Download or read book College Choice of Latino High School Students written by Laura McLaughlin Gonzalez and published by . This book was released on 2007 with total page 252 pages. Available in PDF, EPUB and Kindle. Book excerpt: Keywords: multiple imputation, missing data, postsecondary level of Latinos, NCES, Hispanic students, cross derivative method, AERA, baccalaureate, community college, ELS.

Download or read book College Choice of Latino High School Students Influence of Demographics Academic Preparation and Academic Self efficacy Beliefs on Intended Level of Post secondary Institution written by and published by . This book was released on 2003 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: National data has shown that Latino students entering college have selected two-year institutions at a greater rate than any other group. Some reasons for this tendency have been suggested (e.g., financial or academic difficulties), but they have not explained the phenomenon satisfactorily. The current study addressed this issue with logistic regression analysis, utilizing data from the National Center for Education Statistics. The outcome variable was level of college intended by Latino and White high school students in their senior spring. Predictor variables were related to demographic factors, academic preparation factors, and academic self-efficacy beliefs (the primary focus of exploration). Several main effects predictors were significant for all students (e.g, percent of free and reduced lunches at the high school, highest level of high school math, student expectations for future education). Only one predictor was significant (p

Download or read book Higher Education Access and Choice for Latino Students written by Patricia Perez and published by Routledge. This book was released on 2015-04-10 with total page 285 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Download or read book Factors that Motivate Latino Students to Pursue Higher Education in Selected Colleges in the State of Oregon written by José Luis Meza Discua and published by . This book was released on 2012 with total page 119 pages. Available in PDF, EPUB and Kindle. Book excerpt: Latinos are the largest and most rapidly growing ethnic minority in the United States, and they have the highest dropout rates of any major ethnic group in the country (U.S. Department of Labor, 2003). Latinos' educational attainment is consistently lower than that of other students (Gandara, 2008). The majority of Latino college students in the state of Oregon are of Mexican origin and have parents with low income and low levels of education, which ultimately influences the students' decisions in whether or not to pursue higher education. This study examines these and other factors which motivate Latino students to pursue higher education in selected colleges in the state of Oregon. Quantitative data was gathered and evaluated to determine their academic self-efficacy, an idea grounded in Social Cognitive Theory (Bandura 1997). Accordingly, this dissertation analyzed personal, environmental, and demographic factors as determinants of the academic self-efficacy of Latino college students. The results indicated that mothers (family being one of the environmental factors) were the most motivating persons for Latino college students pursuing higher education, followed by the influence of friends. The results also revealed that another influencing factor in academic self-efficacy of Latino college students was their own self-efficacy and their personal goal orientation. Female students reported the highest scores of self-efficacy for a four-year institution, followed by students of both genders aged between 18 and 22 years old. Latino college students' choice of agriculture as a program to pursue in higher education was also analyzed, despite the fact that the majority (92 %) of Latino college students did not choose an agriculture-related career.

Download or read book Latinos College Access Effect of Cultural Social and Human Capital on Enrollment Within the Metropolitan Area written by Carissa Rutkauskas and published by . This book was released on 2016 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: €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.

Download or read book Early College High School Closing the Latino Achievement Gap written by Kristen Ann Beall and published by . This book was released on 2016 with total page 143 pages. Available in PDF, EPUB and Kindle. Book excerpt: Early College High School: Closing the Latino Achievement Gap by Kristen Ann Beall Doctor of Education University of California, Los Angeles, 2016 Professor Christina A. Christie, Chair The population of United States Latino students is growing at a rapid rate but their academic achievement lags behind white and Asian students. This issue has significant consequences for the nation's economy, as the job market continues to demand more education and better skills. Early College High School programs have the potential to improve educational outcomes for underserved students by combining comprehensive high school curricula with supported postsecondary dual enrollment opportunities. Through a combination of student focus groups, staff interviews, observations, and document review, this qualitative study explored how secondary and postsecondary institutions can work together to create comprehensive dual enrollment programs that lead to increased academic achievement for Latino students. The study relied on the social cognitive career framework and Early College High School programs' theory of change to identify critical cultural and structural supports that resonate specifically with Latino students. The research focused on 12th grade Latino students and staff at two Early College High Schools in Central California. Findings revealed that Early College High School programs embrace a robust core curriculum, serving to remediate academic skills while also preparing students for rigorous postsecondary coursework. Programmatic structures collaboratively respond to student needs while providing supported postsecondary experiences, encouraging improved self-efficacy, changed outcome expectations, and expanded personal goals. Multilayered teacher supports also resonate with Latino students in Early College High School programs, as illustrated by program-wide college-going cultures that include high expectations and trusted relationships. Finally, Early College High Schools support highly enculturated families fostering increased levels of college knowledge and engagement. The findings show that Early College High School programs can offer Latino students a pathway for postsecondary access and improved levels of academic achievement.

