Using affiliation network data collected at a large high school in Southern California, this paper examines differences between who encourages Latino students and who encourages White students to enroll in advanced courses. Previous research has found a positive association between emotional support and academic achievement, and thus, this study shifts the foci from who informs students to who encourages them. This study also used a new survey instrument, Student Networks of Encouragement (SNE), developed by the author, in order to disaggregate large network clusters (family, school, peers) into smaller roles (principal, teacher, guidance counselor, etc.) that are embedded within these large networks. This study found that on average Latino students and White students have different networks of encouragement. These results provide evidence for disaggregating large network clusters (family, school, peers) into smaller more nuanced network roles in order to identify new network clusters that are associated with diverse student populations.