As the college-bound student population continues to diversify, producing information in languages other than English continues to be critical to the success of educational awareness, access, and persistence efforts. Demographic figures continue to reflect an increasingly diversifying college-bound population in terms of age, race and ethnicity, and language preference. Higher education professionals continue to adjust to the need of producing information in multiple languages.

Demographers and educators alike are focusing more and more on statistical information that provides insight into trends about language preferences within the U.S. population.

The primary language spoken at home by over 34 million people aged 5 or older is Spanish, according to the 2007 American Community Survey conducted by the United States Census Bureau. In addition, the U.S. is home to more than 45 million Hispanics who speak Spanish as a first or second language, as well as more than 6 million Spanish students.

This article explores the various facets of the college-going experience, and provide insight into how, as a financial aid administrator, you can support both first-generation students and their Spanish-speaking families in pursuing their educational dreams.

Investigations: Attending College Fairs and Presentations
The initial exposure some first-generation Spanish-speaking families and their students have to college representatives may be at their local college and career fair day, or at an institution’s presentation from college recruiters or admissions representatives. Some of these students prepare for or explore their options earlier, but this milestone may be the first time both the adult family members and the student are focused on the college option at the same time.

When interacting with first-generation students and their families at these events, be prepared to discuss different topics with each group. Students may be further along in the exploration process, so their questions often relate to degree programs, campus life, and student activities. Some may want to know more about scholarships and “free” aid. Cost is often a factor, but if your institution is competitive, students may want to spend more time examining admissions requirements more closely.

Parents, on the other hand, are likely to want to focus on financing the education and the basics of the postsecondary education process. Parents of first-generation students don’t have personal experience to draw from, of course, and perhaps only limited access to others with college-going experience, so their questions will focus more on the basics. This may include length of degree programs, terms of attendance, assessment methods, and college and career placement services after graduation. They will want to know “how things happen” at your institution, so this discussion may encompass multiple topics.

Parents may also have several questions related to college life from a parent’s perspective. Parents likely will want to be assured that their student will be taken care of when away from home. They may ask about safety and security resources, availability of meals, and access to medical assistance if needed.

Preparing to Assist Spanish-Speaking Families
If you are attending an event where you anticipate meeting first-generation students and Spanish-speaking families, it’s best to be well prepared. If possible, try to have a Spanish-speaking representative available. If this is not possible, call ahead and see whether the host school is willing to identify a parent or responsible student to assist you. Often, this is a better solution, because the parent or student will be familiar to those in attendance. Another option is to identify a graduate, who can offer both language support and answer experiential questions that parents are eager to ask.

Be prepared with Spanish literature. Many guarantors (including TG) offer literature at no cost to distribute to families. Often these publications include content that can answer questions Spanish speakers usually ask about the college experience. Literature that describes the merits of your institution and program can assist as well, but Spanish-speaking parents are more apt to want answers to fundamental questions first.

Finally, offer Spanish-speaking family members the name of an admissions representative, a counselor, or another resource to call to ask their follow-up questions. Call centers can be helpful, but wary parents will appreciate the name of an individual they can reach out to as they explore their options. Collect names and phone numbers if there are unanswered questions; your Spanish support counselor or team can follow up to create a relationship and be available in the future.

Decision-Making: The Applications Process
The focus for Spanish-speaking families and their students during admissions, enrollment, and through the first months of the college experience is on understanding how college works, and, in particular, how education is financed. During the admissions consideration period, first-generation students with Spanish-speaking family members are likely to need considerable support, as most families do. Taking college admissions tests, preparing applications, and filling out the Free Application for Federal Student Aid (FAFSA) are key steps in the process. This is the same time in which some families may be challenged to complete the steps necessary to access a postsecondary education.

Applying for Admission and Aid
Counseling resources may be limited at secondary schools, so support in building awareness about college admissions testing dates and fees is always helpful. In addition, most first-generation students with Spanish-speaking families can benefit from your help in preparing college applications. Many schools offer this support, but it never hurts to have college representatives available to answer basic questions about applying.

Obviously, the FAFSA is another critical step in the process. Although most families today understand that financial aid is a necessary part of pursuing a higher education, those unfamiliar with higher education in general may perceive financial aid as public assistance and shy away based on the stigma it represents. Therefore, it’s important to emphasize to students and families that everyone should consider going through the process.

Several guarantors offer outreach programs in the mid to late winter that help families and students prepare the FAFSA. These efforts include events at high schools, malls, churches, and other institutions that support educational efforts. For Spanish speakers, these programs may include video programs and materials, as well as special events reaching specialized populations. Use these resources whenever possible.

Exploring Futures: Campus Vsits and Interviews
First-generation students and their Spanish-speaking families may also take advantage of on-campus interviews and tours. Arrange to have bilingual students available to provide campus tours and highlight support services. Be prepared for the full family to participate—exploring the future home of the student can be a family affair.

A visit to the financial aid office, especially if you have Spanish-speaking counselors available, can also be invaluable to the first-generation student and their Spanish-speaking family. Most families are wary of filling out forms that disclose personal information, and families unfamiliar with the education finance process will be no different. A counselor fluent in the language can allay any concerns and explain when and how the information will be used.

If student loans are a consideration, this is also a good time for a counselor to explain the process of borrowing for an education. Some Spanish-speaking cultures are wary of the concept of credit, so it is possible that some families will take a negative stance: “If we can’t pay for it now, we can’t afford it.” Respecting decisions is important. However, first-generation families may benefit from exploring the costs as an investment in the students’ future.

Creating Relationships is Key
And finally, in all of these interactions, relationships are important. Encourage your institution’s student support offices to provide names and phone numbers to first-generation students and their Spanish-speaking families. These efforts may contribute to a student’s eventual success in completing their education.

Chansone Durden is an account executive team manager with TG serving schools in MASFAA. You can reach Chansone at (800) 252-9743, ext. 2513, or by e-mail at chansone.durden@tgslc.org. Additional information about TG can be found online at www.tgslc.org.