Understanding the engagement experiences of Hispanic Generation 1.5 English Language Learners (ELLs) is crucial for fostering student retention in higher education. This book explores how these students perceive their academic journey, focusing on their sense of belonging within community colleges. Hispanic Generation 1.5 students are unique; they are foreign-born individuals who have graduated from U.S. high schools, navigating the English-dominant educational system while preserving their native language and cultural identity.

As these students transition from high school to college, they often find themselves placed into English as a Second Language (ESL) courses based on their English proficiency. This placement can significantly influence their engagement experiences compared to their mainstream peers. The book delves into the critical role of engagement in student success and retention, emphasizing that both positive and negative experiences shape students’ feelings of belonging within their institutions.

The purpose of this research is to illuminate the engagement and membership experiences of Hispanic Generation 1.5 students at a community college in Massachusetts. Utilizing a naturalistic inquiry approach, this study incorporates an embedded descriptive case study design, analyzing three key areas of student engagement: ESL courses, developmental courses, and mainstream courses.

The primary source of data was gathered through in-depth interviews with native Spanish-speaking students who had participated in ESL courses at the Commonwealth of Massachusetts Community College. Participants were selected using criterion sampling to ensure they met specific criteria, enriching the study’s findings.

The study reveals that while Hispanic Generation 1.5 students may feel disconnected from their peers, their engagement with faculty and academic support services is paramount for their educational satisfaction. Many participants expressed disappointment regarding their ESL placement but acknowledged that their experiences within ESL classes significantly contributed to their learning and sense of belonging. This highlights the need for community colleges to focus on enhancing engagement strategies that cater specifically to the needs of Hispanic Generation 1.5 students.

In conclusion, this book provides valuable insights into the engagement experiences of Hispanic Generation 1.5 English Language Learners at community colleges. By understanding these unique challenges and experiences, educational institutions can create more inclusive and supportive environments that promote retention and academic success for these students.