A Culturally Relevant Program For Success
Dr. Linda Garza Battles, WGU south region vice president, discusses how WGU is uniquely positioned to help students in non-traditional situations access higher education opportunities. This interview was originally published in the September - October edition of Latino Leaders, a magazine highlighting leaders from the Latino community in many industries. Latino Leaders' mission is to "promote and publish stories of Latino success, offering an alternative narrative to the mainstream media while showcasing the enduring influence and achievements of the Latino community."
What inspired you to pursue a career in education, and what keeps you motivated in your current role at WGU?
My transformative educational journey drives my mission in higher education. As a first-generation Hispanic from an economically disadvantaged background, I encountered financial and cultural barriers in accessing higher education. Thanks to the top ten percent automatic admission policy, I was able to attend one of Texas’ flagship universities as an undergraduate, despite challenges I had with standardized testing. To fund my education, I relied on Pell grants, student loans, and worked two part-time jobs. As a result, I graduated with significant debt that took years to repay.
Nearly a decade later, I had the privilege of working with Texas State Representative Irma Rangel, the first Latina elected to the Texas House. As chair of the House Higher Education Committee, she championed the Top Ten Percent Law, which increased access to higher education for students of color in the aftermath of the dismantling of affirmative action policies. At WGU, I am dedicated to helping students from diverse backgrounds access opportunities and realize their full potential through higher education with little to no student debt, making a meaningful difference in their lives and generations to come.
How do you see technology shaping the future of higher education, particularly in relation to accessibility and student engagement?
Founded in 1997, WGU was established to make higher education accessible for working learners by leveraging technology and competency-based education. With over 400,000 degrees awarded and 180,000 students currently enrolled across all 50 states, WGU leverages technology to overcome geographic and time limitations, offering flexible, personalized learning for non-traditional students balancing work or family. Nationally, 25% of working learners are employed and enrolled full-time in higher education, while at WGU, 79% of students manage both. This demonstrates the power of technology in supporting accessibility and student success at scale.
What are some of the biggest challenges you face in promoting educational equity, and how do you approach overcoming them?
Promoting educational equity at WGU involves overcoming unique challenges such as the digital divide which affects students without reliable technology or high-speed internet. To address this, WGU offers Online Access Scholarships and partners with organizations to bridge this gap. Raising awareness about online competency-based education is another challenge, which we address through targeted outreach, community engagement, and employer partnerships.
WGU’s diverse, non-traditional students often balance education with work or family responsibilities. To support them, we provide personalized advising and mentoring, flexible scheduling, and comprehensive online resources for aca- demic, mental health and career needs. We prioritize cultural responsiveness, continually updating our curriculum and training faculty in cultural competence.
Effective assessment is central to competency-based learning, so we ensure fair, transparent feedback processes. To reduce isolation in online learning, we create community through virtual events, discussion forums, and peer mentoring, fostering a sense of belonging among students.
What innovative programs or strategies have you implemented at WGU to enhance student success in the South Region?
WGU has implemented innovative strategies to enhance student success and provide a flexible learning environment through online, competency-based education. Our model allows students to progress at their own pace, focusing on learning outcomes rather than seat time, which accommodates diverse needs. We leverage technology to tailor educational experiences to individual strengths and goals, ensuring effective support throughout our students’ journey. Each student is paired with a dedicated program mentor who provides one-to-one guidance and helps students set goals and overcome challenges. WGU also offers a wealth of online resources, including a virtual library and interactive tools, to enrich the learning experience. Finally, our integrated career services and alumni relations ensure graduates are well-equipped for their future careers.
How do you perceive the current representation of Latinos in educational leadership roles, and what steps can be taken to encourage more Latino educators to pursue leadership positions?
Latino/a representation in educational leadership remains disproportionately low, despite progress. Only 5.8% of Latinos serve in higher education presidency roles. This underrepresentation limits diverse perspectives in decision-making, impacting student engagement and success. To foster Latino/a leadership, mentorship programs can connect aspiring leaders with experienced mentors for guidance, networking, and sup- port. Targeted leadership development programs also equip Latino/a educators with essential skills, while inclusive environments that actively seek Latino/a voices in leadership discussions can encourage participation.
Showcasing successful Latino/a leaders through conferences, thought leadership and media can inspire others, high- lighting the importance of diverse leadership. Scholarships and financial support reduce barriers for Latino/a educators pursuing advanced degrees and leadership training, while community engagement can build interest in educational leadership. Collaborative efforts with community organizations underscore the impact of representation. Finally, advocating for diversity-supportive policies and equitable hiring practices can drive systemic change, ensuring leadership roles reflect the demographics of the student population.
What do you believe are the main barriers that Latino students face in higher education today, and how can institutions better support these students in overcoming these challenges?
Latino/a students in higher education face significant challenges, including financial constraints, limited access to resources, cultural barriers and even language barriers. Many come from economically disadvantaged backgrounds, making tuition and other expenses out of reach with the added burden of potential student debt. Limited access to resources such as tutoring, counseling and career services further hinders their academic success. Cultural differences and a lack of representation in academia can lead to feelings of isolation and imposter syndrome, while family responsibilities can impact academic commitments. Additionally, limited guidance on college options and financial aid can reduce enrollment rates, and language barriers pose challenges for non-native English speakers.
To address these obstacles, institutions can provide targeted financial support, scholarships, and workshops on financial aid. Establishing comprehensive support services and culturally relevant programming fosters a sense of belonging. Increasing outreach to Latino/a communities and offering language support can improve access and engagement. Inclusive policies and representation in decision-making also create a more equitable environment for Latino/a students to thrive.
