Puente: Bridging the Gap for First-Generation Latino Students on the Path to college
The benefits of a college degree are considerable – individuals with four-year degrees earn, on average, $630,000 more over their lifetimes. Though,access to these opportunities isn’t equal. In the United States, the advantages of higher education are disproportionately realized by people of European descent, who currently comprise the majority of college graduates. Data from educationdata.org reveals that in 2024, 53.59% of all college graduates are white, compared to 17.27% who are Latino. This disparity was even more pronounced in 1981, when the Puente Project was founded, with only 3.3% of U.S. college graduates identifying as Latino.
Recognizing this inequity, the Puente Project was created to support first-generation latino students in navigating the complex journey to college. The programme focuses on providing clarity regarding the college request process, addressing hurdles that can be particularly challenging for students lacking familial experience with higher education.Components like securing letters of recommendation, arranging college visits, understanding standardized testing, meeting GPA requirements, adn crafting compelling application essays ofen lack intuitive clarity, especially for those without a support network to guide them.
The structure of the Puente program is intentionally designed to address these challenges. As explained by Ave Melgoza, the Puente school counselor at Berkeley High School (BHS) and Longfellow, “The model of the program is that there is a special, bilingual Puente school counselor and a Puente English teacher per each Puente school.” This structure stems from the understanding that “the number one hiccup or challenge first-gen Latino students faced when applying to college was not having strong reading and writing skills, as well as the college knowledge to be able to successfully graduate.”
Puente’s activities are varied and impactful. Melgoza leads sessions on transcript analysis within Puente English classes and facilitates presentations where students research and share information about different California colleges.A particularly popular component of the program is college field trips. Diana Ibarra Alvarado, a junior at AC, shared, “I like going on the field trips as I can envision myself in that school. It helps me know if that school would be a good fit for me or not.” Stephanie Milian Carretero, a BHS junior, echoed this sentiment, naming Saint Mary’s as a favorite campus visit.
Students consistently report gaining crucial knowledge and confidence through Puente. Nicolás McCarthy, a sophomore, stated, “I know what I need to do to get into a good college, what the requirements are…like I know that for UCs, you need to get at least a C in your class for it to count towards college credit.” Alvarado emphasized the program’s role in empowering students who already have the desire to attend college but lack the necessary information.”Being able to learn about (college) is really helpful, and knowing the steps I have to take, like more community service hours,” she said. Carretero also highlighted the value of consistent support, noting, “It’s really helpful to have the same counselor for three years, I feel like we have a better connection.”
The Puente program has experienced significant growth, currently operating in seven middle schools, 36 high schools, and 65 community colleges throughout California. While experiences may vary between locations, the BHS program has proven to be highly successful and positively received by both students and staff.
