Unleashing leadership potential

1 Introduction

In Spring 2024, CHCI engaged AG Consulting, L.L.C., to evaluate the impact of CHCI’s programs. The evaluation followed a sequential approach. First, we analyzed the 2023 Alumni Survey to assess the effect of CHCI programs on alumni’s socioeconomic achievements, development of expertise, civic engagement, and self-efficacy. Next, we conducted a series of focus groups with alumni to clarify, expand upon, and deepen our understanding of the survey findings.

This report summarizes CHCI’s goals, the conceptual framework guiding the evaluation, the methodology employed, key findings, implications, and recommendations. To provide a cohesive perspective, the findings, conclusions, and recommendations are organized into two subsections. The first presents thematic findings from the Alumni Survey analysis. The second builds on these findings by integrating alumni perspectives and recommendations gathered through a series of focus groups.

The organization of the report is as follows:

CHCI, programs & pillars
Conceptual underpinnings
Research questions
Methodology
Final sample
Findings
Implications
Recommendations

2 CHCI Programs & Pillars

The Congressional Hispanic Caucus Institute (CHCI) is a national organization dedicated to developing the next generation of Latino leaders. Founded in 1978, CHCI’s mission is to build a pipeline of Latino talent that will transform their communities, the halls of Congress, and the Corporate and Non-Profit sectors (CHCI, 2024). CHCI also brings together young professionals, elected officials, researchers, experts, and nonprofit leaders to discuss pressing issues facing the Latino community, the nation, and the world (CHCI, 2024).

2.1 CHCI Programs

Since the early 1980s, CHCI has opened doors to Latinos interested in learning about how Washington works and gaining experience in public policy. As of 2025, CHCI programs have graduated more than 5,000 Latinos.

A short description of some of CHCI’s existing programs¹ is as follows:

NextGen Program. It is a week-long summer engagement opportunity for 10th and 11th grade high school students interested in learning more about civic engagement (NextGen, 2024).
Congressional Internship Program. It is a semester-long paid internship for college students with any major. In addition to being placed in a Congressional office, interns also receive leadership development programming provided by CHCI once a week (CIP, 2024).
Public Policy Fellowship Program. It is a 9-month paid fellowship for college graduates. In addition to being placed in a Congressional office, federal government office, or non-profit organization, fellows receive leadership development programming provided by CHCI once a week (PPF, 2024).
Graduate Public Policy Fellowship Program. It is a 9-month paid fellowship for Latinos with a graduate degree. In addition to being placed in a Congressional office, federal government office, or non-profit organization, fellows receive leadership development programming provided by CHCI once a week (GPF, 2024).

2.2 Core Pillars

CHCI rests on four core pillars to advance its leadership development programming. Those are: 1) expedition of self-discovery, 2) transformation through collective power, 3) rooted in my own strength, and 4) planting seeds for tomorrow. Each pillar provides participants with the knowledge, skills, and key experiences necessary to advance in their careers and become leaders in their communities.

Expedition of self-discovery - Individuals take the time to explore who they are, where they come from, what their values are, and their purpose.
Transformation through collective power- participants are exposed to and learn about key aspects of structural barriers to advancement and their effects on the Latino community.
Rooted in my own strength-Participants analyze the current landscape of Latinos in Public, private, and government sectors in the U.S.
Planting seeds for tomorrow- Participants have the opportunity to use their strengths and set their beliefs on how best to execute a plan of action for long-term success.

3 Conceptual underpinnings

We relied on several perspectives to guide our assessment of the impact of CHCI programs. Our selection was informed by the vocational and civic orientation of CHCI programs and their target population (e.g., high school, and college-aged Latinos). Accordingly our perspectives ranged from psychological models such as the Social Cognitive Career Theory (Locke & Latham, 1990), theories of identity development, perspectives on civism, to funds of knowledge (Moll et al., 1992). A brief explanation of each is provided below.

3.2 Civic engagement

Civic engagement literature suggests that students are predisposed towards engaging in certain types of civic behaviors over others. Morton (1995) postulated that these predispositions fall into three domains or paradigms. Those individuals engaged in short term volunteer activities to help others less fortunate fall into the charity paradigm. Volunteering for the benefit of the community falls into the project paradigm. In contrast, those individuals who engage in activities aimed at changing society fall into the social change paradigm.

Research on college students and alumni reveals that their civic engagement manifests itself in a variety of prosocial behaviors ranging from philanthropy to political activism (e.g., Weerts & Cabrera, 2021). Moreover, civic engagement among college graduates underscores identifiable classes of engaged alumni who are predisposed to choose a particular set of prosocial behaviors over another (e.g., Pastor et al., 2018; Weerts, Cabrera & Mejías, 2014; Weerts & Cabrera, 2015, 2021).

Civic engagement among Latinx college graduates departs slightly from the pattern exhibited by the general population. Guzman and Cabrera (2022) found that Latino college civic engagement graduates falls into five classes: activists (“activistas”), mentors (“mentores”), political oriented (“politicos”), voters (“votantes”) and indifferent (“indiferentes” ). A common thread across two of those classes is to serve as funds of knowledge and support for one’s communities.

