Project Esperanza: A Pilot Study on Isolation, Belonging, and Hope for First-Generation Latinx College Students

This study is a two-part manuscript dissertation that explores and assesses culturally grounded strategies to best support first-generation Latinx college students (FGLCS), who often face unique academic and psychosocial challenges. The first manuscript is a conceptual exploration of the intersecting constructs of social isolation, belonging, and hope, and their impact on the well-being and academic success of FGLCS. Thematic analysis revealed the importance of mentorship, culturally relevant content, and opportunities for reflection and community-building. These findings informed the development of a psychoeducational intervention, Project Esperanza. The second manuscript introduces the pilot study designed to reduce social isolation and enhance belonging and hope among FGLCS. Using a quasi-experimental single-group pretest-posttest design, 39 participants completed surveys assessing isolation, belonging, and hope before and after the intervention. Results indicated a meaningful reduction in social isolation (d = 0.45), while changes in hope and belonging reflected small effects. Correlational analyses also revealed important associations between isolation, ethnic identity, and mental health indicators. Together, these findings suggest that culturally grounded, community-based interventions like Project Esperanza may effectively reduce isolation and foster connection among FGLCS, which can, in turn, support student retention and academic success. Implications for counselor education, student support services, and future research are discussed.