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 A Phenomenological Study Exploring Factors that Contribute to Academic Persistence for Nontraditional Undergraduate African American Male Degree Completers from Bible Colleges in the Southeast written by Rodney Phillips and published by . This book was released on 2016 with total page 253 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this hermeneutic phenomenological study was to understand factors that contribute to college persistence for nontraditional undergraduate African American male four-year degree completers from select evangelical Bible colleges in the southeastern United States. An ecological and adult resiliency theoretical framework guided the research. Three research questions framed this study: (a) How do nontraditional undergraduate African American male four-year degree completers from select evangelical Bible colleges describe persistence? (b) What type of experiences do participants understand as having contributed to their persistence at Bible colleges? (c) What specific factors do participants identify as having contributed to their persistence at Bible colleges? Data collection included a demographic survey, interviews, journaling, and focus groups. Data analysis combined memoing and constant comparative analysis to facilitate a hermeneutic interpretation of the essence of the participants’ experiences. The findings indicate that spiritual formation, the Bible college experience, Christian service formation, a family support network, and a local church connection all play a vital role in the persistence behaviors of this population. This study mirrored Arbelo-Marrero’s (2013) research of nontraditional Hispanic students within Hispanic Serving Institutions.
Download or read book Hermeneutic Phenomenology as a Research Tool for Understanding Hispanic Students Academic Persistence at Hispanic Serving Institutions written by Arbelo-Marrero and published by . This book was released on 2017 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: As a doctoral student, I was asked to focus my dissertation research on a subject that would shed light on a current problem in higher education. Since I had concentrated a great amount of writing throughout my coursework to Hispanic student success and was interested in this topic, I chose to contribute research in that area. After a review of the literature, I discovered that a subgroup within the Hispanic college-going population, the Hispanic nontraditional undergraduate student population, was a relatively underexplored group within the context of academic persistence and within Hispanic-serving institutions. Overall, in the United States, Hispanic college students have the lowest bachelor degree completion rates and, historically, are enrolling in colleges and universities at the highest level in history. My study focused on understanding factors associated with the academic persistence of Hispanic undergraduate nontraditional students at Hispanic-serving Institutions because I wanted to provide insight for faculty, administrators, and advisors working with this group. This case study focuses on the methodology, hermeneutic phenomenology, utilized to explore the academic persistence experiences of 10 students from two different Hispanic-Serving Institutions in the southeast region of the United States. It describes the decision-making process of choosing qualitative research and describes the steps and rationale in research design, data collection, and analysis. The case will provide readers insight on the practices of recruiting participants, challenges in data collection, and nuances in working with Hispanic students and will demonstrate the importance of studying relevant topics in education.
Download or read book Undergraduate Latina o x Student Motivation written by Christie A Lawson and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation is a quantitative correlational study that explored the associations between elements of expectancy-value theory of achievement choices and Latina/o/x students' intention to persist in their STEM major at a Hispanic-serving institution (HSI). The theoretical framework includes both expectancy-value theory (Eccles & Wigfield, 2020) and the Community Cultural Wealth Model (Yosso, 2005), positioning non-traditional types of cultural capital as variables which may moderate the influences that expectancy of success and subjective task value have on academic intentions to persist. Hierarchical multiple regression analyses revealed statistically significant interaction effects between expectancy and aspirational capital, value and aspirational capital, value and navigational capital, and value and resistant capital. Findings contribute to the gap in scholarly understandings of how culturalized assets operate within traditional theories of achievement motivation and suggest that Latina/o/x STEM major students may benefit from the purposeful validation of these assets.
Download or read book Factors Contributing to the Persistence of African American and Hispanic Undergraduate Males Enrolled at a Regional Texas University written by Reginal Rashad Hall and published by . This book was released on 2014 with total page 266 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study is to explore factors that may contribute to the persistence and graduation rates of African American and Hispanic undergraduate males enrolled at regional four-year public universities in Texas. African American and Hispanic males have lower graduation rates in both secondary and post-secondary education than their White peers (Swail, Cabrera, Lee & Williams, 2013; Harper, 2010). This study utilized a mixed methods research design. The quantitative portion of the study provides descriptive data to exhibit the historical four-year and six-year graduation rates of African American, Hispanic and White males within the regional university. The qualitative portion of the study investigated characteristics which exist among African American and Hispanic undergraduate males who have persisted and were retained at the university through their senior academic year. Focus groups interviews were administered which allowed the researcher to explore the perceptions of African American and Hispanic males regarding academic and non-academic factors that may have served as supports and/or barriers to their persistence. A thematic analysis was conducted to evaluate relationships that may have occurred. The research provides more information on academic and non-academic factors that served as supports and/or barriers to their ultimate graduation.