3.3 Funds of knowledge

Funds of knowledge are historically accumulated and culturally developed bodies of knowledge, skills, and networks essential for individual functioning in society as well as one’s well-being (Moll, Amanti, Neff, & Gonzalez, 1992). The funds of knowledge perspective is particularly relevant when examining how Latino college graduates, their families, and communities navigate complex social systems (Delima, 2019; Kiyama, 2010; 2011; Rios-Aguilar, 2010, Segura et al., 2001 ).

Latino college graduates themselves serve as funds of knowledge for their families and communities. They participate in mentoring programs, support students’ involvement in Hispanic leadership programs, and share valuable information with their community and family members as to how to cope with political, economic and social systems and organizations (Guzman & Cabrera, 2022).

3.4 Identity development

Identity development is closely linked to psychological changes that intensify during early adulthood (Chickering & Reisser, 1993). During this time, individuals undergo changes in their self-understanding within the context of others, as well as in their self-confidence. People also develop various identities related to religion, ethnicity, gender, social class, and even a sense of belonging to specific academic disciplines (Fries-Britt, Cabrera, Kurban & McGuire, 2018; Renn & Reason, 2021). Through this identity formation, individuals can contextualize their ethnicity and determine the role it will play in their lives (Phinney, 2003; Rhea & Thatcher, 2013).

Ferdman and Gallegos (2001) argue that Latinos experience six stages in their identity development. Consequently, Latinos develop an understanding of self within a multicultural framework, embracing similar values and traditions that go beyond mere racial considerations.

4 Research questions

The following questions guided our assessment in each of the project’s two stages. Namely, the survey analysis stage and the focus groups stage.

4.1 Survey Analysis

What are the CHCI programs that most alumni graduate from?
What are the alumni attainments in terms socioeconomic status (e.g., income, education), and influence as appraised by holding managerial positions?
What areas of expertise do alumni report the most?
Are alumni civically engaged as appraised by their political activism?
1. Does political activism vary across CHCI program?
Do alumni believe CHCI contributed to their personal and professional journey as Latinx leader?
1. Does CHCI contribution to one’s self efficacy vary by CHCI program?

4.2 Focus Groups

How did participating in CHCI change alumni’s personal and professional trajectories?
How did CHCI contribute to alumni’s leadership development?
How did CHCI contribute to alumni’s upward mobility?
How did CHCI contribute to alumni’s civic engagement?
What role should CHCI be playing during the unprecedented challenges facing our country in 2025?

5 Methodology

To answer our research questions, we engaged in a two-phase mixed-methods design. First, we conducted a quantitative analysis of the 2023 CHCI Alumni Survey data. In the second stage, we conducted a qualitative analysis of focus group data collected during Winter 2024 and early Spring of 2025. This stage sought to clarify, expand upon, and deepen our understanding of the survey findings. Through this multifaceted approach, we aim to provide a holistic analysis of CHCI’s impact.

5.1 Survey Analysis

In the first stage, we relied on descriptive statistics to examine (a) the socio-demographic characteristics of survey respondents, and (b) the associations between CHCI program participation and key outcomes, such as civic engagement and self-efficacy. These analyses sought to answer our initial 5 research questions about CHCI alumni’s expertise, civic engagement, and personal and professional trajectories. Statistical analyses were conducted using Stata (version 17), and R (version 4.5).

5.2 Focus groups

We conducted seven focus groups to deepen our understanding of CHCI alumni experiences and to expand on findings from the first-stage quantitative analysis of the 2023 CHCI Alumni Survey. We followed a similar procedure to that by Guzman and Cabrera (2022) in their study of civically engaged Latino college graduates.

To design the focus groups, we consulted with several senior staff members from CHCI. As a result, we developed a protocol that allowed us to examine the experiences of a diverse range of alumni across programmatic years, geographic regions, and Latino backgrounds (see Appendix).

We targeted four distinct alumni groups for our focus groups. Each group represents a constituency of strategic interest for CHCI’s current programming, future initiatives, and organizational growth. By focusing on these groups, CHCI can better tailor its efforts to meet the diverse needs of its alumni community. Staff emphasized the importance of engaging R2L Next Gen participants and Senior Distinguished Alumni, as these groups are at early and advanced career stages, respectively, and may require different types of support than mid-career alumni. The four alumni groups included in the focus groups are:

R2L Next Generation Alumni - graduates of CHCI’s Next Generation High School Program. This week-long summer engagement opportunity brings 10th and 11th-grade high school students interested in learning more about civic engagement to Washington, DC.
Alumni Working in Government Roles - graduates of CHCI’s Internship or Fellowship programs who currently work in the government sector. Participants work at the local, state, and federal levels, as well as on various issue areas, including labor, education, and health.
Alumni Working in Non-Government- graduates of CHCI’s Internship or Fellowship programs who currently work in non-government roles. Participants work in non-profit and for-profit settings at the local, state, and national levels.
Senior-Alumni - graduates of CHCI’s Internship or Fellowship programs who currently work in non-government roles with at least 15 years of experience. Participants work in non-profit and for-profit settings at the local, state, and national levels.

We held seven focus groups via Zoom video conferencing between February 4 and March 6, 2025. Each session lasted between 60 and 90 minutes, and followed a structured protocol (see Appendix). At the start of each session, we introduced the project’s purpose and provided an overview of the focus group procedure. The first portion of the discussion focused on participants’ experiences with CHCI. In the second, participants described their career and personal trajectories, particularly as they related to civic engagement, career advancement, and upward mobility. We concluded each session by inviting participants to offer recommendations to CHCI leadership for program improvement. After each focus group, we shared the transcript with participants to verify its accuracy.

