After reviewing all of the different stages that first generation college students complete in their transitions to college, the students were able to give us and the administration suggestions for helping future first generation students to better meet their needs. In "Higher Education: Colder by Degrees" by Sadker and Sadker, they mention how important it is for women especially to have role models and mentors. "Female students who are looking for role models, counselors, and mentors must search long and hard" (90). Role models in faculty and staff who are of Hispanic or African-American backgrounds are lacking in most institutions. Sandra Chavarin has a similar suggestion she would like to bring up to our administration:

Like I said before, the farm workers go from sunrise to sunset, so they are never with their kids. Except for a little while before bed. So most of the kids are off track. They just go to school, buy they don't know what they are doing. It's like they need, not really mentors but some one to be there. To be taking care of them. To talking to them, telling them what to do. A role model. They need lots of role models. Some of the other kids from Gonzales to go there and tell them that my parents worked in the fields too. And look at what I'm doing. You could be doing this too. Because there are a lot of students that aren't thinking of coming to a university. You asked a lot of students there and they just want to finish school and go work with their parents in the fields. I mean since they are here and they have the opportunity, to come here they should take advantage of the opportunities. Because my mom tells me in Mexico you don't have the opportunity to go to school for free. That you have to pay. And it's really hard to get work after you get your degree over there. So there are a lot of children coming over from Mexico with their parents. So while the parents are working they are home by themselves. They don't know what's going on. So they are just lost, afraid. So I think they need more role models to go in there and tell them my parents were farm workers, I also went to school in Mexico, but now I'm going to a university. That they can do the same thing when they get older. Just helping them settle down and start helping them realize what they want to do (Ln 370-389).

On recreation and academic programs Carlos Armenta had this to say to the administration:

I think changes I think there needs to be more rec, you know. More of a recreational type of- I know they're, they, I know they put the Student Center, but I think that's one of the big things. And I think what's been going on about the BBC- it's gonna be, I think it's gonna be a total downfall, because that's kind of like the two things here- that make it. I mean, other than that, if they close the BBC down, then there's really nothing to do. And I know there's been a lot of complaints about it. About things to do here. People go out of town, or people, you know, leave campus to do something, because there's really nothing here" (p.23, 476). "RecreationI think kind of like would be more- more sports. More sports to do here" (p.24, 487). "I think right now- I think the Music Department should be more exposed. More exposed, I think there should be a major for that department here. Because that's one of the things that- music- I mean I've played- and I know that's on eof the things that I want to concentrate on. What I want to do is major in TAT with a concentration in music. So I think that, exposing the music department here (Ln 490-497).

     Maria Lupe Figueroa had some ideas such as advising, planning, and tutoring to bring about more retention programs:

Maybe more retention programs like on tutoring on how to get the right classes. On how to um, to have a plan. Like the classes that I do have to take because um, since the university is growing the majors are changing and the classes are changing as well. So sometimes the students may be taking some classes based on the advice of other students but those classes are changing but those classes may not count in the future for them. So I think that the university has to develop more programs in that aspect like tutoring with the classes, with the majors and have more maybe more programs in terms of the majors. Like they do have the majors but they don't have a lot of the classes that are needed for those majors. So sometimes the students slip cause they don't count. They don't count for what they want (Ln 293-302).

Retention is a very important message to bring up because it seems as if this has been a request for some time now. According to Annabelle Rodriguez's senior capstone project, "CSUMB Vision Statement: Vision to Reality," in spring of 1999 there was a dire need of more retention programs. Some of the programs that were voted essential for retention were specific programs of tutoring and counseling for Migrant Students, EOP, ESL classes, more Latina/o Faculty, and more Latina/o student/faculty mentorship (23). It seems as if a lot of these ideas have yet to go into effect since the spring of 1999.

     Though it may take some time to get these programs started, it is important for incoming students to stay positive and on track. And so, we would like to close our collaboration piece about the sophomore's experiences with a message to incoming first generation students by Maria Lupe Figueroa:

I think that it's hard but just knowing that they are not alone. That there is people who went or who are going through these same experiences and they made it so they can make it as well. But also let them know that the resources are herelook for them, don't be afraid or scared to ask for help" (Ln 306-309).

Yeah because um, I think that you are the one that's gonna be beneficial, you going to benefit for what you do. So you the one who has to take responsibility and go and ask for help. And there might be like a lot of barriers and a lot of obstacles that you have to face but if you know that you want to make it, just go and ask and ask and I think that those experiences take them as learning experiences. But not as obstacles that are going to be all the time in your way. So doing research like learning, be open to meet new people and ask for help and look for mentors look for advisors just speak out, say what you want. Ask for what you need (Ln 314-321).

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