims to reform the manner in which we guide and provide social services for undocumented students and the broader undocumented community at the local, state, and institutional levels.

Spark Your Future is an organization that serves as a bridge between education inequality and access to mentorship and higher education resources for kids in foster care in the Los Angeles area. Our goal is to provide youth in care with the necessary tools and skills they need to best equip them for their higher educational goals. Spark Your Future is currently working with Loyola Marymount University to build capacity for foster youth in the Los Angeles area through hosting annual conferences for foster youth to attend and not only learn about LMU but higher education as a whole and build community. Spark Your Future is investigating similar programs and will determine what can be adapted for this purpose and what needs to be adjusted in order to ensure its sustainability at LMU. This capacity-building project will not only provide LMU with the tools to jumpstart a program designed to tutor and mentor youth affected by the foster care system but universities across the country.