6 Final sample

This section provides an overview of the individuals who contributed to the findings of this report. It begins with a review of respondents to the 2023 CHCI Alumni Survey, and concludes with a profile of the participants of the seven focus groups.

6.1 Survey Respondents

1053 CHCI alumni answered the survey. However, the survey administration yielded a high level of missing information. Fifty-seven percent of the alumni completed at least 80% of the survey (see Table 1). We also found 70 duplicated surveys. After excluding duplicated surveys and cases who completed less than 64% of the survey, we were left with a sample of 561 CHCI alumni, or 53% of the 1,053 of the alumni who originally submitted their surveys via Qualtrics.

Table 1. Survey Completion Rates
2023 CHCI Alumni Survey
Completion Ranges	Survey Respondents
Completion Ranges	Total	%
0% - 16%	384	36.5
17% - 38%	29	2.8
39% - 45%	41	3.9
46% - 80%	18	1.7
81% - 100%	581	55.2

Table 1: Completion rates

6.2 Focus Groups Participants

Table 2 presents the demographic profile of the 35 CHCI alumni who participated in seven focus groups held between February and March 2025. These alumni represent cohorts from 1987 to 2023, come from various U.S. regions, and reflect diverse Latin American backgrounds. They participated in the NextGen Program, the Congressional Internship Program (CIP), the Public Policy Fellowship Program (PPF), and the Graduate Fellowship Program (GFP).

Table 2. Demographic Profile of Participants of Focus Groups
Focus Group Type	Gender		CHCI Program	Range CHCI Program by Year
Focus Group Type	Female	Male	CHCI Program	Range CHCI Program by Year
Next Gen	3	1	NextGen	2011-2023
Government	5	5	CIP, PPF, GFP	1996-2020
Non-government	7	4	CIP, PPF	1998-2019
Sr. Alumni	6	4	CIP,PPF	1987-2003
Total:	21 (60%)	14 (40%)

Table 2: Focus Groups composition

7 Emerging key themes

This section highlights the key themes that emerged from the 2023 CHCI Alumni Survey and seven focus groups conducted in winter and spring 2025 (see Table 3). The survey identified five core themes that characterize the alumni experience: socioeconomic attainment, civic engagement, understanding of governmental and societal systems, self-efficacy in community engagement and leadership, and Latino identity development. These themes were reinforced in the focus groups, which added richer context and nuance. Additionally, four new themes emerged from the qualitative discussions: being an agent of change, CHCI’s role in fostering an empowering network, financial literacy, and job security.

The prominence of these themes varied both across and within alumni groups. Wealth and education, civic engagement, and Latino identity development were the three most frequently discussed themes across all focus groups. Participants in the March 6 Senior Distinguished alumni group referenced eight of the nine themes (see last column in Table 3), while members of the Next Generation alumni group discussed five (see third column in Table 3).

The following sections explore these findings in greater depth, offering insights from both the survey and focus groups, as well as methodological recommendations for future alumni research, and suggestions for program improvements proposed by participants.

Table 3. Themes
Across CHCI Alumni Survey & Focus Groups
Theme	2023 Alumni Survey	Focus Groups
Theme	2023 Alumni Survey	Next Gen (2/4)	Govt. (2/11)	Govt. (2/12)	Non-Govt (2/25)	Non-Govt (2/26)	Sr. Alumni (3/4)	Sr. Alumni (3/6)
Wealth & Education	X	X	X	X	X	X	X	X
Civic Engagement	X	X	X	X	X	X	X	X
Understanding Government & Society	X	-	X	-	X	-	-	X
Self-Efficacy	X	-	X	-	X	-	-	X
Latino Identity Development	X	X	X	X	X	X	X	X
Change agent for the community	-	-	-	-	X	-	-	X
CHCI Network as a Family & source of career advancement	-	-	-	X	X	X	-	X
Financial Literacy	-	X	X	-	-	-	X	X
Job security	-	X	X	X	-	-	-	-

Table 3: Themes

7.1 Survey Findings

On March 26, 2024, we reported Qualtrics produced tangled responses regarding alumni participation in the 7 CHCI programs. After untangling program participation (see Figure 1), the Congressional Internship Program ranks as the most prominent program, followed by Next Gen Latino Leadership, Public Policy Fellowship and Graduate/Postgraduate Fellowship.

Only one graduate of the Hogar Fellowship answered the survey. Merely seven Latino Hill Staff graduates participated in the survey. Just 34 Scholar-Intern Program graduates answered the survey. In view of this low response across the CHCI programs, we decided to focus our attention to graduates of the most established programs with a sample large enough to ascertain programmatic impacts.

Figure 1: CHCI program alumni distribution

Table 4 reports the alumni retained for this report. Graduates of the Congressional Internship program comprise 43% of the final sample. Alumni from the Public Policy Fellowship and the Graduate Public Fellowship together represent one-third of respondents. Additionally, a quarter of the graduates participated in the Next Generation Latino Fellowship.

Our focus was primarily on programs with a substantial historical record. As indicated in Table 4, the survey includes responses from alumni who participated in these programs from the 1980s to 2000s.

