Download or read book Academic Performance Retention Rates and Persistence Rates of First year First generation Latino College Students written by Jaime Duran and published by . This book was released on 2016 with total page 95 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this causal-comparative quantitative study was to examine the relationships between the efficacy of a Summer Bridge Academy (SBA) and the impact on students by measuring the Grade Point Averages (GPAs), retention rates, and persistence rates of first-generation, first-year, Latino college students who participated in a SBA at Central Valley Community College against like students who did not participate in same program. The independent variable was participation in a 6 week long SBA, which took place during the summer of 2011. The dependent variables were GPAs, retention rates, and persistence rates, and the control and intervening variables, students who are first-generation, first-year, Latino college students were statistically controlled in this study. This study was guided by the following research questions: (RQ1) Is there a significant difference in academic performance; (RQ2) Is there a significant difference in retention rates; (RQ3) Is there a significant difference in persistence rates of Summer Bridge Academy (SBA) participants against nonparticipants? The data analysis revealed a statistically significant difference in combined Summer and Fall 2011 mean GPA scores between SBA participants and the comparison group. There was no statistically significant difference in Retention and Persistence rates. College success can be defined as the ability for students to continue and persist towards their academic goals and the 2011 SBA failed to bridge the achievement gap.
Download or read book The Latino Education Crisis written by Patricia C. Gandara and published by . This book was released on 2010 with total page 428 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book First generation Students written by Anne-Marie Nuñez and published by DIANE Publishing. This book was released on 1998 with total page 100 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Academic Achievement of First Generation Mexican American Males in a Community College written by Carlos C. Peña and published by Universal-Publishers. This book was released on 2012-12 with total page 142 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the complexities of successful attainment and achievement of 10 Mexican American males in a rural Southwest community college. This study strives to offer insights concerning the questions: (a) what behavioral patterns of current family, peers, and conditions in school have influenced the educational decisions of these Mexican American males? and (b) what social conditions motivate these Mexican American males to seek and achieve higher education despite adversity? This qualitative research was also aimed at establishing and understanding how a selected number of Mexican American males have achieved academic success. The researcher chose 10 men with either an associate of arts or an associate of science degrees for an in-depth interview and used a semi-structured interview guide in an effort to prompt oral discourse. The interviewer posed questions concerning academic conditions, family impact, college environment, and financial issues. The responses to the questions led to similar themes involved in these students' course completion and graduation. The researcher used a theoretical framework using Bandura's Social Learning Theory (1977) in which he suggests that not only environmental factors, but motivational factors along with self-regulatory mechanisms affect an individual's behavior. This research illustrated the conditions that facilitated reaching the participant's educational goal and mission, which was to complete a two-year degree at the community college. The inquiry examined the behavioral patterns that have been an influence on the educational decisions of these Mexican American males, and what social conditions have motivated them to seek and achieve higher education despite adversity.
Download or read book A Study of Academic Success Amongst First Generation Latino as in Higher Education written by Laura Figueroa and published by . This book was released on 2015 with total page 198 pages. Available in PDF, EPUB and Kindle. Book excerpt: The focus of this study is to examine 1) how first generation Latino/a students are able to achieve academically and obtain a college degree and how they overcame the challenges they faced. It will look at 2) in what ways cultural norms and/or expectations can impact the levels of parental involvement, 3) how society defines and challenges first generation Latinos/as experience during their undergraduate years at a four-year university. This study will discuss the importance of understanding college requirements and terms, as well as how to navigate the college preparation process, and the support systems that helped the students overcome them. This study will document how low-income or minority parents' knowledge of college-related issues and navigation processes influence the rates at which their students apply to and enroll at four-year universities and complete their college degree at a four year university. Lastly, this paper will look at the impact that a parent's level of education and SES may have on historically disadvantaged student's desire to consider or actually pursue post-secondary education. It seeks to uncover factors that motivate or hinder Latino/a students' desire to attend and graduate from a four-year university. Specifically the research seeks to address the following questions: 1. What were the challenges faced by first generation Latino/a students while going to a four-year university? 2. What were Latino/a students' families' expectations and/or support while attending a four-year college? 3. What were the difficulties that Latino/a students faced with their parents cultural, level of education and SES? 4. How were they able to overcome these challenges while attending college? This was a qualitative study which was concluded on six first-generation Latino/a students who successfully graduated from California State University, Sacramento. The researcher analyzed the collected data in order to determine the common themes and experiences that the six Latino/a participants experienced in college. All of the interviews were conducted in a public place that was convenient for the participants. This study concluded that the six Latino/a students who successfully graduated from California State University, Sacramento, shared certain characteristics and experience They experienced obstacles and challenges in knowledge of higher education, financial support, parental awareness on higher education and academic support in college; which, appeared to be key to their academic success. Five out of the six participants were involved in a fraternity or sorority, which helped them academically throughout college. All participants worked throughout college since some did not receive financial aid or their parents were not able to help them financially. Being a first generation Latino/a student in higher education was difficult in college, but they were all able to overcome these obstacles by graduating.
