'Mismatched': Matching Latino/as from API 1--2 high schools to an elite public university

Cultural Ecological Theory is able to account for minority's performance in their school setting, given their incorporation to American society. This incorporation ultimately leads towards disengagement in academic work for students. However, most research does not account for the "burden of being Latino/a." This study accounts for this burden, given Latino/as' experiences in API 1-2 high school settings and in a selective college. Results indicate that these top ranked students do face obstacles despite their top class rankings in high school and while in college.;Social Capital is said to be the actual or potential resources that are linked to a person's network. Often problematic for Latino/a students is the lack of social and cultural capital found for Latino/as at low performing high schools. Nonetheless, institutional agents can provide this access and cultural capital that Latino/as often lack. This study attempted to uncover Latino/as experiences during their high school and collegiate setting with respects to institutional agents that may have altered their academic trajectories. Students were found to have institutional agents alter their trajectories in both settings, while empowerment agents were seen in the college setting.;Affirmative action as applied to minority students continues to be the most highly debated topic regarding the subject. Much has been said about the college squeeze that is currently being seen at both flagships in the UC system. Namely, minorities are seen as taking away admission slots from other more "qualified" students that score higher on their SATs. Latino/a students with lower SAT scores are considered to be affirmative action given their lower SAT credentials. This study sought to uncover student's experiences at one of the UC's flagship universities who previously attended one of California's lowest performing high schools (API 1-2). Particularly, this study looked beyond GPA as means of assessment in determining their "mismatched" or "matched" status. Results indicate that students are able to obtain various forms capital beyond a GPA.;Selective institutions have been proven to yield higher graduation rates, higher lifetime earnings, post graduate enrollment and higher and faster graduation rates. Latino/as have usually not been able to enjoy these benefits given their retention at these selective universities. Negatively impacting their retention includes: racial climate, diverse quality peer interactions and factors involving the community and family. Findings demonstrate that students continue their pre-college interaction patterns with similar ethnic peers once in college, while evidence of by a hostile racial climate was evident and students were found to be connected to smaller organizations on campus.