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Abstract
Education has become increasingly important for upward mobility in the United States. Hispanic students, who make up the largest proportion of immigrants face a significant lag in educational attainment. Ensuring that students stay in and succeed in school is a challenge for our currently stratified society but social support is a key factor in doing so. The current study examines the differences between first, second, and third-plus generation Hispanic students reports of social support from their families as well as schools. Using negative binomial regression, I assess differences by generational status. Results are indicative of significant disparities among a sample of 1990 Hispanic high school students, evident among both family and institutional support.