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 The First Year of College written by Robert S. Feldman and published by Cambridge University Press. This book was released on 2018 with total page 367 pages. Available in PDF, EPUB and Kindle. Book excerpt: An examination of the first year of college and the intersecting challenges facing today's students, written by top educational researchers.
Download or read book The First Generation Student Experience written by Jeff Davis and published by Taylor & Francis. This book was released on 2023-07-03 with total page 221 pages. Available in PDF, EPUB and Kindle. Book excerpt: Co-published with More first-generation students are attending college than ever before, and policy makers agree that increasing their participation in higher education is a matter of priority. Despite this, there is no agreed definition about the term, few institutions can quantify how many first-generation students are enrolled, or mistakenly conflate them with low-income students, and many important dimensions to the first-generation student experience remain poorly documented. Few institutions have in place a clear, well-articulated practice for assisting first-generation students to succeed. Given that first-generation students comprise over 40% of incoming freshmen, increasing their retention and graduation rates can dramatically increase an institution’s overall retention and graduation rates, and enhance its image and desirability. It is clearly in every institution’s self-interest to ensure its first-generation students succeed, to identify and count them, and understand how to support them. This book provides high-level administrators with a plan of action for deans to create the awareness necessary for meaningful long-term change, sets out a campus acclimation process, and provides guidelines for the necessary support structures.At the heart of the book are 14 first-person narratives – by first-generation students spanning freshman to graduate years – that help the reader get to grips with the variety of ethnic and economic categories to which they belong. The book concludes by defining 14 key issues that institutions need to address, and offers a course of action for addressing them. This book is intended for everyone who serves these students – faculty, academic advisors, counselors, student affairs professionals, admissions officers, and administrators – and offers a set of best practices for how two- and four-year institutions can improve the success of their first-generation student populations.An ACPA Publication
Download or read book Focusing on Retention written by Genette Alvarez-Ortiz and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this narrative study is to explore the role of student-faculty interaction and how this interaction may affect student success and completion of a college degree for first-generation Latino students. The study adopted a narrative methodology to explore students' educational experiences. The purpose of the study is to expand the understanding of the experiences of first-generation Latino college students and recognize the value of their narratives. The framework examines the intersection of Tinto's Integration model and social capital theory. The rationale and significance of the study were to examine the intersection of the two models and whether student experiences with faculty have influenced their persistence in college. I reviewed the literature review on understanding the college experiences of first-generation students and the social/cultural capital theory. One common theme throughout the literature is the importance of creating an environment for students to feel supported.
