Download or read book Academic Achievement among Latina Undergraduates An Examination of Psychosociocultural Factors Associated with Academic Achievement and Persistence among Dominican and Puerto Rican Students written by Michell Tollinchi and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of the study was to examine the psychosociocultural factors (cultural congruence, ethnic identity, acculturation, mentoring support, and family support) on the academic persistence of Latina undergraduate students, with a preliminary observation on Dominican and Puerto Rican students. The sample of 257 Latina undergraduate students were drawn from a list of northeastern colleges/universities identified through the researcher's membership in professional consortia. Students completed an on-line survey which consisted of previously validated scales that measured the psychosociocultural variables and persistence. Cultural congruity (r=0.329, p=0.01), ethnic identity (r=0.345, p =0.01), perceived family support (r=0.345, p=0.00), and mentoring support (r=0.487, p=0.00) were all positively correlated to academic persistence; while acculturation (r=-.131, p=.046) was negatively correlated with persistence. Further analysis determined that for Dominicans (n=73) increased persistence was positively correlated with ethnic identity (r=.392, p=.001), mentoring scale (r=.486, p=.000), and cultural congruity (r=.304, p=.016). Puerto Rican (n=27) students who have increased scores in persistence were more likely to score higher on the perceived social support scale (r=.628, p=.000) only. It is evident that there are many factors that support student's persistence in college. Effectively supporting students individually and by providing resources at the college level can help increase the rates of graduation.^
Download or read book Black Males in Secondary and Postsecondary Education written by Erik M. Hines and published by Emerald Group Publishing. This book was released on 2023-12-13 with total page 423 pages. Available in PDF, EPUB and Kindle. Book excerpt: Black Males in Secondary and Postsecondary Education contributes to the existing literature on this population with a focus on teaching, mentoring, advising, and counseling Black boys and men, from preschool to graduate/professional school and beyond into their careers.
Download or read book Factors Associated with Academic Achievement and Persistence in Latino Students written by Yadira B. Cruz and published by . This book was released on 2008 with total page 78 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Psychosociocultural Predictors of Academic Persistence Decisions for Latino Adolescents written by Elisa M. Castillo and published by . This book was released on 2002 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Relationship Between Psychosocialcultural Factors and Mexican American College Student Academic Achievement written by Nadia Nicole Cano and published by . This book was released on 2014 with total page 222 pages. Available in PDF, EPUB and Kindle. Book excerpt: Previous research has noted the importance of investigating contextual factors and their effect on non-persistence (Gloria, 1997; Gloria & Ho, 2003; Gloria & Robinson Kurpius, 2001) but has not investigated their effects on academic achievement. The current study provides support for including psychosocialcultural (PSC) factors and the PSC framework (Gloria & Rodriguez, 2000) in research with Mexican American college students and specifically in the area of understanding the many factors that affect GPA. The current study examined the relationship between the variables of ethnic identity, college course self-efficacy, social support of family and friends, cultural congruity and university environment and the degree to which they predict GPA. Participants of the study consisted of 100 Mexican American undergraduate college students attending a Hispanic-serving university in the southwest. Participants completed a demographic questionnaire and the University Environment Scale (UES; Gloria & Robinson, 1996), College Self-Efficacy Inventory (CSEI: Solberg, O'Brien, Kennel, & Davis, 1993), Perceived Social Support from Family and Friends (PSSFa & PSSFr: Procidano & Heller, 1983), Ethnic identity Scale (EIS; Umaña-Taylor, Yazedjian & Bamaca-Gomez, 2004) and Cultural Congruity Scale (CCS: Gloria & Robinson Kurpius, 1996) online. The hierarchical regression model used to predict GPA was statistically significant, with 19% of the variance in GPA accounted for (R2 = .19, F = 2.71, p = .01). In the first step of the hierarchical regression, college self-efficacy was a significant predictor, accounting for 5% of the variance in GPA (R2 = .05, F = 5.45, p = .02). Exploratory analyses showed correlations between GPA and CSEI course scale (r = .23, p
Download or read book Race related Factors in Academic Achievement written by Melissa Lee DiLorenzo and published by . This book was released on 2009 with total page 344 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Factors Influencing Patterns of Academic Achievement Among Latino Students written by and published by . This book was released on 1994 with total page 84 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Mixed Method Study of Factors Associated with the Academic Achievement of Latina o College Students from Predominantly Mexican American Backgrounds written by Laura G. Lara and published by . This book was released on 2009 with total page 414 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Predicting Academic Achievement and Retention of Mexican American and Anglo American College Students Using Traditional and Nontraditional Factors written by Alma Norma Rodriguez and published by . This book was released on 1992 with total page 202 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Exploring Factors that Contribute to Academic Persistence for Undergraduate Hispanic Nontraditional Students at Hispanic Serving Institutions in the Southeast written by Floralba Arbelo Marrero and published by . This book was released on 2013 with total page 168 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book Contributing Factors in Latina Students Academic Success at a Four Year Public Institution written by Nancy Alonzo and published by . This book was released on 2019 with total page 109 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study is to examine the experiences of Latina students in higher education in order to identify what factors have contributed to their academic success. Despite the significant body of research that exists on the experiences of Latinas in higher education, there is limited literature focusing on what contributes to the academic success of Latinas pursuing an undergraduate degree at four-year public institutions. Thus, I am interested in identifying the contributing factors of the persistence and ultimately graduation of Latinas from institutions of higher education. By conducting twelve semi-structured interviews and two focus groups with Latina students in their senior year at a four-year institution, the study examined their shared experiences through a critical race theory lens. There are two primary research questions associated with the study; these are: 1.What are the factors that contribute to the persistence of Latina students attending a four-year public institution of higher education? 2. What are the institutional resources in place that provide support to Latina students while they pursue their undergraduate degree? The findings of the study can then provide an insight in what can be done to support Latina students during their baccalaureate attainment journey.