We categorized graduates of CHCI programs into three groups, with an emphasis on programs that have larger cohorts and longer histories. The alumni were grouped into the Congressional Internship Program, Next Generation Latino Leadership, and a combined category for the Public Policy Fellowship and Graduate Public Fellowship. Graduates involved in multiple programs (n = 31) were excluded due to the challenge of attributing outcomes to a specific program.

Graduates of the Latino Hill Staff Academy were excluded due to the program’s recent establishment, making outcome assessment challenging. Similarly, graduates of the Scholar-Intern Programs and Hogar Fellowship were also excluded due to their small number. These criteria resulted in a sample of 506 CHCI alumni.

Table 4. CHCI program participation
Program	N	%	Participation year			Distribution
Program	N	%	Min	Max	Median	Distribution
Cong Intern Prog	219	43.0	1987	2023	2017
Public Pol Fellow/Grad Post Fellow^*	157	31.0	1981	2022	2014
NextGen Latino Lead	130	26.0	2000	2023	2023
^* A single item was used to capture the participation year at either fellowship.

Table 4: Program Participation

8 Programmatic impacts

8.1 Educational attainment

Table 5 reports the educational attainment of the CHCI alumni sample into three groups. The undergraduate education category includes both associate and baccalaureate degree holders. The graduate education category comprises alumni with master’s, doctoral, and law degrees. The table also compares these figures with the educational attainment of the US population as reported by the Pew Research Center (October, 2023).

CHCI alumni are highly educated (Table 5). Eighty-two percent hold postsecondary education credentials, with forty percent having earned a graduate degree. Of them, 7% hold a law degree. The educational attainment of CHCI alumni surpasses that of US Latinos. Additionally, a higher proportion of CHCI alumni hold graduate degrees compared to the general US population.

Table 5. Educational levels
In percentages
	CHCI Alumni	US Population
	CHCI Alumni	Latinos	All
High School	18	56	37
Undergraduate ed	42	38	49
Graduate ed	40	7	14

Table 5: Educational attainment

8.1.1 Educational attainment & CHCI program

Table 6 examines the association between educational attainment and CHCI program groups. Proportions are reported within each alumni group. The association between these two variables is statistically significant $X^2(4) =$ 354.4; p < .01), with a moderately high of correlation of 0.60.

The highest educational attainment among NextGen graduates is relatively low next to the other two alumni groups. Nearly a quarter of NextGen alumni attained an undergraduate degree, and one-percent of them secured graduate education. At the opposite end are graduates of the Congressional Internship Program and the PPF/GPF programs. Most of their graduates hold post secondary degrees. Of particular note is the educational attainment of graduates of the Postgraduate and Public Policy fellowship. Nearly seventy percent reported having attained a graduate degree.

Table 6. Educational levels across CHCI programs
In percentages
	CHCI Program
	NextGen	PPF/GPF	CIP
High School	75	-	3
Undergraduate ed	24	31	59
Graduate ed	1	69	38

Table 6: Educational attainment by program

8.2 Household income attainment

8.2.1 Survey Findings

Table 7 presents the income distribution of CHCI alumni categorized into low, middle, and high-income brackets². These categories were defined based on recent reports from the Pew Research Center (2022,2024) and MoneyWise (Legate-Wolfe, 2024).

According to the Pew Research Center (2024), Hispanics are more likely to reside in lower-income households (see table 5 ). This pattern was consistent among incoming CHCI cohorts from the 2009-2022 period, with 64% of them reporting family incomes below the $50,000 threshold.

Table 7. CHCI Alumni income tier
In percentages
Income	CHCI Alumni	US Population
Income	CHCI Alumni	Latinos	All
Low	22	43	30
Middle	57	49	52
High	21	8	17

Table 7: CHCI income distribution

CHCI alumni income profile sharply contrasts with both CHCI interns and the national profile. CHCI alumni demonstrate slightly higher economic outcomes compared to the general U.S. population, while surpassing the income levels of Hispanic households on average (see Figure 2). Moreover, CHCI alumni are disproportionately represented in higher-income brackets compared to both Hispanics and the general population.

8.2.2 Income & CHCI program

Household income and type of program the CHCI alum graduated from are associated ($X^2(4)=$ 90.9; p < .01 ), with a positive but small correlation of 0.32. As shown in Table 8, graduates of the Public Policy and Postgraduate Fellowships economically outperform the graduates of the two remaining programs. Thirty three percent of them report being at the highest household bracket. In contrast, half of NextGen graduates are more likely to be from the lowest income group. Only 5 percent of them report being at the highest income bracket.

Table 8. CHCI Alumni across income groups
In percentages
	NextGen	PPF/GPF	CIP
Low Income	52	7	17
Middle Income	43	60	62
High Income	5	33	20

Table 8: Income attainment across programs

8.2.3 Focus Group Findings

The findings from the focus groups support our quantitative analyses. Participants from the focus groups described their CHCI experience as being vital to their financial well-being. Specifically, participants indicated that CHCI was a stepping stone towards building trans-generational wealth.

8.3 Managerial positions

Managerial positions play a vital role within organizations, as they are responsible for initiating and overseeing change (Mintzberg, 1979; Kezar, 2018). Nearly half of CHCI graduates hold significant organizational roles: around 40% serve as middle managers, and 8% occupy senior management positions, such as vice presidents, CEOs, or presidents (see Table 9).