Download or read book Ensuring the Success of Latino Males in Higher Education written by Victor B. Sáenz and published by Taylor & Francis. This book was released on 2023-07-03 with total page 192 pages. Available in PDF, EPUB and Kindle. Book excerpt: Latino males are effectively vanishing from the American higher education pipeline. Even as the number of Latinas/os attending college has actually increased steadily over the last few decades, the proportional representation of Latino males continues to slide relative to their Latina female counterparts. The question of why Latino males are losing ground in accessing higher education—relative to their peers—is an important and complex one, and it lies at the heart of this book. There are several broad themes highlighted, catalogued along with the four dimensions of policy, theory, research, and practice. The contributors to this book present new research on factors that inhibit or promote Latino success in both four-year institutions and community colleges in order to inform both policy and practice. They explore the social-cultural factors, peer dynamics, and labor force demands that may be perpetuating the growing gender gap, and consider what lessons can be learned from research on the success of Latinas. This book also closely examines key practices that enable first generation Latino male undergraduates to succeed which may seem counterintuitive to institutional expectations and preconceived notions of student behavior. Using narrative data, the book also explores the role of family in persistence; outlines how Latino men conceptualize fulfilling expectations, negotiate the emasculization of the educational process, and how they confront racialization in the pursuit of a higher education; uncovers attitudes to help-seeking that are detrimental to their success: and analyzes how those who succeed and progress in college apply their social capital – whether aspirational, navigational, social, linguistic, familial, or resistant.While uncovering the lack of awareness at all levels of our colleges and universities about the depth and severity of the challenges facing Latino males, this book provides the foundation for rethinking policy; challenges leaders to institutionalize male-focused programs and services; and presents data to inform needed changes in practice for outreach and retention.

Download or read book Latino Access to Higher Education written by Martin Guevara Urbina and published by Charles C Thomas Publisher. This book was released on 2015-10-01 with total page 285 pages. Available in PDF, EPUB and Kindle. Book excerpt: While the black and white racial experience has been delineated over the years, the ethnic realities of Latinos have received minimal attention. Therefore, with Latinos projected as the upcoming U.S. population majority, the central goal of this book is to document the Latino experience in the world of academia, focusing primarily, but not exclusively, on first-generation Latino students in higher education, delineating the dynamics of the educational journey, while situating their experiences within the ethnic community, the overall American society, and the international community. The text focuses on (1) ethnic realities including Latino student access to higher education, retention, graduation rates, and career success; (2) analysis of historic trends; (3) extensive review of prior empirical studies; (4) a holistic portrayal of education in the U.S.; (5) a qualitative study conducted in an institution of higher education in Texas, placing the stories of participating Latino students in theoretical context; (6) vivid documentation of historically entrenched racial ideologies in American education; (7) exploration of potential solutions to historical and contemporary barriers confronting Latino students; (8) development of a model of empowerment for Latino students; (9) information for the establishment of a balanced educational system; (10) accountability of higher education institutions; (11) review of revolutionizing education in the midst of current globalization; and (12) venturing into the future of Latino education in the overall American experience. Finally, the book seeks to examine not only America’s racism that is evident, but also the structural, cultural, and ideological forces that have influenced and continue to perpetuate the current educational situation for Latinos.

