Social capital and Latino achievement

This research examines the perception of social capital from participants of the Inland Empire Future Leaders Program, a Latino youth leadership program designed to empower 9th and 10th grade students to graduate from high school and college. National Latino pipeline data reveal disturbing trends and minimal change in high school and college graduation rates in the past fifty years, but alumni from this program graduate from high school and college at higher rates than the national average. Social capital theory was used to explore the experiences of former participants to identify the potential impact that social capital has on Latino educational success. A survey and small focus group questions were designed for this study to measure perceptions of social capital using the Funds of Knowledge Typologies created by Stanton-Salazar (2001). Differences in educational outcomes for Future Leaders were compared to Latinos in the nation, state, and region. The results reveal that these Latinos received benefits from social capital which positively impacted their success. These Latinos found individuals to serve as a bridge to success. The research revealed that social capital formation constructed within a culturally relevant environment assisted in creating trust.;Social capital constructed in a cultural environment is discussed as a critical tool for Latinos to achieve success. Social capital is also more likely to benefit students when social ties are maintained. The students who volunteered subsequent to their participation as youth, and remained in touch with the individuals they met in the program, gained more assistance from their involvement. Latinos who graduate from high school and college are typically first generation college students and need community generated social capital. Social capital stemming from community programs could provide valuable resources for Latinos to graduate from high school and college.