Latino Or Hispanic Perceptions of Factors that Helped Them Graduate from a Four Year College Or University in the United States Or America PDF Download
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Author: Rocío Saldaña-Reyes
Publisher:
ISBN:
Category :
Languages : en
Pages : 206
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Book Description
Hispanics/Latinos, one of the hardest hit group dropouts from U.S. schools. However, some graduate. This study explores the perceptions of four Hispanic/Latino adults on their academic success in colleges or universities in the U.S. I analyzed and summarized the findings of the data from the respondents' completed surveys and questionnaires. These findings were organized and reported by themes that emerged from the guiding questions I designed for my study: role of the family on the participants' success in their college career, school characteristics that played a role in the participants' success in k-12, and factors that played a role in the participants' motivation to go to and graduate from college. Even though there is not one only definite answer to my thesis, it was found that dramatic personal experiences as well as coincidence are factors that motivate a student to go and graduate from college.
Author: Rocío Saldaña-Reyes
Publisher:
ISBN:
Category :
Languages : en
Pages : 206
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Book Description
Hispanics/Latinos, one of the hardest hit group dropouts from U.S. schools. However, some graduate. This study explores the perceptions of four Hispanic/Latino adults on their academic success in colleges or universities in the U.S. I analyzed and summarized the findings of the data from the respondents' completed surveys and questionnaires. These findings were organized and reported by themes that emerged from the guiding questions I designed for my study: role of the family on the participants' success in their college career, school characteristics that played a role in the participants' success in k-12, and factors that played a role in the participants' motivation to go to and graduate from college. Even though there is not one only definite answer to my thesis, it was found that dramatic personal experiences as well as coincidence are factors that motivate a student to go and graduate from college.
Author: Luis Anthony Kischmischian
Publisher:
ISBN:
Category :
Languages : en
Pages : 186
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Book Description
According to Krogstad and Lopez (2015) "the Hispanic population reached a new high of 55.4 million in 2014 (or 17.4% of the total U.S. population), an increase of 1.2 million (2.1 %) from the year before. California still leads the list (15.0 million), followed by Texas (10.4 million) and Florida ( 4.8 million). Together, the three states account for more than half (55%) the Hispanic population" (paragraph 2). The trend of that Hispanics are becoming the majority has been well-publicized. Along with the increasing Hispanic population comes a great deal of responsibility for higher education faculty, staff, and administrators to meet the demand that more of the Latino population graduate college. Additionally, the interest of Hispanic students attending and completing college is at the center of many conversations. For the Latino population, there is a disparity between college enrollment and degree completion. Males, furthermore, are in more danger of dropping out or never beginning a college education (Gloria, Castellanos, Scull, & Villegas, 2009). Many educational trends have occurred over decades that have shifted the focus away from Latino males to females with regard to college completion. Thus, it is imperative to explore the gender gap in the Latino student population while considering the population growth of Latinos in the United States (Gloria et al., 2009). Among the growing population of Latinos, it is females who are completing their degrees; but males come in at a distant second. Many programs and resources are available, but many Latino male students fall short of completion. Thus, the purpose of this study is to distinguish the experiences and perceptions that contribute to, and the factors that play a role in, Latino males' ability to graduate from a 4-year public institution. Exploring what it means to be a Latino male in these times will help identify areas that would support Latino males on their path to college completion. The emphasis needs to shift to completion of college rather than just getting Latino males into college. The quantitative study took place at California State University, Sacramento. The sample population consisted of 130 third- and fourth-year Latino male students who were enrolled at the university at the time of the study. The electronic survey included questions focusing on six different areas: (a) parents' highest level of education, (b) their demographic identity, (c) obligations to complete college, (d) high school preparation and community college preparation, (e) financial aid process, (f) sense of belonging on campus, and (g) the overall experience of being a Latino male student at Sacramento State. The study focused on third- and fourth-year Latino males in college who had created perceptions through experiences during their time in higher education. The findings showed there is room for further research to develop better ways to serve more Latino males. Many of the participants involved in the study made it clear that their parents did not complete middle school, but that was not an option in the survey. If students' parents cannot support them even through high school, then Latino male students might have a much more difficult time arriving at college and completing college. It is crucial to develop a true partnership between K-12 and higher education, meaning, establishing co-curriculum, creating a student affairs atmosphere in the K-12 system, and leadership coming together to analyze what the needs are for student success beyond the classroom. Creating a true and strong partnership could forge a success-laden pathway for students to follow to college and through college.
