Latinas/os are the largest and fastest growing minority group however they still remain the smallest group to complete graduate program in the United States (Fry, 2004; NCES, 2011). Moreover, if the proportion of Latinas/os continues to grow and the post-baccalaureate shortfall persists, a serious shortage of highly educated Latinas/os is likely, limiting the numbers of this group who will be able to assume professional and leadership positions. This dissertation study examined Latina/o undergraduate students to understand their aspirations for graduate and professional education using a sample of undergraduate Latina/o students from the University of California undergraduate experience survey. Structural equation modeling results indicated that Latina/o undergraduate students' perception of access to academic resources and instruction positively predict their aspirations to pursue post-baccalaureate education. Moreover, more positive perceptions of access to academic resources mediate the relationship between students' perceptions of their own pre-college academic abilities and aspirations to pursue graduate education. This comprehensive model is useful to institutions and policy makers as they design, develop, and assess programs to motivate and support Latina/o students in the pursuit of graduate degree enrollment at the University of California.

Keywords: Latinas/os, Hispanics, higher education, aspirations, graduate education.