Despite educational levels improving in the Latinx community overall, Latinx adults continue to fall behind other racial and ethnic groups. The increases in educational attainment we have seen fall along gender lines, with Latinas graduating from college at a higher rate than Latinos. Despite these disparities, there is still a lack of knowledge about the intersectional education journey of Latinx students. This phenomenological study explores the gendered experiences of first-generation, documented, higher education students of Mexican origin who participated in a college preparatory program created for Latinx students and families. Utilizing the theory of community cultural wealth, students’ strengths are highlighted to demonstrate how their skills apply to higher education experiences. Findings indicate that long-term, holistic, mentoring from trusted adults was key to bolstering the educational success of students. The gendered analysis suggests Latinas may have increased opportunities to engage in on-campus programming than Latinos.

中文翻译：

---

大学预科课程毕业的墨西哥裔美国人的大学经历

尽管拉丁裔社区的教育水平总体上有所提高，但拉丁裔成年人仍然落后于其他种族和族裔群体。我们看到，受教育程度的提高与性别有关，拉丁裔的大学毕业率高于拉丁裔。尽管存在这些差异，但人们仍然缺乏对拉丁裔学生的交叉教育历程的了解。这项现象学研究探讨了第一代有记录的墨西哥裔高等教育学生的性别经历，他们参加了为拉丁裔学生和家庭创建的大学预科课程。利用社区文化财富理论，突出学生的优势，以展示他们的技能如何应用于高等教育经历。调查结果表明，来自值得信赖的成年人的长期、全面的指导是促进学生教育成功的关键。性别分析表明，拉丁裔可能比拉丁裔有更多的机会参与校园节目。