Download or read book Risk and Resiliency Factors Associated with Hispanic Adolescents Academic Achievement written by Amanda M. Strickland and published by . This book was released on 2009 with total page 84 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Latina o Educational Attainment written by Vincent D. Carales and published by . This book was released on 2017 with total page 124 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to understand how individual factors were related to measures of educational attainment for Latina/o community college students. Educational attainment in the context of the community college for this study was defined as persistence (e.g., still enrolled); completion of a certificate and associate's degree; or successful transfer to a four-year institution and bachelor's degree completion within six years. This study examined how a combination of pre-college and demographic characteristics, academic experiences, and environmental pull factors predicted the educational attainment outcomes of Latina/o community college students. The study was guided by Nora's Student Institution/Engagement (2003) model of student persistence. Using data from the Beginning Postsecondary Students Longitudinal Study 2004-2009, three logistic regression analyses were conducted to predict the odds of (1) persistence, (2) certificate or associate degree completion, and (3) transfer and/or bachelor's degree completion. Findings from this study indicated that the primary language spoken in the home, citizenship status, socioeconomic status, degree expectations, academic integration, first-year GPA, enrollment intensity, co-enrollment, receipt of a federal student loan and the Pell Grant significantly predicted the odds of one or more success outcomes of Latina/o community college students. Results contribute to current research on Latina/o community college student outcomes because they identify factors that are still important, distinguishes some that are different from the general community college population, and identifies other considerations that were not identified in previous research on Latina/o community college students. Findings have implications for policy by reinforcing the importance of financial aid in promoting the educational attainment of Latina/os. Findings also have implications for practice by drawing attention to the need for community colleges to accurately assess the educational and career aspirations of their students and provide complimentary advising services and programs that will facilitate the advancement of those ambitions.
Download or read book Exploring Resilience and Academic Achievement written by Diana L. Wildermuth and published by . This book was released on 2014 with total page 143 pages. Available in PDF, EPUB and Kindle. Book excerpt: The demography of the United States is changing rapidly creating challenges in the classrooms and ultimately changing the educational system in the United States due to this increase in diversity. With this change there is a need for educators and educational researchers to know more about the most rapidly growing ethnic group: Latinos. The purpose of the present study was to investigate why some Latino students struggle to achieve in school while other Latino students excel in their educational pursuit. This study differs from other studies since it compares academic performance differences between Mexican (n=56) and Mexican American students (n=30) in a small suburban school district in an agricultural area in the Mid-Atlantic region of the United States. The present study investigated barriers to academic achievement such as discrimination, acculturation, language acquisition and socioeconomic status, and looked at variables related to academic success. The study focused on two psychological constructs as possible predictors of academic achievement for this group of students: resilience and acculturation. In addition, a variety of variables were used in the study as demographic predictor variables. These included: birthplace (whether the student was born in the United States or Mexico), the student's level of acculturation, the length of time in the United States, the student's level of family socio-economic status, the student's level of resilience, gender, home language, and educational placements (ESL, Special Education, technical education enrollment). The outcome variables included a variety of measures of academic achievement including grade point average and SAT scores. All of the predictor variables were analyzed against all of the outcome variables using Pearson correlations and multiple regression. The findings of this study have addressed multiple issues surrounding resilience, acculturation and academic achievement within the new demography of the United States. While there were statistically significant findings, they are not necessarily meaningful due to the small effect size. Nonetheless, it is imperative that researchers continue to explore what factors may contribute to the success of some Latinos while others do not succeed. For example, one somewhat unexpected finding was the strength of the relationship between acculturation and academic achievement, since a student's cultural competence was a strong predictor of academic success. In addition to these findings and a subsequent discussion, this study highlights the need for more culturally sensitive resilience measures or acculturation measures and ways to support Latino students in order to bridge the academic achievement gap that exists. This study did bring attention to what may be societal struggles that impede the success of Latinos in the United States education system.