Download or read book Does the Level of Alignment Between Student College Expectations and Preparation Mediate the Influence of Parent Resources on College Enrollment Among Latino and Non Latino White Students written by Sarah Ryan and published by . This book was released on 2012 with total page 15 pages. Available in PDF, EPUB and Kindle. Book excerpt: Inasmuch as current U.S. population projections indicate that Latino students will comprise over half the growth in the college-age population during the coming decades, the puzzle of Latino educational attainment presents perhaps one of the most critical policy concerns relevant to any efforts targeted at increasing U.S. levels of educational attainment. Yet rates of access to, enrollment in, and completion of higher education among Latino youth have remained at levels lower than non-Latino Whites, Blacks, and Asians since at least the 1970s. Recently, some scholars have encountered evidence suggesting that one less-recognized source of observed enrollment and attainment disparities between Latino students and their White counterparts is that at least some of the resources that parents can use to the benefit of their children during the college choice process are less convertible into successful outcomes among Latino youth. Expanding upon the work of Schneider and Stevenson (1999) and their notion of aligned ambitions, in this research the author investigates the possibility that lower rates of resource transmission among Latino parents and children during the college choice process might reflect a lack of knowledge, accessed in part through parents' social ties, about the necessary steps students must take to enroll in a four-year institution (Tienda, 2011). Specifically, the author uses a national longitudinal database and structural equation modeling techniques to investigate the possibility that the degree of alignment between high school students' postsecondary expectations and their actions taken toward fulfilling those ambitions mediates intergenerational resource transmission. (Contains 1 figure, 7 tables and 5 endnotes.).

Download or read book Student Success in College written by George D. Kuh and published by John Wiley & Sons. This book was released on 2011-01-07 with total page 422 pages. Available in PDF, EPUB and Kindle. Book excerpt: Student Success in College describes policies, programs, and practices that a diverse set of institutions have used to enhance student achievement. This book clearly shows the benefits of student learning and educational effectiveness that can be realized when these conditions are present. Based on the Documenting Effective Educational Practice (DEEP) project from the Center for Postsecondary Research at Indiana University, this book provides concrete examples from twenty institutions that other colleges and universities can learn from and adapt to help create a success-oriented campus culture and learning environment.

Download or read book Hispanics Access to Higher Education written by United States. Congress. House. Committee on Education and Labor. Subcommittee on Postsecondary Education and published by . This book was released on 1983 with total page 56 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Roadblocks to a 4 year University written by and published by . This book was released on 2016 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research on college access and enrollment indicates that a college education is one of the most effective avenues to increase social mobility. Each year, low-income students of color face a number of barriers to college access and success at every stage of their educational trajectory (Gándara, 2000; Gándara, 2002; Gándara & Contreras, 2009; McClafferty & McDonough, 2000; McDonough, 1997; Obama, 2014). Students from low-income backgrounds are not only less likely to complete high school, but also much less likely to enroll in postsecondary education among those who graduate from high school (Chapman, Laird, & Kewal Remani, 2011). Much of this gap persists because low-income students often lack the guidance and support they need to navigate college preparation--from test taking, to the application process, to applying for financial aid (De La Rosa, 2006; McDonough, 1997). Perhaps even more disheartening is the number of qualified high-school students who end up choosing a college that is not a good fit for them or do not go to college at all. A popular explanation for this potential cause of class-based postsecondary stratification is the college application and enrollment behaviors of low-income students. A growing body of research suggests that a significant pool of first-generation, low-income students undermatch in their college choice process that is when students fail to enroll at a 4-year university despite being academically qualified to do so. As a result, many college-qualified low-income students disproportionately attend less selective institutions, fail to enroll in college altogether or are mostly concentrated in community colleges. Therefore, improving the rate at which low-income students choose universities that "match" their academic qualifications requires an understanding of the factors that contribute to this undermatching in the first place. As such, this study is the first attempt to study the pervasiveness of undermatching among first-generation, low-income Latina/o students and suggest why such phenomenon deserves greater attention from scholars and policymakers alike. This study was guided by the following overarching question: What are the factors that contribute to the college undermatching of first-generation, low-income high school Latina/o students? In order to answer this central question, the following purposeful research questions were also addressed in the study: What role does the high school environment (organizational habitus) play in the college undermatching of Latina/o students? What role does school-based institutional agents (teachers, counselors, mentors, etc.) play in the college undermatching of Latina/o students? To examine the factors that contributed to the college undermatch of first-generation, low-income Latina/o students, this study used a qualitative research design generated from one-on-one, in-depth semi-structured interviews. Thus, the student voices shaped this body of work. Overall, findings in this study suggest that unlike some traditional college students, Latina/os face an array of economic, social, cultural, family, and institutional barriers that affect their likelihood of enrolling in a 4-year university that matches their academic qualifications. All students in this study with the exception of two ended up enrolling in a local community college. Specifically, it was found that the following six major factors contributed to a student's college undermatch: (a) financial constraints, (b) family constraints (c) institutional barriers, (d) lack of self-efficacy, (e) sense of college readiness, and (f) lack of college knowledge. In addition, a major finding was that the high school environment did not play a significant role in the college undermatching of students. In fact, the decision on where to go to college was mostly done on their own without the influence of their high school. Results revealed that although students agreed that the message was to go to college and they perceived their high school as having an intermediate to strong college-going culture, it did not correlate with students enrolling in a 4-year university. Similarly, it was found that school-based institutional agents did not play a significant role in the students' college undermatching. However, it was found that students relied heavily on the hands-on support they received from college prep programs like the Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) to navigate the college and financial aid application process. Without this support, student perhaps would have not been able to follow through with the college enrollments steps needed to enroll in a community college. Grounded in the belief that the future of Latina/o students and their families is deeply connected to the future of our country, this study is both timely and relevant. This study offers new insights regarding the complexities faced by Latina/o students as they navigate the U.S. educational pipeline. This study also contributes to the growing body of research focused on the latest college choice literature and highlights the complexities of the college choice process. Finally, this study provides policy, programmatic, and research recommendations to strengthen the educational pipeline of first-generation, low-income Latina/o students.

