This qualitative dissertation explores factors that contribute to first-generation Latino male retention and graduation at California State Universities (CSU) that are also designated as Hispanic-Serving Institutions (HSI). This study is informed by the main research question: How do Latino males use their own Community Cultural Wealth for their retention while enrolled at southern California CSUs designated as Hispanic-Serving Institutions? Utilizing Yosso (2005) Community Cultural Wealth model as the Theoretical framework guiding the research study, the study explores how participants used the various forms of capital: Aspirational, Familial, Linguistic, Navigational, Resistant and Social to successfully graduate. A phenomenological design was used in the study. Individual interviews, questionnaires and a photo elicitation process were part of the data collection design. This dissertation expands on Yosso’s (2005) Community Cultural Wealth Model. Findings include additional forms of capital that supported students through graduation: Valor (courage), Spiritual/Religious Capital and Ser Servicial (compassion to serve & give back). Implications for research, theory and practice are presented in this study with a focus on how four-year Hispanic-Serving Institutions in southern California can increase the retention and subsequent graduation of Latino males.