Download or read book Increasing Persistence written by Wesley R. Habley and published by John Wiley & Sons. This book was released on 2012-09-04 with total page 513 pages. Available in PDF, EPUB and Kindle. Book excerpt: INCREASING PERSISTENCE "Of all the books addressing the puzzle of student success and persistence, I found this one to be the most helpful and believe it will be extremely useful to faculty and staff attempting to promote student success. The authors solidly ground their work in empirical research, and do a brilliant job providing both an overview of the relevant literature as well as research-based recommendations for intervention." GAIL HACKETT, PH.D., provost and executive vice chancellor for academic affairs; professor, counseling and educational psychology, University of Missouri, Kansas City Research indicates that approximately forty percent of all college students never earn a degree anywhere, any time in their lives. This fact has not changed since the middle of the 20th century. Written for practitioners and those who lead retention and persistence initiatives at both the institutional and public policy levels, Increasing Persistence offers a compendium on college student persistence that integrates concept, theory, and research with successful practice. It is anchored by the ACT's What Works in Student Retention (WWISR) survey of 1,100 colleges and universities, an important resource that contains insights on the causes of attrition and identifies retention interventions that are most likely to enhance student persistence.?? The authors focus on three essential conditions for student success: students must learn; students must be motivated, committed, engaged, and self-regulating; and students must connect with educational programs consistent with their interests and abilities. The authors offer a detailed discussion of the four interventions that research shows are the most effective for helping students persist and succeed: assessment and course placement, developmental education initiatives, academic advising, and student transition programming. Finally, they urge broadening the current retention construct, providing guidance to policy makers, campus leaders, and individuals on the contributions they can make to student success.
Download or read book Exploring Student Persistence Factors Among Undergraduate College Students written by Andrea J. Bishop and published by . This book was released on 2018 with total page 404 pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: Factors contributing to student persistence are important topics to investigate to minimize wasted finances, time, and effort by both students and institutions (Chen & St. John, 2011; Cornacchione & Daugherty, 2013; Jobe & Lenio, 2014). This quantitative study examined how some factors (i.e., academic and social integration, goal and institutional commitment) contribute to a student's intent to persist academically. For the study, a guiding theoretical framework was developed based on Tinto's (1975) theory of student departure and Ajzen's (1991) theory of planned behavior. Utilizing two quantitative, self-reporting survey instruments administered simultaneously, a convenience sample (N = 405) of undergraduate students representing two data collection sites, a regional comprehensive state university and a primarily two-year state college, within the southeast region of the United States, provided data during the Fall 2016 semester. A correlational analysis conducted revealed a significant positive relationship between academic integration and student intent to persist, r(405) = .13, p
Download or read book Succeeding Against the Odds written by Susan Colorado-Burt and published by . This book was released on 2015 with total page 151 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to explore the experiences of provisionally-admitted Latinas at a Hispanic-Serving Institution, and to examine the academic, social, and cultural factors that assisted or could have hindered Latina students to persist towards graduation. A provisional student was defined as a student who did not meet the regular admission standards and was accepted to a university under specific conditions that the student was required to meet within a defined time frame (Nichols & Clinedinst, 2013). The research design used in this study was a qualitative, semi-structured interview of 12 Latina students. The theoretical frameworks that guided the study were Validation Theory (Rendón, 1994), Community Cultural Wealth (Yosso, 2005), and Student /Institutional Engagement (Nora, 2003). This study arrived at three main factors that successful Latinas benefitted most: 1) employing cultural assets to transcend invalidation, 2) engaging with culturally-validating institutional life and community 3) benefitting from in- out of class validating agents. These findings will be of benefit to educators and policy leaders as they consider and make decisions about programs that can empower Latinas towards persistence and graduation.
Download or read book Exploring Academic Persistence for Nontraditional Business Students at For Profit Universities written by Leroy Purdie and published by . This book was released on 2016 with total page 172 pages. Available in PDF, EPUB and Kindle. Book excerpt: This phenomenological study explored academic persistence for 10 nontraditional students pursuing business degrees at for-profit universities in southern Georgia and northern Virginia. The literature review provides a theoretical framework based on Tinto's (1975) theory of persistence and Bandura's (1993) self-efficacy theory. Data was collected through a demographic survey, timeline of significant events, in- depth survey, and a letter of advice. Data analysis included identifying significant statements, utilizing participant feedback to create structural and textural descriptions and ultimately describing the participant essences of their experiences. The decision to pursue a degree themes that emerged were career progression, family security, transferability, and convenience. The academic integration themes were engagement, personal relations, and encouragement. The social integration themes were positive student experiences, confidence building, and positive team interactions. Finally, the characteristics of persistent student themes were self-efficacy and faith.
