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For the past five years, ɫ����Ƶ has been taking a closer look at data aggregated by the Office of Institutional Research to prioritize the admission, retention and success of Latine students, an often misunderstood and overlooked population.

The data revealed Latine retention and graduation rates were low when compared to white students and other students of color. Specifically, retention rates were found to steadily decline from year one to two.

“We want to create better pathways for first year (Latine) students, expose them to career services, get them engaged with internships opportunities, community engagement, and career readiness,” said Yolany Gonell, assistant vice president, Division of Student Success, Equity and Diversity. “How do we deliver on our promise to our Latine students that a ɫ����Ƶ degree will get them into a career or industry of their choice or a career they may have not considered?”

To answer this question, a needs assessment of service and resources for Latine students was created. These efforts included student-led focus groups organized through the Office of Institutional Research as well as the Lewis and Gaines Center for Inclusion.

Bridgewater also formed a collaboration with Excelencia in Education, a national organization dedicated to improving Latine student success in higher education.

“It’s an institutional problem that’s happening across all schools in America,” Gonnel said. “Latines are often lumped into the category of students of color in such a way that it’s forgotten that each culture group has different needs based on different experiences and issues that impact them in the classroom, perceptions, and microaggressions.”

ɫ����Ƶ officials took a hard look at Latine cultural representation on campus, such as, how many students are active in clubs? how many serve in leadership roles? how many attend campus-wide events? and what career paths are they taking?

“We found they weren’t going to programs or using available resources,” Gonell said. “So, we are looking for ways to bolster curiosity, and engage Latine students to come out and explore, to be seen and heard.”

Earlier this semester, to support ɫ����Ƶ’s Latine community, the school hosted the first ever Mi Futuro career-experience program. The event invited Latine alumni and employer partners to come talk with ɫ����Ƶ students about building skills, celebrating identity, overcoming challenges, and finding mentors.

“We really wanted to amplify the voices and experiences of (Latine) career leaders to inspire the ɫ����Ƶ Latine community,” Gonell said.

Along with the Mi Futoro Career Experience, a BEST mentorship program was launched, the first live outdoor salsa band and resource fair was held, a Café Con Leche Latine Student Support Group was created, and enhanced Latine Heritage month programs were offered.

“We are examining the foods offered in our dining halls,” Gonell said. “Are we representing different cultures? Are we being transportation-friendly to our Latine students, who often commute from areas over an hour away?”

This spring, Bridgewater will pilot a Latine Excellence and Mentorship Course and create pathways for students to get more involved in ɫ����Ƶ’s undergraduate research program.

“Participating in undergraduate research opens pathways for scholarships, professional development, mentorship, summer jobs and more,” Gonell said.

ɫ����Ƶ will continue to look at and analyze the data to ensure Latine’s are best supported.

“Looking at the data will help us close equity gaps and also opens up new questions and opportunities for us,” Gonell said. “At ɫ����Ƶ it’s important that all our students succeed…It’s important we show them the value of getting an education at ɫ����Ƶ.”

Do you have a ɫ����Ƶ story you'd like to share? Email stories@bridgew.edu