Abstract
Although the Latino population has experienced the highest growth rate among minority groups over the past three decades, it still lags in academic achievement. This qualitative transcendental phenomenological study aims to amplify the voices of academically successful Latino migrant high school students, focusing on the challenges they face and the influences that contribute to their motivation, resilience, and academic success. The following two research questions were developed to guide this study: 1) What are the lived experiences of Latino migrant high school students in terms of becoming academically successful? 2) What are the perceptions of Latino migrant high school students of the impact of family, school, and community on their motivation and resilience, resulting in their academic achievement? Using ecological systems theory and funds of knowledge, the researcher presents a powerful theoretical framework for understanding the intricate interplay between students’ academic success and their environment. Six major themes emerged from the data: (1) defining personal and academic success, (2) barriers to academic achievement, (3) resilience and overcoming challenges, (4) foundations of achievement: external support networks, (5) cultural identity and motivation, and (6) unlocking potential: the role of educational programs and mentors in resilience. These themes provide a comprehensive understanding of the lived experiences and perceptions of academically successful Latino migrant high school students, highlighting the challenges and support systems contributing to their success. The findings have significant implications as understanding these factors allows all stakeholders to work collaboratively to create supportive and inclusive learning environments where Latino migrant students can thrive.