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309164818
Category : Social Science
Languages : en
Pages : 502
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Book Description
Hispanics and the Future of America presents details of the complex story of a population that varies in many dimensions, including national origin, immigration status, and generation. The papers in this volume draw on a wide variety of data sources to describe the contours of this population, from the perspectives of history, demography, geography, education, family, employment, economic well-being, health, and political engagement. They provide a rich source of information for researchers, policy makers, and others who want to better understand the fast-growing and diverse population that we call "Hispanic." The current period is a critical one for getting a better understanding of how Hispanics are being shaped by the U.S. experience. This will, in turn, affect the United States and the contours of the Hispanic future remain uncertain. The uncertainties include such issues as whether Hispanics, especially immigrants, improve their educational attainment and fluency in English and thereby improve their economic position; whether growing numbers of foreign-born Hispanics become citizens and achieve empowerment at the ballot box and through elected office; whether impending health problems are successfully averted; and whether Hispanics' geographic dispersal accelerates their spatial and social integration. The papers in this volume provide invaluable information to explore these issues.
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 228
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Book Description
Nationwide, Latino students are entering college, yet are not completing a four-year degree at the same rate when compared to other ethnic groups. Between 1992 and 2007, only five percent of Latinos successfully earned a four-year college degree, and that number is lower than any other ethnic group (College Board, 2007). California Community College Chancellor's Office [CCCCO] (2010) revealed that 50% of students drop out of college after their first semester; furthermore, the California Community College [CCC] system houses the largest percentage of Latino students in the state. In short, these statistics are staggering in terms of showing the underachievement of Latinos in higher education. Policy makers, administrators, faculty and staff need to find better ways to effectively help increase the academic success of the Latino student population. This lack of academic success among Latinos is a serious problem, especially considering the implications it could have for the state and national economies. Latinos represent 56 percent of the nation's population growth, and Mexicans represent the largest sub-group among Latinos (United States Census Bureau [Census], 2010). If the Latino population continues to fall further behind in educational attainment compared to other groups, while continuing to increase at a faster rate than other ethnic groups, then this might have negative implications for the U.S. economy and society, especially in states like California. The conceptual framework used for this study was based on Laura I. Rendon's (1993) Theory of Validation. This theory was used to examine factors that are perceived to have the greatest effect on impeding and promoting the success of first-year Mexican-American community college students. Factors include faculty and student interaction within and outside the classroom, learning opportunities and instructional strategies, counseling and student interaction, and support services utilized by students. These factors were examined from the perspectives of students and faculty representing various disciplines using a qualitative methods approach. Grounded theory was the research foundation used in the study (Creswell, 2009). The researcher unraveled and compared data, themes emerged and patterns were identified. This method was intended to compare data from different groups to identify the similarities and differences of faculty and students perception regarding academic success of Mexican-American college students. The community college where the participants were drawn from is a single college district with a student enrollment of 22,000. This Hispanic serving public institution (HSI) is located in Southern California. The three research questions addressed were (1) What institutional factors are perceived to promote the academic success of first-year Mexican-American community college students? (2) What institutional factors are perceived to impede the academic success of first-year Mexican- American community college students? (3) How do the perception of students and faculty compare concerning the academic success of first-year Mexican-American students. The research consisted of seven structured interviews with tenured faculty members, seven focus groups and two student interviews, for a total of 26 student participants. A total of eight themes and sub-themes emerged from the data. The themes were categorized into effective methods and ineffective methods. The sub-themes were "instructional strategies," "instructor/student relationships," "instructor behaviors," and "student support services." There was a high degree of congruence between faculty and student respondents on the factors that enhance and impede the academic success of Mexican-American college students. Based on the study findings, recommendations for research and practice were made in order to increase the success of first year Mexican-American college students.
Author: Anne-Marie Nunez
Publisher: Routledge
ISBN: 1317601696
Category : Education
Languages : en
Pages : 243
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Book Description
Despite the increasing numbers of Hispanic-Serving Institutions (HSIs) and their importance in serving students who have historically been underserved in higher education, limited research has addressed the meaning of the growth of these institutions and its implications for higher education. Hispanic-Serving Institutions fills a critical gap in understanding the organizational behavior of institutions that serve large numbers of low-income, first-generation, and Latina/o students. Leading scholars on HSIs contribute chapters to this volume, exploring a wide array of topics, data sources, conceptual frameworks, and methodologies to examine HSIs’ institutional environments and organizational behavior. This cutting-edge volume explores how institutions can better serve their students and illustrates HSIs’ changing organizational dynamics, potentials, and contributions to American higher education.