Download or read book La Lucha Contin a written by Vanessa L. Martinez and published by . This book was released on 2021 with total page 169 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study sought to understand the Psychosociocultural factors that influence persistence for first-generation-to-college Latina/o/x college students attending a Hispanic Serving Institution (HSI). The research involved 24 interviews with undergraduate student participants from a four-year public university in Southern California who identified as both first-generation-to-college students and as Latina/o/x. The study utilized a case study research design in which individual semi-structured interviews were conducted with each participant. The four research questions that guided this study focused on first-generation-to-college Latina/o/x students experiences at an HSI. The research questions are: RQ 1: What Psychosociocultural (PSC) factors influence the persistence of first-generation Latina/o/x students enrolled at a public 4-year at HSI? RQ2: What psychological, social, and cultural coping mechanisms do Latina/o/x students identify as important in their persistence?, RQ3: How do Latina/o/x students' coping mechanisms influence their sense of belonging at a public 4-year HSI?, and RQ4: What role does discrimination and campus climate play in creating a welcoming university environment? The study's findings indicate that six overarching themes emerged from the analysis of the data. These themes included: ganas (Desire to Fight for Education); Transitional Issues and Challenges of First-Generation-to-College Latina/o/x Students; Access to Campus Resources, College Adjustment, and Coping; Ethnic Identity, Cultural Congruity, and Sense of Belonging; racialized campus climate experiences and discrimination, and the Role of Family in the Persistence of Latina/o/x Students. Ultimately, student participants helped to create a holistic understanding of their experiences from the study's two theoretical frameworks that were interweaved into the research design. This study incorporated both the Psychosociocultural (PSC) and Critical Race Theory (CRT) to fully understand the unique challenges faced by students of color, in this study, Latina/o/x first-generation-to-college students who have the added challenge of navigating the university environment as the first in their families to go to college. The lived experiences of these undergraduate first-generation-to-college Latina/o/x students helped develop and shape not only the results of the study, but also the recommendations for practice and future research. Honoring the traditions of Latina/o/x students' collectivistic culture as well as the researcher's similar cultural background, recommendations were developed in collaboration by the researcher and the study participants.
Download or read book Student Leadership Model for Hispanic Serving and Emerging Hispanic Serving Institutions written by Norma S. Guerra and published by IAP. This book was released on 2024-07-01 with total page 120 pages. Available in PDF, EPUB and Kindle. Book excerpt: Although empirical evidence indicates that HSIs (Hispanic Serving Institutions) are making some progress in recognizing that enhancing the racial and cultural experiences of Latino/a/x students, “Latinx-enhancing” is part of their role as institutions that enroll and serve large numbers of minoritize students (Garcia, 2019), there are still institutional gaps on prioritizing opportunities for Latino/a/x students to engage in leadership development. Latino/a/x students often rely on informal out-of-college support systems found in their community-- comunidad, such as family and peers to thrive within college (Ceballo, 2004; Easley, et al, 2012), it is important to assist them in their development and implementation of strengths-based problem-solving communication approach (Guerra, 2015, 2016). ENDORSEMENTS: "This book is valuable to scholars and practitioners of higher education, especially those at minority-serving institutions invested in culturally relevant approaches to student success and asset-based development—particularly in relation to Latinx students and communities. Overall, the book paints a beautiful portrait of culturally responsive leadership that is rooted in partnership with the students we serve." — Christian A. Bracho, California State University, Long Beach "The manuscript presents a perspective that has been untapped at HSIs- the student, student leadership and the student advocacy that is required to improve and intentionally influence HSI development. To date, no other work has been developed that addresses the role of the student in growth and servingness at HSIs." — Paloma Vargas, Oxnard College
Download or read book Minority Serving Institutions written by National Academies of Sciences, Engineering, and Medicine and published by National Academies Press. This book was released on 2019-02-05 with total page 255 pages. Available in PDF, EPUB and Kindle. Book excerpt: There are over 20 million young people of color in the United States whose representation in STEM education pathways and in the STEM workforce is still far below their numbers in the general population. Their participation could help re-establish the United States' preeminence in STEM innovation and productivity, while also increasing the number of well-educated STEM workers. There are nearly 700 minority-serving institutions (MSIs) that provide pathways to STEM educational success and workforce readiness for millions of students of colorâ€"and do so in a mission-driven and intentional manner. They vary substantially in their origins, missions, student demographics, and levels of institutional selectivity. But in general, their service to the nation provides a gateway to higher education and the workforce, particularly for underrepresented students of color and those from low-income and first-generation to college backgrounds. The challenge for the nation is how to capitalize on the unique strengths and attributes of these institutions and to equip them with the resources, exceptional faculty talent, and vital infrastructure needed to educate and train an increasingly critical portion of current and future generations of scientists, engineers, and health professionals. Minority Serving Institutions examines the nation's MSIs and identifies promising programs and effective strategies that have the highest potential return on investment for the nation by increasing the quantity and quality MSI STEM graduates. This study also provides critical information and perspective about the importance of MSIs to other stakeholders in the nation's system of higher education and the organizations that support them.
