Self-efficacy Perceptions and Their Impact on Latino and White Community College Student Persistence PDF Download
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Author: Angela Caballero de Cordero
Publisher:
ISBN:
Category :
Languages : en
Pages : 412
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Book Description
The Self-Efficacy--Persistence Model shows that experiences with faculty have a significant effect on self-efficacy and that the resulting self-efficacy is a strong predictor of persistence for both groups. The six propositions identified in the model resulted in statistical significance for both populations.
Author: Angela Caballero de Cordero
Publisher:
ISBN:
Category :
Languages : en
Pages : 412
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Book Description
The Self-Efficacy--Persistence Model shows that experiences with faculty have a significant effect on self-efficacy and that the resulting self-efficacy is a strong predictor of persistence for both groups. The six propositions identified in the model resulted in statistical significance for both populations.
Author: Terence Hicks
Publisher: University Press of America
ISBN: 0761862706
Category : Social Science
Languages : en
Pages : 273
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Book Description
College Student Self-Efficacy Research Studies offers three uniquely designed sections that provide a unique mixture of research studies conducted on African American, Mexican American, and first-generation college students. This book explores a variety of factors affecting a diverse group of college students including institutional commitment, college adjustment, and social and academic self-efficacy barriers.
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 640
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Book Description
Author:
Publisher:
ISBN:
Category : Electronic books
Languages : en
Pages : 97
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Book Description
The purpose of this quantitative analysis was to examine the effect of racial/ethnic and masculine identities on self-efficacy for Black and Latino men in the community college. In the last decade, the academic achievement gap among male students of color in the community college has become the focal point of national conversations among college leaders and stakeholders. Self-efficacy has been identified as one primary determinant of success for college men of color. Few studies have examined the role that identities have in fostering self-efficacy, particularly racial/ethnic and masculine identities. Using the Socio- Ecological Outcomes (SEO) model for this study, investigates the predictive utility of these identities on self-efficacy. Data from this study were derived from the Community College Survey of Men (CCSM). The CCSM is an institutional-level needs assessment tool that examines factors that influence student success outcomes for men who have been historically underrepresented, underserved, and undersupported in education. The results indicated that three of the five identity variables were positive predictors of self-efficacy for both Black and Latino men (i.e., perceptions of school as a domain equally suited for men and women, help-seeking behavior, and breadwinner orientation). Implications for future research and practice are extended.
Author: Soodabeh Lahijani
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
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: Vincent Tinto
Publisher: University of Chicago Press
ISBN: 0226804526
Category : Education
Languages : en
Pages : 240
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Book Description
Even as the number of students attending college has more than doubled in the past forty years, it is still the case that nearly half of all college students in the United States will not complete their degree within six years. It is clear that much remains to be done toward improving student success. For more than twenty years, Vincent Tinto’s pathbreaking book Leaving College has been recognized as the definitive resource on student retention in higher education. Now, with Completing College, Tinto offers administrators a coherent framework with which to develop and implement programs to promote completion. Deftly distilling an enormous amount of research, Tinto identifies the essential conditions enabling students to succeed and continue on within institutions. Especially during the early years, he shows that students thrive in settings that pair high expectations for success with structured academic, social, and financial support, provide frequent feedback and assessments of their performance, and promote their active involvement with other students and faculty. And while these conditions may be worked on and met at different institutional levels, Tinto points to the classroom as the center of student education and life, and therefore the primary target for institutional action. Improving retention rates continues to be among the most widely studied fields in higher education, and Completing College carefully synthesizes the latest research and, most importantly, translates it into practical steps that administrators can take to enhance student success.
Author: Charmaine Llagas
Publisher:
ISBN:
Category : African American students
Languages : en
Pages : 196
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Book Description
Author: Yolanda Reyes Guevara
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 418
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Book Description
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: Elsa M. Gonzalez
Publisher: Routledge
ISBN: 1000259536
Category : Education
Languages : en
Pages : 208
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Book Description
This timely volume challenges the ongoing underrepresentation of Latina women in science, technology, engineering and mathematics (STEM), and highlights resilience as a critical communal response to increasing their representation in degree programs and academic posts. An Asset-Based Approach to Advancing Latina Students in STEM documents the racialized and gendered experiences of Latinas studying and researching in STEM in US colleges, and centers resilience as a critical mechanism in combating deficit narratives. Adopting an asset-based approach, chapters illustrate how Latinas draw on their cultural background as a source of individual and communal strength, and indicate how this cultural wealth must be nurtured and used to inform leadership and policy to motivate, encourage, and support Latinas on the pathway to graduate degrees and successful STEM careers. By highlighting strategies to increase personal resilience and institutional retention of Latina women, the text offers key insights to bolstering diversity in STEM. This text will primarily appeal to academics, scholars, educators, and researchers in the fields of STEM education. It will also benefit those working in broader areas of higher education and multicultural education, as well as those interested in the advancement of minorities inside and outside of academia. Elsa M. Gonzalez is Assistant Professor of Higher Education at the University of Houston, USA. Frank Fernandez is Assistant Professor of Higher Education at the University of Mississippi, USA. Miranda Wilson earned a Ph.D. in Higher Education Leadership and Policy Studies at the University of Houston, USA.
