Disparities in college degree attainment rates between students of different racial/ethnic groups continue to exist. The degree attainment gap is projected to widen for Latino/a students as the population continues to grow. Students make college choices from the direct and indirect messages they receive from friends, their schools, and families. Parents’ attitudes and expectations may influence students’ academic achievement, college preparation and college choices. However, little empirical research is available on Latino/a parents and the ways, if any, they work with their children around college going or their understanding of the higher education structure.

Through analysis of interviews with 30 Latino/a parents about their perceived role in their child’s college choice and search processed revealed that parents who participate in a college access program provide both direct and indirect support to their children. Although parents provide academic and administrative direct support, they mostly support their children via indirect approaches such as providing motivation and encouragement, setting expectations, and providing verbal support and encouragement. Participant demonstrated some knowledge about admissions requirements to 4-year public universities. However, more than half of participants indicated being unfamiliar with the higher education structure. As a result, parents felt unequipped to provide advise in helping students choose colleges, thus leaving the decision as to where to apply to the child. Despite their unfamiliarity with the higher education structure, parents made a distinction between 2-year and 4-year public colleges. This suggests that parents do not have a monolithic view of higher education. Instead, they view it as a binary set of institutions.