For Princess Rodriguez Herrera, a first-generation college student at the University of Colorado Denver, earning a degree has taken six years, multiple institutions and a difficult balance of financial and family responsibilities.
Growing up in an immigrant family, Rodriguez Herrera viewed higher education as a pathway to financial stability. Although accepted to the University of Colorado Boulder, she said financial uncertainty led her to enroll at Front Range Community College, where federal and state assistance covered most of her tuition.
After three years, she transferred to the University of Colorado Denver, where limited advising, larger classes and unexpected scholarship restrictions complicated her progress.
"I was not given a lot of support and advising during the whole transfer process," Rodriguez Herrera said during an Oct. 21 UnidosUS briefing.
Despite withdrawing from some courses because of personal and mental health challenges, she expects to graduate this academic year.
Her experience reflects findings from a new national survey showing Latino college students overwhelmingly believe higher education is worth the investment, even as financial pressures, employment and family responsibilities threaten their ability to graduate.
The survey, released Oct. 20 by UnidosUS, found 76% of current and recent Latino college students believe earning a degree is worth the cost because it improves their employment prospects and lifetime earnings.
However, 65% reported considering leaving college, including 32% who temporarily or permanently stopped attending before completing their degrees.
Arizona was among four states selected for additional sampling, along with California, Florida and Texas. Researchers are analyzing state-specific responses to determine whether students face different challenges depending on where they attend college.
"Latino students still believe higher education can lead to better jobs and a better life for their families. Colleges have an opportunity, and a responsibility, to make good on that promise," said Jenny Muñiz, UnidosUS director of education policy.
Financial pressures extend beyond tuition
The survey of 1,566 Latino adults ages 18 to 35 found 44% struggled to afford college, 43% had difficulty paying basic living expenses and 43% struggled to balance school with work and family obligations.
Another 42% reported difficulty maintaining their mental health.
Among students who considered leaving or had already left college, 81% identified mental health or emotional stress as at least somewhat important to that decision. Work obligations were cited by 70%, family responsibilities by 69% and tuition costs by 67%.
Students attending two-year institutions appeared particularly vulnerable.
Researchers found 42% of Latino students at public two-year colleges had stopped attending at some point, compared with 27% at public four-year institutions.
Those findings raise questions for Arizona's community colleges, which provide pathways to workforce credentials, associate degrees and university transfers.
Although the national findings do not establish whether Arizona students experience the same challenges at comparable rates, researchers expect additional state-level analysis to provide greater insight.
Working students face competing demands
Employment was common among respondents, with 80% reporting they worked for pay while attending college.
Among working students, 56% said employment reduced their study time, 31% took fewer classes and 24% could not accept career-related jobs or internships.
Basic needs also presented challenges.
The survey found 82% experienced some form of food insecurity sometimes or often, including skipping meals or purchasing less nutritious food because of financial constraints. Another 77% reported housing instability, including difficulties paying housing expenses or concerns about maintaining stable housing.
More than half reported significant family responsibilities, such as contributing to household expenses, caring for relatives or translating documents.
Despite those pressures, 84% felt responsible for succeeding academically to honor their parents' sacrifices.
Students identify solutions
Researchers also examined what helped students remain enrolled or return after leaving.
Flexible or online class schedules were cited by 41% of students who stayed or returned, followed by additional financial support at 38%, flexible work hours at 37% and academic assistance at 33%.
However, students did not always use available campus resources.
Only 24% accessed emergency financial assistance, while 35% had not used any of the financial or basic-needs assistance resources examined.
Among students who knew resources were available but did not use them, 40% preferred handling their needs independently, 32% did not know how to access assistance and 27% felt uncomfortable seeking help.
The findings suggest colleges may need to improve communication and access to existing services, rather than simply expanding available programs.
For Arizona institutions, the research raises questions about emergency grants, academic advising, food assistance and flexible schedules, particularly for students transferring between community colleges and universities.
"Colleges facing enrollment pressure cannot afford to focus only on bringing students through the door," said Magin Misael Sanchez, UnidosUS senior policy analyst of higher education.
"Their future, and the strength of our workforce, will increasingly depend on whether Latino students can stay and graduate."
Researchers said Arizona's additional survey responses could help identify state-specific barriers as colleges prepare for demographic changes and shifting enrollment.
For Rodriguez Herrera, who expects to graduate this year, stronger advising and support could prevent other students from experiencing similar setbacks.
"A lot of students I've seen fall between the cracks and this has definitely been a personal struggle," she said.
Hart Research Associates conducted the online survey Sept. 3-17, 2026. The national results have a reported margin of error of plus or minus 2.5 percentage points.
Editor’s note: A grant from the Arizona Local News Foundation made this story possible. The foundation awarded 15 newsrooms to pay for solutions-focused education reporters for two years. Please submit comments at yourvalley.net/letters or email them to AzOpinions@iniusa.org. We are committed to publishing a wide variety of reader opinions, as long as they meet our Civility Guidelines.
Meet Stacy Stacy Mantle is joining the team at Independent Newsmedia, Inc. as an Education Solutions journalist, thanks to a grant from the Arizona Community Collaborative. She has a long history in education that ranges from teaching junior high and middle school to developing curriculum and standards-based assessments.
Community: A longtime advocate for animal welfare, Stacy is deeply involved in rescue efforts and volunteers with several nonprofit organizations.
Random Fact: Once upon a time, she shared her home with a pet coyote and two wolf hybrids. The experiences were wild enough to become the subject of her first book!
Education: She holds a BA in English with a minor in Political Science, a Post-baccalaureate in Secondary Education, and an MBA with a emphasis on Marketing.
Hobbies: In her spare time, Stacy writes fast-paced urban fantasy novels, crafts small-batch artisan soap, and is always up for hiking or off-roading through the Arizona wilderness with her husband of 23 years.
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