Download or read book Predictors of Academic Performance for First Year Latino College Students at a California State University written by Mary L. Diaz and published by . This book was released on 1994 with total page 268 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Impact of Family Support on Student Retention of Low income First generation Latino Males at a Four year University written by Alejandro A. Sandoval and published by . This book was released on 2015 with total page 140 pages. Available in PDF, EPUB and Kindle. Book excerpt: The current trend in research focuses on the academic journey of Latino males throughout K-12 and college and is designed to look at what educational systems can provide to retain and graduate Latino men (Fry, 2002). The research shows Latino males are more likely to drop out of college than their white and gendered counterparts. As first-generation, low-income, and neglected men, they face a series of disadvantages (Alfaro, Umaña-Taylor, Gonzales-Backen, Bámaca, & Zeiders, 2009). As a result, educating parents on how to help their children navigate the educational system is crucial to the student's success (Benmayor, 2002). The goal in the majority of limited educational research on Latino parent engagement is discovering the role of the Latino male in the dynamics of the family and how that affects his experience as a college student. Researchers hope to find out how to properly support Latino parents prior to their children attending college and how to support the Latino men during their college years in order to improve the retention rates in higher education. Statement of the Problem The purpose of this research was to look at how family support affects first-generation Latino males. Currently, first-generation Latinas are more likely to graduate from college (Saenz & Ponjuan, 2009) and only 39% of first-generation Latino men succeed in attaining a bachelor's degree (Saenz & Ponjuan, 2011). Overall, what role do Latino parents play in their students schooling that significantly more Latinas than Latinos are graduating from 4-year universities? The researcher collected data through an online survey sent to first-generation Latino males in the Educational Opportunity Equity Program offered by California State University, Sacramento. The sample for this study included 18 Latino men from the EOP program. EOP serves low-income, first-generation students and provides support for students who come into the university at a disadvantage. The researcher aimed to identify how the students perceived support from their families. Latino men are being swept under the rug now more than ever. At a young age, they are marginalized by a school system that reacts with punishment rather than understanding. Latino parents need to ensure they reach out to their child's school, and schools need to ensure parent outreach is accessible to low-income parents. As social and cultural capital rises for Latinos, Latino and Latina graduation rates will grow.
Download or read book First generation Latino a college student retention written by Gerry Francisco Ruffino and published by . This book was released on 2010 with total page 80 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Latina College Persistence written by Karen Lynn Neitzel and published by . This book was released on 2011 with total page 113 pages. Available in PDF, EPUB and Kindle. Book excerpt: Despite the dramatic increase in the Latina population, the college persistence rates of Latinas are not increasing relative to other populations (African Americans, Asian Americans, and Caucasians). The relevant literature focuses on the variety of challenges faced by Latinos in accessing higher education, pointing to prior academic preparation, college environment, and social and cultural capital as contributing factors. The purpose of this qualitative study was to determine how Latina college students explain their success; in particular, how eight first generation Latina college students who attended The Archer School for Girls and the Marlborough School in Los Angeles, perceive the factors that have led to their persistence or withdrawal in college. Using surveys, interviews, document analysis, and a guided journal activity, the researcher found that these research participants felt that the college environment played the most significant role in their persistence or withdrawal in college. Academic preparation and family support were the next most common themes: specifically, the role of the mother and of single sex schools. In addition, personal traits, financial concerns, and gender biases were also noted as relevant factors in their college persistence or withdrawal. This study presents findings that are critical for colleges and for single sex secondary schools to consider; specifically, that for Latinas attending single sex secondary schools, the mother's level of support for college persistence is key to the student's success in the college environment. Educating Latina mothers about the opportunities a college degree will provide to their own daughters and to future generations should be an important part of all college admission's processes.
Download or read book Cuentenme Sus Historias written by Michele Campagna and published by . This book was released on 2010 with total page 196 pages. Available in PDF, EPUB and Kindle. Book excerpt: While colleges and universities around the country are becoming increasingly more diverse, the data on national retention rates indicate that institutions are not doing better jobs of retaining students despite all the initiatives that have been implemented over the last ten years. In fact, the attrition rate for Latina/os was 29.2 percent and 30.1 percent for African Americans. On the other hand, the rates for Asians and Whites were 14.9 percent and 18.8 percent respectively. According to the ACE Report, only 36.4 percent of African Americans and 42 percent of Latina/os had earned bachelor's degrees compared to 62.3 percent of their Asian and 58 percent of their White counterparts. These figures clearly illustrate a great disparity in the educational outcomes of Latina/os compared to that of Whites despite the increased enrollment of Latina/os in higher education. Given the compelling need to address the outcomes of an increasingly diverse undergraduate student population, I focused this study specifically on the interplay between sociocultural factors and institutional support as related to the experiences of first-generation Latina/o students attending a predominantly White institution (PWI). By exploring the interaction between these factors, this study offers insights into aspects of these students' life experiences that impact their persistence. Three questions that guided this study are: 1) What role does family play in the persistence of first-generation Latina/o students attending the PWI? 2) What role does institutional support play in the persistence of first-generation Latina/o students attending the PWI? 3) What role do peer networks play in the persistence of first-generation Latina/o students attending the PWI? These questions directed the qualitative research process and are based on a framework introduced by Stanton-Salazar (2001) who explored the experiences of low-income Mexican origin adolescents from immigrant families attending urban high schools using the concepts of social capital as well as peer, familial, and institutional support. These concepts have been positioned centrally to my research as they remain salient to understanding the experiences of first-generation Latina/o students once they enter higher education institutions.