These findings align with a recent report by the Hispanic Association of Corporate Responsibility (HACR, 2023), which estimates that only 5% of Latinos hold CEO positions. Five percent of CHCI alumni report being CEOs of their organizations.

Table 9. Managerial positions
	N	%
Entry level	202	53
Middle level	149	39
Top level	29	8

Table 9: Managerial positions

8.3.1 Managerial positions & CHCI program

There is a significant association between holding managerial positions and the type of program attended by CHCI graduates ($X^2(4)=$ 17.5; p < .01), although the correlation coefficient is relatively small at 0.15.

Among all CHCI graduates, those who completed Public Policy Fellowships and Postgraduate Fellowships exhibit the highest likelihood of holding managerial positions (see Table 10). Specifically, twelve percent of these graduates occupy what Mintzberg (1979) defines as the “apex” of their organizations. Similarly, graduates of the Congressional Internship Program (CIP) perform well, with 46% holding significant managerial positions. In contrast, nearly a quarter of NextGen alumni report holding influential managerial roles.

Table 10. CHCI alumni across managerial positions
In percentages
	NextGen	PPF/GPF	CIP
Entry level	76	44	54
Middle level	20	45	40
Top level	4	12	6

Table 10: CHCI alumni across mgm

8.4 Areas of expertise

The 2023 CHCI survey listed 24 potential areas of expertise, allowing respondents to choose all that applied. Additionally, respondents could add expertise areas not listed. This flexibility resulted in 234 unique combinations among areas of expertise.

Analyzing these 234 combinations revealed that the top three areas of expertise were Policy (16%), Education (10%), and Administration of Non-Profit Organizations (9%). We conducted a content analysis of the original 24 areas of expertise, grouping them into four categories: 1) Community Empowerment, 2) Government & Policy, 3) Education & Humanities, and 4) STEM Fields.

Expertise in Government and policy was the most frequently reported, with 43% of CHCI alumni indicating expertise in law, the operation of federal agencies, and policy (see Table 11). Expertise in Community Empowerment was the second most common, with 28% of respondents indicating knowledge of community services, business, community organizing, and communications.

It is important to note that these four areas of expertise are not mutually exclusive; respondents often reported expertise across multiple areas.

Table 11. Areas of expertise
In percentages
	N	%
Government & policy	401	43
Community empowerment	255	28
Education & humanities	143	15
STEM fields	125	14

Table 11: Areas of Expertise

8.4.1 Areas of expertise across CHCI programs

The areas of expertise and CHCI programs are statistically associated ($X^2(4)=$ 37.5; p < .01). However, the correlation between them is rather small (Cramer’s V = 0.14).

A hallmark across CHCI programs is that graduates most frequently report expertise in Government and Policy (see Table 12). Graduates of the Congressional Internship Program report higher percentages of expertise in Community Empowerment, second only to those in the NextGen program and the combined Postgraduate and Public Policy fellowship programs.

Table 12. Expertise across CHCI programs
In percentages
	NextGen	PPF/GPF	CIP
STEM fields	14	21	8
Community empowerment	26	21	33
Government & policy	42	45	43
Education & humanities	17	13	17

Table 12: Expertise across programs

8.5 Political activism

8.5.1 Political activism across the board

The 2023 CHCI alumni survey contains three indicators of political activism: staffing or volunteering at local or national electoral campaigns, running for office or serving as an elected official or appointee, and holding elected positions. Electoral campaigning constitutes the main expression of civic activism (see Table 13). Forty-one percent report having engaged in this civic behavior. Only four percent of alumni report holding appointed positions or having campaigned for office. However, CHCI alumni display slightly higher levels of political activism compared to a national sample of Latino college graduates (Guzman & Cabrera, 2021, 222), a remarkable trend since the national sample is made up of highly civically engaged Hispanics.

Table 13. CHCI Alumni political activism
In Percentages
	2019 Latinx college grads	CHCI Alumni
Electoral campaigning	-	41
Holding appointed positions	1	4
Campaigning for office	6	4

Table 13: Civism among alumni

8.5.2 Political activism by CHCI program

Political activism patterns varies to some extent across CHCI programs (see Table 14). Engagement in electoral campaigns constitutes the most important expression of political activism among CHCI alumni; particularly so among CIP and PPF/GPF graduates. Nearly half of them staffed or volunteered in electoral campaigns. The lowest levels of political activism are found among NextGen alumni. Irrespective of program, holding appointed positions and campaigning for office are the least civic expressions.

It is important to note that PPF/GPF alumni are more prone to hold appointed positions next to a national sample of highly engaged Latinx college graduates. While PPF/GP graduates report 10% participation rates, civically engaged Latinos display 6% participation rates in this behavior.

Table 14. Political activism by CHCI program
In Percentages
CHCI Program	N	Electoral campaigning	Holding appointed positions	Campaigning for office
CIP	219	47	2	5
PPF/GPF	157	54	10	5
NextGen	130	16	1	2

Table 14: Political activism

8.6 Self-Efficacy

8.6.1 Survey Findings

We identified four indicators of the impact of CHCI on alums’ self-efficacy. They deal with the CHCI’s contribution to understanding one’s identities, connecting with one’s communities, building confidence as a leader, and gaining knowledge of current issues affecting the Latino community. Table 15 reports the percentage of alumni reporting a positive impact by type of program.

