Exploring Persistence Factors of Latino Graduates of a Two-Year, Private, Career College PDF Download
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Author: Lori Jean Spencer
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Languages : en
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Latino college students face factors in their lives on a daily basis that affect their persistence in college. While the nation is seeing an increase in Latino enrollment in higher education institutions, the persistence rates of Latino students are not higher than other students, regardless of ethnicity. Several theorists such as Astin, Tinto, Pascarella, and Terenzini have studied specific variables affecting Latino college student persistence; however, Terenzini and Reason (2005) developed a model that combined the multiple forces affecting Latino college student persistence. This qualitative case study was guided by two questions that intended to explore the phenomenon of college student persistence factors: (1) How do college experiences affect Latino persistence to graduation? and (2) How do cultural factors promote or hinder Latino college persistence? Findings produced six key themes: (1) Campus Influences, (2) Out of Class Experiences, (3) Curricular Experiences, (4) Teachers' Influences, (5) Influential People, and (6) Pre-college Preparation. The themes identify key components of student experiences before they begin college and while they are attending. These components work together as a force developing each student with skills that promote persistence in college such as student engagement, admission's criteria, cultural capital, and family support.
Author: Lori Jean Spencer
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Category :
Languages : en
Pages :
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Book Description
Latino college students face factors in their lives on a daily basis that affect their persistence in college. While the nation is seeing an increase in Latino enrollment in higher education institutions, the persistence rates of Latino students are not higher than other students, regardless of ethnicity. Several theorists such as Astin, Tinto, Pascarella, and Terenzini have studied specific variables affecting Latino college student persistence; however, Terenzini and Reason (2005) developed a model that combined the multiple forces affecting Latino college student persistence. This qualitative case study was guided by two questions that intended to explore the phenomenon of college student persistence factors: (1) How do college experiences affect Latino persistence to graduation? and (2) How do cultural factors promote or hinder Latino college persistence? Findings produced six key themes: (1) Campus Influences, (2) Out of Class Experiences, (3) Curricular Experiences, (4) Teachers' Influences, (5) Influential People, and (6) Pre-college Preparation. The themes identify key components of student experiences before they begin college and while they are attending. These components work together as a force developing each student with skills that promote persistence in college such as student engagement, admission's criteria, cultural capital, and family support.
Author: Floralba Arbelo Marrero
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 168
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This study examined the academic persistence of 10 undergraduate Hispanic nontraditional students enrolled at a public and a private not for profit Hispanic Serving Institution in the southeastern region of the United States, each in their last year of a bachelor degree program. Using a phenomenological research design and an ecological and sociocultural framework the findings indicated that family context, personal aspirations, campus environment within Hispanic Serving Institutions, life challenges, and English language learning each play a vital role in the persistence behaviors of this population. These factors interact at the student and institutional levels to provide students with internal and external resources and motivators that influence their academic persistence at Hispanic Serving Institutions.
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Category :
Languages : en
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The persistence to graduation of Hispanic community college students.
Author: Yolanda Reyes Guevara
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ISBN:
Category : Academic achievement
Languages : en
Pages : 418
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Student persistence has been a topic of discussion in higher education for decades. Researchers have examined factors that affect persistence for traditional-aged students with research focusing on quantitative studies that fail to acknowledge the individual experiences of persistence. Likewise, there is minimal research on Latino/a adult students and their experiences with persistence at community colleges. This dissertation study examined the Latino/a adult student at the community college to gain a better understanding of their lived experiences of persistence. This study took place at an urban, two-year institution in south Texas that has a high number of Hispanic or Latino/a students and a low number of adult students. For this study, I examined the following overarching research question: Looking through the lens of Latino/a adult students, what explains the phenomenon of their persistence at the community college? This study utilized a phenomenological, qualitative approach to explore the overarching question. The study followed a phenomenological methodology in order to focus on the lived experiences of the participants and to further explore the phenomenon of persistence. Two semi-structured interviews and a critical incident reflection were used to gather data from the participants. The themes that emerged from the data analysis were the following: the past will not define my future, moving into higher education, finding my place in higher education, aiming for a better life, what matters to me, making connections, and looking into a mirror. Sub-themes were identified for each of these themes as well, and study findings were interpreted in light of existing research literature and the study's conceptual framework encompassing Schlossberg's Transition Theory (1981) and Yosso's theory of Community Cultural Wealth (2005). The study adds to the body of literature on Latino/a adult students and their persistence and also provides implications for practice for practitioners in the field of higher education.
