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ScholarWorks > WMU > JCA > Vol. 11 (2026) > Iss. 1

 

Abstract

This study explores the impact of earning Spanish CLEP credit on first-generation Latinx students' levels of self-efficacy, college-going mindset toward earning a post-secondary degree, and their perceptions of bilingualism. Study participants (n=47) were all enrolled or previously enrolled in a college access program in high school. All participants received the opportunity to take the Spanish CLEP exam. Participants (n=33) completed a pre/post survey, and a paired sample t-test showed self-efficacy, college-going mindset, and language perceptions remained neutral for participants. Five semi-structured group interviews (n=26) were conducted after the post-survey. Participants showed that earning Spanish CLEP credit impacted their way of thinking about college enrollment and ability. Study participants revealed that earning CLEP credits leads to a confidence boost and a more efficient college experience, that earning a college degree is a family accomplishment, and that knowing Spanish is an advantage. It is important for educators to acknowledge positively Latinx students' ability to speak Spanish. A second language is a fund of knowledge that can impact a student’s self-efficacy towards pursuing a post-secondary degree.

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