Social, Cultural, and Institutional Factors Affecting the Transition from High School to Postsecondary Education for Latino Students in the State of Kentucky PDF Download
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Author: Gioconda Julixa Guerra Pérez
Publisher:
ISBN:
Category : Hispanic American college students
Languages : en
Pages : 734
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Book Description
One of the most important issues facing the educational system in the United States is the dramatic change in the socio-demographic aspects of society. The changing face of an increasingly diverse society is most represented by the fastest growing minority; nearly one in six residents is Hispanic. Institutions across the country are facing various challenges such as lower enrollment rates, lower academic success, and higher dropout rates in college due to the increasing number of Latino students entering postsecondary education. Latinos are now the most poorly educated population facing barriers from social, cultural, political and institutional factors. At the present time, a postsecondary degree is widely accepted as a basic goal in education. Latinos are underrepresented and lag every other ethnicity in attaining college degrees. The purpose of this study was to explore the experiences of Latinos during the transition period from high school to postsecondary education in Kentucky. Recently, the Commonwealth had a rapid growth of immigrants and refugees, much of which has occurred in urban areas, posing challenges for all institutions and levels of society. To facilitate analysis of patterns of inequality and racial exclusion that continue to exist for Latinos in the transition from high school to postsecondary education, Latino Critical Theory, which explains micro and macro social problems was applied. To explore the experiences and perceptions of the participants, the information was drawn from three main sources: (a) a questionnaire to collect demographic and personal data, (b) six focus groups, and (c) supplemental notes. Six higher education institutions across the state were selected, with 28 Latino undergraduate students participating. Quantitative analysis was performed to select a very diverse group of students. Qualitative methodology was used to examine and draw conclusion from the focus groups. Analysis revealed that financial issues related to family structure and socioeconomic background were influential in participants' decisions to pursue a postsecondary degree. Cultural factors, especially English fluency, were also relevant. Local communities and institutional factors (K-12, legal) had generally a negative impacts. Students shared experiences of discrimination, rejection, and isolation, plus positive assistance and success.
Author: Gioconda Julixa Guerra Pérez
Publisher:
ISBN:
Category : Hispanic American college students
Languages : en
Pages : 734
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Book Description
One of the most important issues facing the educational system in the United States is the dramatic change in the socio-demographic aspects of society. The changing face of an increasingly diverse society is most represented by the fastest growing minority; nearly one in six residents is Hispanic. Institutions across the country are facing various challenges such as lower enrollment rates, lower academic success, and higher dropout rates in college due to the increasing number of Latino students entering postsecondary education. Latinos are now the most poorly educated population facing barriers from social, cultural, political and institutional factors. At the present time, a postsecondary degree is widely accepted as a basic goal in education. Latinos are underrepresented and lag every other ethnicity in attaining college degrees. The purpose of this study was to explore the experiences of Latinos during the transition period from high school to postsecondary education in Kentucky. Recently, the Commonwealth had a rapid growth of immigrants and refugees, much of which has occurred in urban areas, posing challenges for all institutions and levels of society. To facilitate analysis of patterns of inequality and racial exclusion that continue to exist for Latinos in the transition from high school to postsecondary education, Latino Critical Theory, which explains micro and macro social problems was applied. To explore the experiences and perceptions of the participants, the information was drawn from three main sources: (a) a questionnaire to collect demographic and personal data, (b) six focus groups, and (c) supplemental notes. Six higher education institutions across the state were selected, with 28 Latino undergraduate students participating. Quantitative analysis was performed to select a very diverse group of students. Qualitative methodology was used to examine and draw conclusion from the focus groups. Analysis revealed that financial issues related to family structure and socioeconomic background were influential in participants' decisions to pursue a postsecondary degree. Cultural factors, especially English fluency, were also relevant. Local communities and institutional factors (K-12, legal) had generally a negative impacts. Students shared experiences of discrimination, rejection, and isolation, plus positive assistance and success.
Author: United States. Congress. House. Committee on Education and Labor. Subcommittee on Postsecondary Education
Publisher:
ISBN:
Category : Federal aid to higher education
Languages : en
Pages : 56
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Book Description
Author: Daniela Sanchez
Publisher:
ISBN: 9780438069541
Category : Dissertations, Academic
Languages : en
Pages : 83
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Book Description
The purpose of this study is to analyze the factors or correlates that influence post-secondary attainment among Latinos. This project is guided by two key research questions: 1) What factors or correlates are associated with postsecondary educational attainment among Latinos? and 2) What effect do community-based interventions have in comparison to school-based interventions on post-secondary educational attainment among Latinos? Results suggest that correlates such as social capital, cultural framework, financial factors and academic factors are all factors influencing post-secondary educational attainment. Furthermore, research suggests that both community-based programs and school-based programs are effective interventions at tackling the correlates influencing post-secondary educational attainment. To conclude, recommendations are made to implement social justice advocacy which challenges structural paradigms, and questions failed policies. This research project suggests a plan of action that integrates policies that promote parental involvement and educational programs that are culturally receptive.
Author: John A. Gardner
Publisher:
ISBN:
Category : College attendance
Languages : en
Pages : 222
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Book Description
Author: Patricia Perez
Publisher: Routledge
ISBN: 1317512618
Category : Education
Languages : en
Pages : 285
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Book Description
Now the largest and fastest-growing ethnic population in the U.S., Latino students face many challenges and complexities when it comes to college choice and access. This edited volume provides much needed theoretical and empirical data on how the schooling experiences of Latino students shape their educational aspirations and access to higher education. It explores how the individual and collective influence of the home, school and policy shape the college decision-making process. This unique collection of original scholarly articles offers critical insight on educational pathways that will help families, educators and policy makers intervene in ways that foster and sustain college access and participation for Latino students. It considers destination preferences and enrollment selections, elementary and secondary school experiences, and intervention programs that shed light on how practitioners can promote participation and retention. This multi-conceptual, multi-methodological volume offers directions for future research, programming and policy in Latino education.