Download or read book Persistence and Performance for Latino Community College Students in STEM Majors written by Andrew C. Sanchez and published by . This book was released on 2014 with total page 81 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: The purpose of this study was to examine Latino community college student persistence and academic performance as it relates to students who study in STEM fields. The main focus of this research was to determine whether using a learning-coach intervention model in engineering courses would improve student persistence and academic performance. This quantitative research used institutional data consisting of 364 participant cases to examine whether teaching methodologies that employed the use of learning coaches as a regular component of engineering curriculum would improve student semester-to-semester persistence and overall grade point averages. The findings revealed that for those engineering courses that included a coaching intervention as part of the curriculum, participating students achieved better persistence and better academic performance when compared to students who participated in courses that did not include a coaching intervention. Statistical analyses revealed that when students participate in courses that include a coaching intervention, those students will achieve statistically significant better persistence rates and higher overall grade point averages. The results of this research provide a greater understanding to educators and policymakers so that they may adequately address the issue of declining persistence rates and poor academic performance for Latino community college students who study in STEM fields. Based on the results of this study, recommendations are made for changes to practice that would encourage the incorporation of coaching intervention models throughout STEM course curriculum so that improvements in overall student success in STEM studies can be achieved.
Download or read book High School to College Transition Research Studies written by Terence Hicks and published by Rowman & Littlefield. This book was released on 2015-05-12 with total page 176 pages. Available in PDF, EPUB and Kindle. Book excerpt: High School to College Transition Research Studies offers two uniquely designed sections that provide a mixture of quantitative and qualitative research findings surrounding a diverse group of college students. This ground-breaking book by Terence Hicks and Chance W. Lewis provides the reader with valuable findings on topics such as student/faculty interactions, academic/social integration, and college preparation.
Download or read book How First generation Latino Commuter Undergraduates Persist to Degree Completion written by Connie Dominguez and published by . This book was released on 2011 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: "In recent years, Latinos have experienced the highest rate of increase in college enrollment among major ethnic groups. However, because they also tend to be first-generation college students, live at home, and work, they are least likely to persist to bachelor degree completion. Using a semi-structured interview, this qualitative descriptive study explored factors that fostered persistence of 20 first-generation, Latino commuter-university, bachelor degree graduates who faced those challenges. Findings revealed that such students encounter obstacles that hinder college persistence almost immediately upon entry. Having no one to explain in advance how college "works," they cannot adequately anticipate the academic demands and responsibilities, nor do they understand how to navigate the administrative system. They are also constantly overwhelmed at having to juggle not only work and schoolwork, but also traditional Latino family obligations required of them by parents who also do not understand what being a college student entails. Other factors, however, helped them overcome these challenges: support from parents, financial aid programs, and on-campus relationships. The most important parental support was permission for the student to use work earnings for college expenses. Financial aid programs were essential to supplement these earnings and whatever modest financial support parents might provide. On-campus relationships were a critical aspect of Latino students' support system. Staff provided essential personal academic advising. Faculty--especially Latino faculty--offered caring personal attention and role models. Equally important were relationships with other Latino students, which provided needed information and cultural affinity. Seeing others "like me" succeed helped these students believe they, too, could persist and graduate. Educators and administrators at commuter universities can positively affect Latino college persistence by increasing students' knowledge about and access to financial aid, offering programs that prepare Latino students and their parents for the multiple demands of being a college student, and establishing structures designed to increase Latino students' social and academic integration. Given current demographic shifts, improving Latino college graduation rates are not only a question of equity and social justice, but may be an important factor in the future overall health of the United States economy" -- Abstract, p. 1-2.