Author: L. Michael Metke
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ISBN:
Category : College attendance
Languages : en
Pages : 200
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Author: Guadalupe Rodriguez Corona
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ISBN:
Category : First-generation college students
Languages : en
Pages : 171
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There is limited research that identifies the university, familial and community factors that support the persistence of Latinas in higher education from the first to second year. The research that does exist has tended to focus on how institutional programs and activities have failed to work for first-generation students. Therefore, there is a need to study the persistence of Latinas in higher education that is as focused on discovering what works as it is with documenting what is ineffective. Research that focuses on Catholic universities is especially needed since many Latinas come from Roman Catholic families and, consequently, Catholic universities are highly appealing to the parents of Latinas and the Latinas, themselves. This qualitative study used a survey and a series of focus group interviews with Latinas who had made it through their first year in one Catholic university. The goal was to explore how the university, along with family members and the community, supported Latinas who are the first in their families to attend college. The study also identified a number of less-than-positive factors. A focus group interview with student affairs professionals who worked at the university was used to triangulate the data gathered from students. The study revealed that, for all of the student participants, the university was unfamiliar territory. Indeed, most participants spoke of experiencing culture shock generated in part by the very different cultural backgrounds of most of the other students on campus but also by the considerable economic disparity between themselves and most of their peers. Even an invitation to go along on a shopping trip to the mall was fraught with challenges: If the Latina did not go, peers criticized her for being antisocial; if she went along but did not have money to shop, she was criticized for not purchasing anything. The study also documented how Latino/a campus organizations, some but not all campus initiatives, and sympathetic faculty and staff helped the students overcome—or at least manage—the college environment. The study could not determine what would have happened had the students been less acculturated than they were or less well-prepared academically. 1Refers to women who self-identify of Latino, Mexican or Central American descent. 2First year experience refers to students who are the first in their family to experience college during their first year. In my efforts to use inclusive language, I will intentionally use the term first year instead of freshman.
Author: Connie Dominguez
Publisher:
ISBN: 9781267073952
Category : College dropouts
Languages : en
Pages :
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"In recent years, Latinos have experienced the highest rate of increase in college enrollment among major ethnic groups. However, because they also tend to be first-generation college students, live at home, and work, they are least likely to persist to bachelor degree completion. Using a semi-structured interview, this qualitative descriptive study explored factors that fostered persistence of 20 first-generation, Latino commuter-university, bachelor degree graduates who faced those challenges. Findings revealed that such students encounter obstacles that hinder college persistence almost immediately upon entry. Having no one to explain in advance how college "works," they cannot adequately anticipate the academic demands and responsibilities, nor do they understand how to navigate the administrative system. They are also constantly overwhelmed at having to juggle not only work and schoolwork, but also traditional Latino family obligations required of them by parents who also do not understand what being a college student entails. Other factors, however, helped them overcome these challenges: support from parents, financial aid programs, and on-campus relationships. The most important parental support was permission for the student to use work earnings for college expenses. Financial aid programs were essential to supplement these earnings and whatever modest financial support parents might provide. On-campus relationships were a critical aspect of Latino students' support system. Staff provided essential personal academic advising. Faculty--especially Latino faculty--offered caring personal attention and role models. Equally important were relationships with other Latino students, which provided needed information and cultural affinity. Seeing others "like me" succeed helped these students believe they, too, could persist and graduate. Educators and administrators at commuter universities can positively affect Latino college persistence by increasing students' knowledge about and access to financial aid, offering programs that prepare Latino students and their parents for the multiple demands of being a college student, and establishing structures designed to increase Latino students' social and academic integration. Given current demographic shifts, improving Latino college graduation rates are not only a question of equity and social justice, but may be an important factor in the future overall health of the United States economy" -- Abstract, p. 1-2.