Author: Carissa Rutkauskas
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages :
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Book Description
€œAre you prepared for college?†is multifaceted question for high school students across the United States. Some have had college planned for them in embryo, while others do not consider a post-secondary education until their high school graduation day or later. Strong human, social, and cultural capital, including academic preparedness, navigation through the school selection and application processes, and understanding of the financial aid system are necessary skills in achieving admission to colleges and universities. Retention (Fry 2011; Swail et al.), transition between a two-year and a four-year school (Fry, 2005; Gonzalez, 2012), and graduation follow, and success in each of these areas vary across racial and ethnic subgroups. The challenges of each of these steps lead to a progressively more and more uneven playing ground in Bachelor’s degree attainment. Latino youth are most notably affected by each of these factors. A college degree is often described and necessary for success (Swail, Cabrera, Lee, 2004) in the modern U.S. workforce and while Latinos do feel a college education is important, and desire to aspire to a four-year degree, many do not achieve it (O’Connor; Hammack, Scott, 2010; Fry, 2005; Roderick, Coca, Nagaoka, 2011). As the fastest growing and largest minority group in the U.S., with approximately 1 out of every 4 elementary school children being Latino (Fry, 2011), addressing educational disparities for the Latino population not only affects the Latino population, but the entire population of the United States. Shaped by their environment, children learn from their family, community and primary and secondary school peers and teachers. They are actively and passively gathering the knowledge and steps necessary for a successful relationship with an Institution of Higher Eduation (IHE), including the pre-enrollment steps. This paper focuses on the question of access to college enrollment. In particular, it examines if a student enrolls or does not enroll based on access in the form of cultural, social, and human capital. Specifically, how does physically living in a metropolitan area (MA) with a high concentration of capital in the form of college enrollment history affect future college enrollment in any IHE? Enrollment is not constrained to local IHEs. This thesis gives special attention to Latino students by examining if Latinos are more sensitive to the enrollment rates in metropolitan areas as a form of access to IHEs than non-Latinos.
Author: José R. Del Real Viramontes
Publisher: IAP
ISBN:
Category : Education
Languages : en
Pages : 259
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Book Description
As the transfer disparity persists among Latina/o/x community college students and continues to widen for those seeking to complete their baccalaureate degree, we asked ourselves three questions: (1) How do Latina/o/x community college students navigate the transfer preparation and decision-making process? (2) Once at the university, how do Latina/o/x transfer students negotiate their identities and lived experiences as they persist towards graduation and beyond? And (3) What policies, practices, and programs at both two-and four-year institutions facilitate access, persistence, and completion for Latina/o/x community college/transfer students? These reflections prompted us to seek answers. This is the first edited book to provide much needed theoretical and empirical insights on Latina/o/x students who enter postsecondary education through the community college. Our book offers a comprehensive outlook on the pre- and post-transfer experiences of Latina/o/x students written by scholars and scholarpractitioners working in the field of higher education. In addition, we include specific sections that speak directly to policies, practices, and theory that address transfer pathways for Latina/o/x community college and transfer students.
Author: Regina J. Giraldo-García
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 140
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Abstract: The study was designed to determine the extent to which individual and institutional support variables can predict Latino/a students' successful completion of high school and enrollment in post-secondary institutions in the U.S. Current research suggests that the Hispanic population will constitute approximately 25% of the national workforce in the USA by the year 2050. However, according to the NCES (2002) data, the high level of dropout rates from high school among Latino/a (11.5 for males and 10.3 for females) is alarming. The study examined individual student factors as well as institutional and family variables that may enhance the likelihood of Latino/a students' completion of secondary education and enrollment in post-secondary institutions. Using the 2002-2006 Education Longitudinal Study data, consisting of a sample of 2,217 Latino/a students, the binary logistic regression model identified students' socioeconomic status, their educational aspirations as well as the aspirations of their parents, and school support programs to be significant predictors of high school completion as well as enrollment in post-secondary education. The findings indicate significant differences between the predictive power of the individual and institutional variables on the completion of high school and enrollment in post-secondary institutions of first, second and third generations of Latino/a students in the U.S. In this study, females of first and second generation Latino/a students were found to be two times more likely than males in the same group to complete high school on time. This trend did not apply to third generation female students who were found to be less likely than males of the same group to complete high school on time, with males holding 20% more chances of completion of high school. The presence of institutional based Dropout Prevention Programs was significantly associated with less likelihood of Completion of High School and Enrollment in Post-Secondary Institution across all generation of Latino/a students. The presence of Mentoring Programs was found to significantly predict Completion of High School only for second and third generation of students, and Enrollment in Post-Secondary Institutions only for third generation Latino/a students. The model correctly classified approximately 79 percent of the observations. The findings contribute towards drawing new conclusions regarding Latino/a students' completion of high school and their enrollment in post-secondary institutions in the U.S. The study also informs educational policies regarding school environment and institutional support available for Latino/a students in the U.S. The study recommends that schools should design targeted support programs in order to enhance Latino/a students' success beyond high school. Further research to study the phenomenon of Latino/a students' completion of high school and enrollment in post-secondary institutions, targeting areas with high concentration of Latino/as in the U.S. is recommended.
Author:
Publisher:
ISBN:
Category : Hispanic Americans
Languages : en
Pages : 180
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Book Description
Author: Minnesota Higher Education Coordinating Board
Publisher:
ISBN:
Category : Hispanic Americans
Languages : en
Pages : 82
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Book Description