Table 15. Percentage of alumni reporting CHCI contributed to personal/professional journey as a Latinx leader
CHCI Program	N	Identity development	Connecting with community	Knowledge of political issues	Leadership
CIP	219	78	78	84	78
PPF/GPF	157	72	66	76	81
NextGen	130	87	88	83	88

Table 15: CHCI impact

Alumni agree that the CHCI programs impacted their self-efficacy. The majority of them indicated that the experience contributed to their personal and professional growth as Latino leaders. They developed a deeper understanding of their identities while feeling a stronger connection to them. Notably, two key competencies highlight CHCI alumni potential as “funds of knowledge” for their communities (Moll et al., 1992). Alumni expressed a willingness to engage with their communities, along with an informed interest in the political issues affecting Latinos. Additionally, they felt confident in their ability to succeed in leadership roles (Rios-Aguilar, 2010).

While self-efficacy is a hallmark of all CHCI programs, NextGen graduates outperform CIP and fellowship graduates in three out of the four self-efficacy indicators. This trend is especially significant given that high school students are the target population for this program. In essence, the NextGen internship appears to have a positive impact on the crucial stages of identity development during late adolescence and early adulthood (Chickering & Reisser, 1993; Kiyama, 2010).

8.7 Focus Groups Findings

Our focus groups conversations provided rich qualitative data on how CHCI shaped participants’ personal, academic, and professional trajectories. The findings reveal consistent themes around the role of CHCI in fostering leadership development, strengthening cultural identity, and cultivating a strong sense of purpose and community responsibility among its alumni.

Fostering Vicarious Experiences and Exposure to Role Models

Alumni emphasized the critical importance of early exposure to successful Latino leaders during their formative years. These encounters served as powerful vicarious experiences, inspiring participants to envision themselves in positions of leadership. CHCI provided meaningful, direct engagement with accomplished Latino professionals, reinforcing the belief that leadership was both attainable and within their reach. These interactions not only shaped their aspirations but also grounded their confidence in seeing people like themselves in influential roles.

Building Self-Efficacy for Academic and Professional Growth

CHCI experiences helped alumni develop a stronger sense of agency and self-efficacy in making educational and career-related decisions. Participants described feeling empowered to take bold steps—such as changing college majors or pursuing new professional opportunities—in alignment with their goals and values. Engagement with peers and mentors during the program affirmed their voices and ideas, fostering the confidence needed to contribute meaningfully to professional conversations and decision-making spaces.

Identity Development and the Emergence of a Pan-Latino Perspective

Participation in CHCI programs played a critical role in shaping alumni’s cultural identity. Alumni reported gaining a deeper appreciation for the diversity within Latino communities, expanding their cultural awareness beyond their own heritage. This exposure cultivated pride in their roots and encouraged a more inclusive sense of identity. Many participants described a shift from identifying with a single national background to embracing a broader pan-Latino identity, reflecting a sense of unity across cultural lines. This identity evolution was often accompanied by a growing sense of responsibility to advocate for the broader Latino community.

“I came in as a Chicana to my fellowship program and walked away as a Latina” (Senior alumna - March 6, 2025)

Developing as Agents of Change

Alumni consistently spoke about the confidence they gained to assume leadership roles in a variety of sectors, including corporate, nonprofit, and educational spaces. They credited CHCI with instilling not only the mindset but also the skills to lead with purpose. Many have gone on to serve on university boards, lead parent-teacher associations, and influence policy and practice within their fields. Their reflections emphasized CHCI’s role in preparing them to be catalysts for meaningful change within their communities and beyond.

9 Conclusions & implications

9.1 Survey analysis

CHCI Alumni demonstrate high levels of educational attainment. A staggering 80% of CHCI Alumni hold at least an undergraduate degree. This is nearly double (44%) of the percentage of the general population of Latinos and more than the 63% of the general population that hold at least an undergraduate degree. A whopping 40% of CHCI Alumni hold at least a Graduate Degree in comparison to 14% of the general population and just 7% of the general Latino population. CHCI Alumni are leading the charge in terms of educational attainment.

CHCI Alumni are blazing the trail by serving in managerial positions. Nearly half (44%) of all CHCI Alumni are serving in high-level managerial positions. However, only 8% of CHCI Alumni are serving in top-level positions. This finding is consistent with recent research conducted by the Hispanic Association of Corporate Responsibility which indicates that only 5% of Latinos hold high-level executive positions in Corporate America. There is certainly an opportunity to further support how CHCI Alumni are growing and advancing to top-level senior positions.

Nearly half (42%) of CHCI Alumni reported being knowledgeable of government and policy. This expertise makes them ideal candidates for serving in key leadership roles such as holding board positions at the non-profit or corporate levels.

CHCI alumni have the potential to be agents of change in the political and policy arenas. They are experts in community organizing, communications, government, and policy. Additionally, they are confident in their understanding of political issues affecting Latinos, and in their leadership ability. Moreover, they belief they can engage their communities. Despite these strengths, their political activism remains largely confined to volunteering or staffing in electoral campaigning. Few of them pursue appointed positions, or run for office.