Download or read book Predicting Academic Achievement of Rural Hispanic High School Students written by Adrian Beltran and published by . This book was released on 2004 with total page 230 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Understanding the Impact of Academic Entry Characterstics Remediation Requirements and Semester Course Hour Load in the First Year on Academic Performance and Persistence to Graduation for Latino Students written by Brenda Joy Rhoden and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: College access and student success, defined as timely college graduation, remains a key goal for many Texas policymakers (Braxton, Doyle, Hartley, Hirschy, Jones, & McLendon, 2014; Closing the Gaps, 2013). Texas ranks second only to California to its population of Latinos (Vega & Martinez, 2012); how Latinos persist to college graduation in Texas is representative of the Latino undergraduate experience nationwide, including potential issues and challenges. Further, how institutions of higher education address Latino student needs and assist in paving their pathway through college helps establish best practices for the entire nation. As institutions of higher education remain one of the primary vehicles for overcoming social and economic inequalities in the United States (Carey, 2004; Vega & Martinez, 2012), high quality experiences and educational accessibility (as well as affordability) at public universities is essential for Latinos to achieve economic growth and social mobility. The purpose of this study is to advance the understanding of undergraduate Latino student persistence by analyzing a variety of pre-college variables, as well as college attendance behaviors and academic achievement from a research university located in Southeast Texas, which will be known as Central South University. This study will follow the Latino population of the entering class of first-time in college freshmen to Central South University for fall 2003 and track them until summer 2009. Academic entry characteristics, along with remediation requirements, and semester credit hour load will be utilized to ascertain effect on institutional first-year grade point average (GPA) as well as likelihood of persistence to graduation for Latino students. The following research questions will be addressed: 1. Among Latino students, how do academic entry characteristics such as SAT score, high school GPA, and high school class rank, along with remediation requirements (mathematics, reading, and/or writing) and semester credit hour load impact institutional first-year GPA? 2. Among Latino students, how do academic entry characteristics such as SAT score, high school GPA, and high school class rank, along with remediation requirements (mathematics, reading, and/or writing) and semester credit hour load predict the likelihood of persistence to graduation? Two regression analyses were conducted in order to identify how the relative contributions of predictor variables (gender, SAT score, high school GPA, high school class rank, college remediation requirements, and semester credit hour load) contribute to academic performance in the first year and student persistence to graduation within 6 years. Specifically, a multiple hierarchical linear regression was utilized to answer the first research question (academic performance measured by institutional grade point average at the conclusion of the first year) and a hierarchical logistic regression was utilized to answer the second research question (persistence measured by graduation from Central South University by summer 2009). The multiple hierarchical linear regression analysis confirmed that the demographic of gender had no predictive value on academic achievement at the conclusion of the first year, while both high school characteristics (SAT score, high school rank, and high school GPA) and semester course hour load had moderate predictive value (16.5% and 31.8%, respectively) at a statistically significant level [F (7) = 42.95, p
Download or read book College Student Retention written by Alan Seidman and published by Rowman & Littlefield. This book was released on 2024-08-09 with total page 359 pages. Available in PDF, EPUB and Kindle. Book excerpt: College student retention continues to be a top priority among colleges, universities, educators, federal and state legislatures, parents and students. While access to higher education is virtually universally available, many students who start in a higher education program do not complete the program or achieve their academic and personal goals. In spite of the programs and services colleges and universities have devoted to this issue, student retention and graduation rates have not improved considerably over time. College Student Retention: Formula for Student Success, Third Edition offers a solution to this vexing problem. It provides background information about college student retention issues and offers the educational community pertinent information to help all types of students succeed. The book lays out the financial implications and trends of retention. Current theories of retention, retention of online students, and retention in community colleges are also thoroughly discussed. Completely new to this edition are chapters that examine retention of minority and international students. Additionally, a formula for student success is provided which if colleges and universities implement student academic and personal goals may be attained.
