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This article uses Yosso's (2005) framework of cultural capital and Matos's (2011, 2015, 2019) findings on cultural capital to examine how these frameworks can be used to recruit and retain Latinx college students. The article discusses the engagement of Latinx parents in higher education and offers suggestions on how higher education professionals can utilize these forms of capital to support Latinx students.

This article utilizes Yosso's (2005) community cultural framework and the six forms of cultural capital (aspirational, familial, linguistic, navigational, resistant, social) as corrective reframes of the cultural deficit model. Although the prevailing literature on Latina/o parents and families portray this population as being unmotivated and uninterested in education, this article highlights findings from my study on the impact of Latina/o parental involvement on college students that contradicts sentiments held by the cultural deficit model. Participants in the study identified how they use the cultural capital transmitted to them by their families and communities, and how they create "finishing," a new form of capital. The article also contains strategies for how students and practitioners in K-12 and higher education settings can use the findings within the study to improve the educational climate and conditions for Latina/o students in U.S. schools.

This article uses Yosso's (2005) framework of cultural capital and Matos's (2011, 2015, 2019) findings on cultural capital to examine how these frameworks can be used to recruit and retain Latinx college students. The article discusses the engagement of Latinx parents in higher education and offers suggestions on how higher education professionals can utilize these forms of capital to support Latinx students. [ABSTRACT FROM AUTHOR]