Download or read book College going Culture in an Underresourced Urban High School written by Nancy Acevedo-Gil and published by . This book was released on 2014 with total page 269 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative case study examined the college-going processes at an underresourced urban high school with a large Latina/o student population. This dissertation addressed gaps in the college-going culture literature and shortfalls in college choice models. At the organizational level, this dissertation revealed the conceptualization and application of college-going efforts within the larger school culture. At the student level, this dissertation identified how college-going efforts shaped the college choice, transition, and navigation pathways of Latina/o students who aspired to earn a bachelor's degree. I merged three theoretical frameworks to guide this study. First, Critical race theory in education served as the overarching frameworks for this study to challenge deficit discourses on race and racism as they relate to education. Second, to examine college-going efforts, I utilized a school culture lens, which I defined as a set of actions informed by the intersections of structures, climates, and individual agency. Third, college-choice organizational habitus bridged the school and student-level processes by revealing how college-going efforts influenced the college expectations, choices, and enrollments of the participants. Grounded theory and critical race grounded theory served as guiding methodological frameworks in the data collection and analysis stages. Sources of data included oral histories with 57 students at two different points in time. The first round of interviews occurred during the twelfth grade in high school, and the second round occurred approximately six months later, after the participants' first college term. Data also came from semi-structured interviews with 17 practitioners and administrators, who supported college efforts, and from observations of college preparation events during one school year. Data analysis occurred through contextual analysis, coding, triangulation, and theoretical memos. The first finding established that policies and funding resulted in a school culture of continuous change, instability, and marginalization. Four climates occurred as a manifestation of the school culture, which included four overlapping climates: high aspirations, college-going, low expectations, and surveillance and control. Climates of high aspirations occurred in spaces where educators aspired for students to succeed in college. College-going climates resulted within climates of high aspirations depicted by educators integrated college-going activities into schooling processes. Educator participants also created climates of low expectations, which were rooted in deficit ideologies. The climate of low expectations resulted in a climate of surveillance and control, which entailed the use of security measures and regulations that aimed to control student behavior. The climates of low expectations and surveillance and control inhibited college-going efforts by not equipping participants with the skills required to navigate post-secondary educational institutions. The second finding determined that college-going climates resulted from individual educator efforts and entailed preparing students for postsecondary pathways. The college-going climate included several elements, such as: a college and career center, collaborative efforts with college outreach programs, community college outreach, college-going teachers, college visits, engaging with students' identities, and internships. College-going climates included sub-climates that focused on vocational or four-year college pathways. Student participants were more likely to access an in-depth college-going climate, which focused on preparing for admission to a four-year postsecondary institution, if the student participant maintained a high grade-point-average. On the other hand, the student participants who planned to attend a two-year college were more likely to receive information and support to enter a vocational pathway--regardless of the aspirations to transfer from a two-year college to a four-year college. The third finding revealed the processes that Latina/o participants experienced when establishing college-going and college-navigating identities. In the third finding, I integrated Gloria Anzaldúa's (2002) pathway to conocimiento to bridge the participants' college choice and college integration process by establishing the conocimiento colegial framework. I defined conocimiento colegial as a seven-stage process that resulted in a reflective collegial consciousness where Latina/o participants used their ethnic/racial identity and social positionalities to successfully navigate college. The non-linear stages included participants: aspiring to attend college, searching for college information, questioning abilities to succeed in college, applying to colleges, choosing a college, clashing with college, and then navigating college successfully. Within each stage, the college-going climate supported and hindered the participants' conocimiento colegial pathways.

