Amezcua, AngelicaHernandez, Andrea2025-08-012025-08-012025-08-012025Hernandez_washington_0250O_28466.pdfhttps://hdl.handle.net/1773/53764Thesis (Master's)--University of Washington, 2025Abstract This qualitative study explores how Spanish as a Heritage Language (SHL) courses influence the academic trajectories of Latino students at the University of Washington. Through interviews and focus groups with five participants in the program, the study seeks to answer the following questions: What pedagogical aspects of the heritage program motivate Latino students to remain enrolled over time? What instructional elements in SHL courses influence Latino students to aspire to complete a minor in Spanish? The findings reveal three transformative pillars: the classroom as an affective community, Spanish as a vehicle for professional aspirations, and critical pedagogical approaches as tools to heal, reclaim, and affirm identity. Most of the students interviewed began or strengthened their decision to pursue a Spanish minor after taking heritage language classes. Despite its value, the study presents limitations in terms of sample diversity and longitudinal scope. It highlights the need for further research into the relationship between professional aspirations, motivation, and retention, as well as the importance of expanding the offering of professionally oriented courses. Finally, this work raises an urgent institutional question: What can universities do to promote the enrollment, retention, and academic sense of purpose of Latino students in Spanish as a Heritage Language programs?application/pdfesnoneEstudiantes de HerenciaHeritage CoursesHeritage Language TeachingSpanish as a Heritage LanguageSpanish as a heritage language learnersEducationBilingual educationHispanic American studiesRomance languages and literatureThesis