Author:
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ISBN:
Category :
Languages : en
Pages : 3
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Author: Reginal Rashad Hall
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ISBN:
Category : African American college students
Languages : en
Pages : 266
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The purpose of this study is to explore factors that may contribute to the persistence and graduation rates of African American and Hispanic undergraduate males enrolled at regional four-year public universities in Texas. African American and Hispanic males have lower graduation rates in both secondary and post-secondary education than their White peers (Swail, Cabrera, Lee & Williams, 2013; Harper, 2010). This study utilized a mixed methods research design. The quantitative portion of the study provides descriptive data to exhibit the historical four-year and six-year graduation rates of African American, Hispanic and White males within the regional university. The qualitative portion of the study investigated characteristics which exist among African American and Hispanic undergraduate males who have persisted and were retained at the university through their senior academic year. Focus groups interviews were administered which allowed the researcher to explore the perceptions of African American and Hispanic males regarding academic and non-academic factors that may have served as supports and/or barriers to their persistence. A thematic analysis was conducted to evaluate relationships that may have occurred. The research provides more information on academic and non-academic factors that served as supports and/or barriers to their ultimate graduation.
Author: Sergio Armando Lagunas
Publisher:
ISBN:
Category :
Languages : en
Pages : 226
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This qualitative research study investigated the first-generation Latino male experience persisting in a STEM major at a four-year public university. STEM is an acronym for science technology engineering and math. The current literature on Latino male students in STEM majors is limited, and most of the literature on persistence in STEM majors is related to studies on the female narrative or an integrative group such as minorities, ethnic groups or underrepresented students. In 2016, Latinos became 17 percent of the total United States population (Phillips, 2016). Enrollment trends in Latino students entering a STEM major in college are perceived to be the outcome from the growing Latino population in the United States. This study aimed to analyze the Latino male student experience. The literature review for this study included research on first-generation students and their experience derived from the lack of cultural capital, the development of their social integration in higher education, and the development of their academic integration in higher education. The literature review also included research on Latino students persisting in a STEM major with a focus on academic confidence, pre-college preparation and attrition. The literature review also covered research on the Social Cognitive Career Theory, a theoretical framework that expanded on self-efficacy, college major choice and career choice (Lent, Brown, & Hackett, 1994). Statement of the Problem: U.S. National government educational research has indicated that there is a low percentage of Latino college students earning certificates and degrees in Science, Technology, Engineering, and Mathematics (STEM); furthermore, there is a need to explore how first-generation Latino males persist in STEM majors and what barriers may potentially lead to attrition at a public four-year university. Specific questions addressed were: 1. What leads a first-generation Latino male student to persist in their STEM major at a public four-year university? 2. What potential barriers does a first-generation Latino male student overcome to persist in their STEM major at a public four-year university? Methodology: This qualitative research study investigated the first-generation Latino male student experience persisting in a science, technology, engineering, and mathematics major through a narrative inquiry. The qualitative research study was conducted with semi-structured individual interviews of six students who met the purposive sample criteria. This research study was designed to explore the experience of Latino male college students and their persistence in STEM majors through the theoretical framework of Social Cognitive Career Theory. Conclusions and Recommendations: This qualitative research study resulted in a list of eight strategies for persistence for first-generation Latino males in STEM. These strategies are (a) study groups, (b) institutional programs, (c) student organizations, (d) tutoring services, (e) peer mentoring, (f) support groups, (g) family expectations, and (h) fitness facility. The most significant strategies for persistence in STEM involved social integration, academic integration and career interests. This qualitative research study resulted in a list of seven major barriers of first-generation Latino males in STEM. These barriers were: (a) lack of Latino faculty in STEM, (b) seeking help, (c) asking questions, (d) family responsibilities, (e) course availability, (f) lack of self-efficacy, and (g) working off-campus. The most significant barriers in STEM involved cultural capital, self-efficacy, and expectations of Latino masculinity. Consideration for future research on persistence of first-generation Latino male students at a public four-year university may include more in-depth evaluation of pre-college preparation, the transfer student experience, and Latinx students in STEM.