Download or read book Social Cultural and Institutional Factors Affecting the Transition from High School to Postsecondary Education for Latino Students in the State of Kentucky written by Gioconda Julixa Guerra Pérez and published by . This book was released on 2009 with total page 734 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Download or read book Hispanic Students Perceptions of How Well Public High School Prepared Them for College written by Lionel Soto and published by . This book was released on 2019 with total page 106 pages. Available in PDF, EPUB and Kindle. Book excerpt: Although Hispanics are graduating from high school at greater rates, it is not leading to college success as college graduation rates remain low. In Texas, the Hispanic population has grown to the point that one out of three of all Texans are Hispanic. A phenomenological approach to research was used to investigate the perceptions of Hispanic college students on how well their public high school prepared them for college. Through face-to-face interviews and focus group discussions, eight Hispanic college students provided insight concerning their high school experience and how it translated into college readiness. Four questions guided the study: 1) in what ways do Hispanic college students believe their public high school prepared or failed to prepare them academically for post-secondary education; 2) in what ways do Hispanic college students believe their public high school prepared or failed to prepare them culturally for post-secondary education; 3) in what ways do Hispanic college students believe their public high school prepared or failed to prepare them socio-emotionally for post-secondary education; and 4) how do Hispanic students perceive their cultural identity in regards to their high school experience. Findings revealed four themes relating to how Hispanic students perceive their high school experience prepared them for college which include, academic readiness, cultural readiness, socio-emotional readiness, and cultural identity. The research demonstrated the complex process of transitioning from high school to college for Hispanics.

Download or read book Resources in education written by and published by . This book was released on 1988-08 with total page 344 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Investigating the Impact of Factors on Hispanic Students College Major Choices in Science Technology Mathematics and Medical Fields written by Lisa Lee Kirkpatrick and published by . This book was released on 2015 with total page 114 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to investigate the factors that impact Hispanic students’ college major choice in STEMM fields. The study sought to answer the following research questions: 1. How do percentages of Hispanic students that declare a major in a STEMM-related field vary by gender and/or locale (i.e. suburban, urban, rural)? 2. How do student-level factors (including socioeconomic status, math self-efficacy beliefs, attitude toward math, academic interaction, high school exposure to math and science) and locale impact the likelihood that Hispanic students enter a STEMM-related field? Descriptive and logistic regression analyses were run on the extracted data from the ELS: 2002 database. Various factors were analyzed to determine the best predictors of STEMM college majors among Hispanic students. The study revealed that of the sample, only 36% entered a STEMM college major while the other 64% declared a non-STEMM major. The logistic regression identified high school exposure to math and science and math self efficacy beliefs to be the most predictive variables for Hispanic students that declare a STEMM college major whereas academic interaction and socioeconomic status were two variables that indicated an equally likely chance of entering a STEMM college major regardless of interaction level or socioeconomic quartile. In regard to the urbanicity variable measured, Hispanic students from urban locales had slightly higher odds of declaring a STEMM major as compared to Hispanic students residing in suburban or rural areas.