9.2 Implications

CHCI Alumni are prime examples of the promise of upward financial mobility. Nearly 80% of CHCI Alumni reported incomes at the middle and high range. In comparison, 69% of the general population and 57% of the general Latino population report incomes in the middle and high range (according to the US Census). This finding provides clear support for the benefits of CHCI in elevating the financial well-being of Alumni. Especially considering that 64% of the incoming CHCI 2009-2022 cohorts originated from the lowest income tier.

Nearly half of all CHCI Alumni display high levels of civic engagement through engaging in electoral campaigning (40%). However, there is more work to be done in order to be better understand and unearth the role that CHCI Alumni play in galvanizing their communities to advance and advocate for change. Specifically, how can CHCI Alumni serve as Funds of Knowledge in their communities to promote civic engagement and participation and also CHCI’s programs and events?

As indicated, CHCI Alumni are primed to serve in key civic leadership positions including but not limited to: boards, commissions and elected office. CHCI can play a key role in developing the programming necessary to ensure that more Alumni receive the proper supports to step into these key leadership roles.

10 Recommendations

In this section, we address two sorts of recommendations. The first pertains to the alumni surveys. The second summarizes key recommendations participants of the focus groups suggested to CHCI leadership.

10.1 Alumni Survey Recommendations

We propose adopting a competency-based approach in redesigning the CHCI alumni surveys, ensuring that the identified competencies align with the unique objectives of each of the five CHCI programs and its pillars. This alignment will provide more targeted insights into alumni development and program impact assessment. Our second recommendation focuses on enhancing data collection strategies to improve accuracy and relevance, while the third emphasizes the importance of expanding indicators of civic engagement to capture a broader spectrum of alumni contributions to their communities.

10.1.1 Adopt a competency approach

All four CHCI programmatic pillars aim to foster the personal and professional competencies that empower program participants to be civically engaged. However, each of the five programs appears to focus on developing specific competencies for particular groups. For example, the NextGen program targets high school students, fostering their civic engagement by teaching them about the political process. In contrast, the Postgraduate Fellowship program seeks to enhance college graduates’ professional skills by training them in drafting policy briefs.

In light of the four CHCI pillars, we recommend adopting a competency-based approach to clearly outline the competencies each of the five programs aims to develop (Rogers et al., 2019, Weng & McElroy, 2010). Table 16 lists 10 potential competencies to illustrate our approach. Completing this table may reveal that some competencies are shared across the programs, while others may serve as foundational. For instance, understanding the political process—a key competency for NextGen interns—could be the foundation for drafting policy briefs, which is a critical skill for Postgraduate Fellowship interns.

Table 16. A competency approach to survey development
Identifying competencies by program
Competencies	CHCI Programs
Competencies	PPF	GPF	CIP	NextGen	Latino Acad
Public policy networking	-	-	-	-	-
Communicating with policy makers	-	-	-	-	-
Leadership	-	-	-	-	-
Understanding role of politics in society	-	-	-	-	-
Knowledge of political issues	-	-	-	-	-
Community service	-	-	-	-	-
Identity development	-	-	-	-	-
Management skills	-	-	-	-	-
Clarity of vocational/professional goals	-	-	-	-	-
Financial literacy	-	-	-	-	-

Table 16: CHCI competencies

This approach may also lead to the development of program-specific surveys. For example, NextGen alumni may require a tailored survey, while the Fellowship programs alumni could be addressed with a unified survey.

Completing this competency matrix will also improve the content of the CHCI Alumni survey. A preliminary review of program descriptions reveals that the survey currently omits several important competencies, including drafting policy briefs, organizing policy briefings, project planning, understanding the legislative process, time management, public speaking, and understanding the roles and functions of governmental agencies.

10.1.2 Adopt a longitudinal approach for assessing programs

We recommend using a longitudinal approach to track alumni at different stages of their journey, employing varied data collection strategies (Wan et al., 2013). At the start of the program, surveys could gather key family background characteristics (e.g., parental education, parental income, Latino heritage (e.g., Caribbean, Central American, South American origins), history of civic involvement (e.g., family civic engagement, leadership roles in high school or college, volunteering, philanthropy), and personal expectations for the program.

Midway through the participants’ program, data collection could focus on experiences, achievements, feelings of belonging, and participants’ recommendations for program improvements. At this stage, it is important to capture elements of “experiential learning” (Kolb, 2014)—real-world exposure through hands-on experiences (e.g., attending legislative sessions) and practical projects (e.g., drafting policy briefs) (Rogers et al., 2019). For alumni, data collection should focus on long-term outcomes such as attainments, civic engagement, running for and holding public offices, and willingness to mentor CHCI alumni.

10.1.3 Align conceptual frameworks with survey development

We also recommend that surveys be grounded in sound conceptual frameworks aligned with the individual’s developmental stage throughout their program. During the program, surveys could capture key indicators of success, such as the enhancement of self-efficacy, access to important networks, and the acquisition of competencies vital to the program. For graduates, the survey can shift focus to achievements (e.g., socioeconomic status, political activism, leadership or managerial roles).

10.1.4 Expand indicators of civic engagement

The current CHCI survey provides a limited perspective on Latino civic engagement. However, civic participation among Latinx college graduates encompasses a rich tapestry of prosocial behaviors (Guzman & Cabrera, 2022). Expanding the indicators in future surveys will yield a more comprehensive understanding of civic engagement among CHCI alumni.

