Understanding College Access of Immigrant-Origin, Emergent Bilingual Learners

Abstract: Emergent bilingual learners (EBLs) comprise 10% of U.S. students, yet evidence less academic success as a group compared to their non-EBL counterparts. While research has documented the struggles of EBLs in pursuing post-secondary educational pathways, this qualitative study examines factors that are associated with successfully pursuing enrollment in 4-year colleges and universities. Eighteen EBL students participated in interviews about their journey toward college. Data were grouped into three main areas: motivations for pursuing college, assets contributing to success, and barriers experienced. Core themes in the data included the primary motivator of fulfilling family dreams; positive and negative contributions of teachers, counselors, and peers; positive influences of secondary curricular and extracurricular engagement; and ongoing linguistic challenges. Findings have implications for professionals who work with EBLs both prior to and during college to better support these students in their transition to college.