“They Always Call Me an Investment”

Abstract

In the past 20 years, Latinas have begun to outperform Latinos in high school completion and college enrollment, tracking the overall “gender reversal” in college attainment that favors women. Few studies have examined what factors contribute to Latinas’ increasing educational success. This article focuses on gender differences in college-going behavior among a cohort of 50 Latino/a college aspirants in the San Francisco East Bay Area. Through 136 longitudinal interviews, I examine trends in Latinos/as’ postsecondary pathways and life course decisions over a two-year period. Findings suggest evidence for gendered familism, in which gender and racial/ethnic beliefs intersect to differentially shape Latinos/as’ attitudes, behaviors, and college choices. Gendered familism encouraged Latinas to seek a four-year degree as a means of earning independence, while Latinos expressed a sense of automatic autonomy that was not as strongly tied to educational outcomes.