10.2 Focus Groups Recommendations

Insights from the alumni focus groups, complemented by findings from the 2023 Alumni Survey, point to several strategic opportunities for CHCI to strengthen its programming, enhance alumni engagement, and further its mission of cultivating Latino leadership. Participants offered ten key recommendations that, taken together, provide a clear and actionable roadmap for continuous improvement and innovation. These suggestions affirm CHCI’s pivotal role in developing and sustaining impactful Latino leaders.

Expanding Professional Development and Networking During Internships

Participants emphasized the need for more robust professional development training during the internship period. They recommended providing interns with concrete tools to build their professional networks, including guidance on collecting business cards, tracking contacts, and building databases for long-term relationship management. Additionally, alumni suggested offering workshops on resume writing, LinkedIn branding, and professional communication. They also stressed encouraging interns to be strategic about forming political alliances and building lasting relationships.

Strengthening Mentorship and Coaching

Alumni expressed the value of mentorship and advocated for structured support systems. They recommended assigning coaches or mentors to participants during the program to provide guidance and insight. Beyond the program, alumni called for continued mentorship opportunities tailored to their evolving career paths, highlighting the importance of sustained professional development throughout various stages of leadership.

3. Broadening Leadership Pathways

Focus group participants encouraged CHCI to expand its definition of leadership by exposing program participants to alternative and underutilized leadership roles. These include serving on boards of trustees, participating in school PTAs, and joining public commissions. By highlighting these diverse pathways, CHCI can inspire alumni to lead in both traditional and community-based contexts.

4. Enhancing Communication Skills and Self-Marketing

Alumni stressed the importance of strong communication skills and self-promotion in professional settings. They recommended that CHCI integrate communication training into their program experience, with a focus on articulating one’s story, strengths, and leadership goals. Providing tools for participants to market themselves effectively would further boost their confidence and employability.

5. Reframing the Latino Leadership Narrative

Participants urged CHCI to take a more active role in countering misinformation and stereotypes about Latino leaders. They called for a reframing of the narrative to emphasize talent, expertise, and perseverance—moving beyond tokenism. Alumni encouraged CHCI to continue spotlighting the achievements of Latino leaders as a way to reshape public perception, and affirm the value of Latino leadership.

6. Leveraging Alumni Talent for Organizational Growth

Alumni recognized the depth and diversity of expertise within their ranks, and suggested CHCI find innovative ways to harness this talent. Ideas included engaging alumni in mentorship roles, involving them in strategic planning, and even exploring models used by hospitals and other nonprofits to create for-profit ventures that generate revenue in service of the core mission. Participants also recommended tapping alumni expertise in areas such as finance, marketing, and recruitment.

“I think one of the biggest assets of CHCI is the alumni pool. And what can we do as CHCI to monetize that resource? …[W]e can form a subsidiary nonprofit, for example, that can conduct strategic planning.” (Senior alum - March 6, 2025)”

7. Promoting Financial Literacy for Interns and Alumni

Since many CHCI participants are immigrants or first-generation college students, alumni emphasized the need for financial literacy education. For program participants, they proposed workshops on personal finance addressing topics such as saving, managing student debt, and paying for college. For alumni, recommendations included training on wealth-building strategies such as public service loan forgiveness, homeownership, investing, retirement savings, and estate planning for generational wealth.

8. Increasing Alumni Engagement Through Virtual Opportunities

Recognizing that not all alumni are able or comfortable attending in-person events, such as CHCI’s annual gala, participants recommended expanding virtual engagement options. They found the focus group experience particularly valuable for its informal, theme-oriented structure. They suggested that similar online forums be held regularly to encourage broader participation across alumni cohorts and geographies.

9. Strengthening CHCI’s Marketing and Public Presence

Alumni recommended that CHCI adopt a more data-driven approach to storytelling, using metrics and narratives to showcase the organization’s impact. Highlighting alumni achievements and community contributions can elevate CHCI’s visibility and attract broader support for its mission.

10. Supporting Alumni Workplace Well-Being

Finally, alumni called for CHCI to support their holistic well-being by offering resources and workshops on workplace stress management. Acknowledging the pressures many Latino professionals face, they encouraged CHCI to help alumni navigate professional environments with resilience and balance.

10.2.1 A challenging path ahead

CHCI alumni consistently affirmed CHCI’s pivotal role in cultivating leadership within the U.S. Latino community. Yet, as senior alumni look toward the future, they underscored a central, unresolved challenge CHCI faces in fulfilling its mission: the enduring underrepresentation of Latinos in political life, even as the community’s demographic presence continues to expand. One senior alumna articulated this tension poignantly:

“...[W]e keep talking about the sleeping giant; the sleeping giant waking, and it hasn't woken; it's been hibernating for as long as we were talking about it. And so, what will it take to wake the sleeping giant up because we're larger numbers, but we're not represented at the rate we should be politically or in any other aspect, and how do we bridge that gap? ” (Senior alumna - March 4, 2025)”

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Footnotes

This analysis excluded graduates of the Latino Hill Staff and HOGAR programs. Few of their alumni answered the 2023 CHCI survey (see Figure 1).↩︎
Low income includes the brackets ranging from less than $20th to $35th - $49.9th. Middle income includes the brackets ranging from $50th - $74.9th to $100th - $149.9th. And high income includes the brackets ranging from $150th - $199.9th to $300th or more.↩︎