The children of migrant farmworkers often take on family responsibilities to help their families. In this qualitative study, I rely on Critical Race Theory (CRT) and Latino Critical Theory (LatCrit) to examine how current migrant college students make sense of their family responsibilities and other lived experiences during their college transition process. An analysis of eighteen individual structured platicas with current migrant college students in South Texas, suggests that students' sense of family responsibility continues into college and is important to both their college selection and college transition processes. The data further suggests that in making sense of their family responsibilities, the participants in this study recalled their migrant experiences from an assets viewpoint creating a counterstory to narratives that have historically used their circumstances as a way of explaining their educational outcomes.
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