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Author: Phyllis Marie Robertson-Courtney
Publisher:
ISBN:
Category : Mexican American students
Languages : en
Pages : 488
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Author: Phyllis Marie Robertson-Courtney
Publisher:
ISBN:
Category : Mexican American students
Languages : en
Pages : 488
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Author: Patricia Lynn Guerra
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 422
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Author: Mariana J. DeSaracho
Publisher:
ISBN:
Category :
Languages : en
Pages : 126
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Author: Sarah Blanchard Kyte
Publisher:
ISBN:
Category :
Languages : en
Pages : 248
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Book Description
Sociologists of education have long stressed the importance of students’ expectations for their subsequent success. Yet, an insufficient amount of previous work has considered how academic and social psychological factors guide when and how students develop their expectations for the future, particularly for the socioeconomically disadvantaged and minority students attending our cities’ schools. By using rich survey and administrative data from a large, urban district serving low income and predominantly Hispanic and African American students, this dissertation identifies how these students develop expectations related to higher education in general as well as science, technology, engineering, and math (STEM) in particular at the start of high school. Chapter 2 examines whether Hispanic girls hold higher college expectations than Hispanic boys because they acquire a superior toolkit of academic resources including achievement, attitudes, and relationships, and/or whether girls are better able to leverage these resources. Further, it considers the potentially gendered role of nativity, language-minority, and socioeconomic status in shaping college expectations among Hispanic students. Chapter 3 analyzes how students’ perceptions of the relevance of science outside of school contribute to gender differences in expectations to major in specific areas of STEM, namely the biological and physical sciences as compared with computer science and engineering. Chapter 4 unpacks the extent to which minority students expecting to major in STEM anticipate that gender- or race-based discrimination may act as a barrier to their goals. Taken together, the findings of these studies underscore the importance of perceptions related to schools, society, and opportunity at the intersection of gender and race/ethnicity for guiding students’ expectations, an important precursor to subsequent behavior and success.
Author: Susan J. Paik
Publisher: IAP
ISBN: 1648020127
Category : Education
Languages : en
Pages : 295
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Book Description
High-Achieving Latino Students: Successful Pathways Toward College and Beyond addresses a long-standing need for a book that focuses on the success, not failure, of Latino students. While much of the existing research works from a deficit lens, this book uses a strength-based approach to support Latino achievement. Bringing together researchers and practitioners, this unique book provides research-based recommendations from early to later school years on “what works” for supporting high achievement. Praise for High-Achieving Latino Students "This book focuses on an important issue about which we know little. There are many lessons here for both scholars and educators who believe that Latino students can succeed. I congratulate the authors for taking on this timely and significant topic." ~ Guadalupe Valdés, Ph.D., Bonnie Katz Tenenbaum Professor in Education, Stanford University. Author of Con Respeto: Bridging the Distances Between Culturally Diverse Families and Schools "This is a must-read book for leaders in institutions of both K-12 and higher education who want to better understand success factors of Latino students in the US. Using a strength-based framework to understand and support Latino achievement is a new paradigm that must be considered by all." ~ Loui Olivas, Ed.D., President, American Association of Hispanics in Higher Education "In addition to being the right book at the right time, these editors should be congratulated for giving us a stellar example of how a research-practice collaboration comes together to produce such a valuable and lasting contribution to the field of school reform and improvement. Those who work in schools, universities, think tanks and policymaking centers have been waiting anxiously for this kind of book, and it’s now here." ~ Carl A. Cohn, Ed.D., Former Executive Director, California Collaborative for Educational Excellence, CA State Board of Education member, and Superintendent "There may not be a silver bullet for solving the so-called problem of Latino underachievement, but well-conceived solutions do exist. This powerful book offers strength- and asset-based frameworks that demonstrate Latino achievement is possible. Read this text to not only get informed, but to also get nurtured and inspired!" ~ Angela Valenzuela, Ph.D., Professor in Education, University of Texas at Austin. Author of Subtractive Schooling: US-Mexican Youth and the Politics of Caring
Author: Ariana Velasco
Publisher:
ISBN:
Category :
Languages : en
Pages : 308
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Book Description
The goal of equitable opportunities for student success in higher education remains a challenge, particularly with Latino students. To help combat the disadvantages faced by many non-traditional, low-income, and first-generation students, California community colleges established Extended Opportunity Programs & Services (EOP&S) programs on their campuses. The purpose of this study is to examine the specific elements within EOP&S perceived by participants to have an influence or impact on their persistence and success. The following research questions guided the study: 1. What barriers and inequities do Latino EOP&S students encounter in relation to their academic aspirations and outcomes? 2. How do cultural identity and self-efficacy beliefs impact the propensity for academic success in Latino students? 3. What activities embedded in the current EOP&S model support persistence? This particular research design utilized a quantitative research approach. A questionnaire was disseminated at a Northern California community college campus to 167 Latino EOP&S students. The survey questions solicited information on topics such as students' educational goals, perceptions on contacts with faculty and EOP&S staff, the extent of use and benefit from various services, and specific variables thought to be influential in student persistence decisions. The study adapted pre-existing scales to measure cultural identity attitudes, self-efficacy, and intent to persist. The basic concept and goal of this study was to examine the perceived impact of EOP&S practices on the persistence attitudes of its Latino participants. The study explored components of the EOP&S program, such as overall experiences and interactions with staff that may have an underlying impact on students' success. Findings showed that the surveyed students, in general, had positive cultural identity mindsets, relatively high self-efficacy, and cited a highly supportive environment from the EOP&S program and staff. Several instances of validating experiences and practices that align with critical race theory (CRT) and Latino critical theory (LatCrit) concepts were also identified within EOP&S practices. The majority of students who participated in the survey indicated high instances of validation and positive cultural-identity and self-efficacy attitudes. They felt strongly that their participation in EOP&S, especially through their interactions with counselors and advisors (Specialists), contributed to their ability to succeed. Emergent themes of cultural identity, self-efficacy, and barriers to success were also further discussed and tied to findings and related literature.
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: Gail Elizabeth Buller
Publisher:
ISBN:
Category :
Languages : en
Pages : 360
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Book Description
Author: Victoria Martiza Gonzalez
Publisher:
ISBN: 9781303538681
Category :
Languages : en
Pages : 175
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Book Description
The achievement gap is a persisting problem faced by schools nationwide. Although student achievement is on the rise overall, the achievement gap between minority/disadvantaged students and those of their White/advantaged peers continues to persist. What is even more discouraging is that this gap is evidenced on the first day children enter Kindergarten (Rumberger & Arrellano, 2007). Researchers have identified both risk and promotive factors contributing to school readiness. This study contributes to resilience and school readiness research by highlighting familial promotive factors that contribute to early academic success. This mixed-methods study investigated which factors contributed most strongly to the academic success of Latino/a students at the end of the Kindergarten school year, by utilizing and creating cumulative risk and cumulative promotive indices. The promotive index significantly predicted the children's academic outcomes, yielding higher early literacy scores at the end of the year. The risk index did not, however, significantly predict students' scores. The risk index was used to identify students who had multiple risks, but despite these risks were able to improve their academic trajectories by the end of the school year. Qualitative interviews were conducted with the parents of these children. Common familial factors that contributed to early academic resilience among these families were highlighted. These themes included: parent involvement at school, strong emphasis on family unity, parent acknowledgement of the child's positive attributes, fostering autonomy, and an open and explanatory style of communication. Clinical and research implications of these findings are discussed.
Author: Mary Catherine McCabe-Martinez
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 572
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Book Description