Author: Jason Irizarry
Publisher: Routledge
ISBN: 1317257006
Category : Education
Languages : en
Pages : 204
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Book Description
Fueled largely by significant increases in the Latino population, the racial, ethnic, and linguistic texture of the United States is changing rapidly. Nowhere is this 'Latinisation' of America more evident than in schools. The dramatic population growth among Latinos in the United States has not been accompanied by gains in academic achievement. Estimates suggest that approximately half of Latino students fail to complete high school, and few enroll in and complete college. The Latinization of U.S. Schools centres on the voices of Latino youth. It examines how the students themselves make meaning of the policies and practices within schools. The student voices expose an inequitable opportunity structure that results in depressed academic performance for many Latino youth. Each chapter concludes with empirically based recommendations for educators seeking to improve their practice with Latino youth, stemming from a multiyear participatory action research project conducted by Irizarry and the student contributors to the text.
Author: Patricia C. Gandara
Publisher:
ISBN: 0674047052
Category : Education
Languages : en
Pages : 428
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Book Description
Drawing on both extensive demographic data and compelling case studies, this book reveals the depths of the educational crisis looming for Latino students, the nation's largest and most rapidly growing minority group.
Author: Urbano Tercero Garza Martínez
Publisher:
ISBN:
Category :
Languages : en
Pages : 112
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Book Description
This qualitative study explores Latino students' perceptions of the ways in which they have become successful students at a four-year institution. Success is defined in this dissertation as being on the path to graduation from college. It focuses on students' voices to understand their experiences as they relate to their academic success. A group of students who are juniors and seniors at a private, faith-based institution were interviewed. Through case study methodology, the study seeks to address the following research questions: (1) what aspects of their college experiences do graduating Latino students perceive to have been crucial in their successful path to graduation?; (2) what aspects do they perceive to have hindered their academic success? ^ While the literature on Latino success is growing, much of it concentrates on their experiences at community colleges, or it is also subsumed in studies that research minority students in general. This study explores the experiences of Latino students in particular, and by doing so, it is expected to contribute to the body of knowledge on the degree attainment of Latino college students attending four-year institutions. ^ The study also seeks to inform educational practice and policy-making by providing data on what Latino students perceive were influential factors that hindered, or contributed to, degree attainment at four-year institutions. ^
Author: Patricia Lynn Guerra
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 422
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Book Description
Author: Martha Lynn Sheffield
Publisher:
ISBN:
Category : First-generation college students
Languages : en
Pages : 162
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Book Description
With projections indicating that by the year 2025, one of every four K-12 students in the United States will be Latino, addressing the needs of Latino students is an important question for educators. This study approached this question through an analysis of the educational life histories, stories, of successful first generation Mexican-American college graduates to understand some of the factors which helped them succeed in college. I categorized the stories inductively into three themes: 1) stories of students and school, 2) stories of friends, family, and cultural communities, and 3) stories about race and politics. Participants' intellectual self-concept, both positive and negative, was to a great extent influenced by the messages they received from the educational system. Some of the participants took a traditional path from high school through college, while others took very indirect paths. The support that they received from special programs at the university as well as from their webs of support was crucial in their success. In addition, I found that race mattered when the participants transitioned from their majority Latino high schools to the majority white university as the participants told stories of navigating the cultural and racial dynamics of their status as college students. The participants in my study worked hard to achieve their college degrees. "It's hard" was a phrase often repeated by all participants; hard work was also a cultural value passed on by hard working parents and family members. Stories of luck, both good and bad, factored into their educational life histories. Collaborative programs between secondary school and the university were helpful in creating a transitional bridge for the participants as were culturally-based mentoring programs. The participants benefitted from the culturally-based support they received at the university and the cultural and emotional support of their families. The participants' stories highlight the importance of a race-conscious approach to college going; one which begins with race and builds cross-racial coalitions. This approach would benefit Latino students and, ultimately improve the college going experiences of all students.