Download or read book Factors that Impede and Promote the Success of Mexican American College Students written by and published by . This book was released on 2012 with total page 228 pages. Available in PDF, EPUB and Kindle. Book excerpt: Nationwide, Latino students are entering college, yet are not completing a four-year degree at the same rate when compared to other ethnic groups. Between 1992 and 2007, only five percent of Latinos successfully earned a four-year college degree, and that number is lower than any other ethnic group (College Board, 2007). California Community College Chancellor's Office [CCCCO] (2010) revealed that 50% of students drop out of college after their first semester; furthermore, the California Community College [CCC] system houses the largest percentage of Latino students in the state. In short, these statistics are staggering in terms of showing the underachievement of Latinos in higher education. Policy makers, administrators, faculty and staff need to find better ways to effectively help increase the academic success of the Latino student population. This lack of academic success among Latinos is a serious problem, especially considering the implications it could have for the state and national economies. Latinos represent 56 percent of the nation's population growth, and Mexicans represent the largest sub-group among Latinos (United States Census Bureau [Census], 2010). If the Latino population continues to fall further behind in educational attainment compared to other groups, while continuing to increase at a faster rate than other ethnic groups, then this might have negative implications for the U.S. economy and society, especially in states like California. The conceptual framework used for this study was based on Laura I. Rendon's (1993) Theory of Validation. This theory was used to examine factors that are perceived to have the greatest effect on impeding and promoting the success of first-year Mexican-American community college students. Factors include faculty and student interaction within and outside the classroom, learning opportunities and instructional strategies, counseling and student interaction, and support services utilized by students. These factors were examined from the perspectives of students and faculty representing various disciplines using a qualitative methods approach. Grounded theory was the research foundation used in the study (Creswell, 2009). The researcher unraveled and compared data, themes emerged and patterns were identified. This method was intended to compare data from different groups to identify the similarities and differences of faculty and students perception regarding academic success of Mexican-American college students. The community college where the participants were drawn from is a single college district with a student enrollment of 22,000. This Hispanic serving public institution (HSI) is located in Southern California. The three research questions addressed were (1) What institutional factors are perceived to promote the academic success of first-year Mexican-American community college students? (2) What institutional factors are perceived to impede the academic success of first-year Mexican- American community college students? (3) How do the perception of students and faculty compare concerning the academic success of first-year Mexican-American students. The research consisted of seven structured interviews with tenured faculty members, seven focus groups and two student interviews, for a total of 26 student participants. A total of eight themes and sub-themes emerged from the data. The themes were categorized into effective methods and ineffective methods. The sub-themes were "instructional strategies," "instructor/student relationships," "instructor behaviors," and "student support services." There was a high degree of congruence between faculty and student respondents on the factors that enhance and impede the academic success of Mexican-American college students. Based on the study findings, recommendations for research and practice were made in order to increase the success of first year Mexican-American college students.
Download or read book First generation Latino Student Identity and Persistence at a Two year Hispanic serving Institution in the Southeastern United States written by Joan Yvonne Tulloch and published by . This book was released on 2013 with total page 390 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Comparative Assessment of Persistence Factors Impacting Anglo and Hispanic Students at a Predominantly Anglo Institution of Higher Education written by Lawrence J. Estrada and published by . This book was released on 1992 with total page 158 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book From Here to University written by Alexander Jun and published by Psychology Press. This book was released on 2001 with total page 172 pages. Available in PDF, EPUB and Kindle. Book excerpt: First Published in 2002. Routledge is an imprint of Taylor & Francis, an informa company.
Download or read book Exploring Persistence Factors of Latino Graduates of a Two Year Private Career College written by Lori Jean Spencer and published by . This book was released on 2017 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Latino college students face factors in their lives on a daily basis that affect their persistence in college. While the nation is seeing an increase in Latino enrollment in higher education institutions, the persistence rates of Latino students are not higher than other students, regardless of ethnicity. Several theorists such as Astin, Tinto, Pascarella, and Terenzini have studied specific variables affecting Latino college student persistence; however, Terenzini and Reason (2005) developed a model that combined the multiple forces affecting Latino college student persistence. This qualitative case study was guided by two questions that intended to explore the phenomenon of college student persistence factors: (1) How do college experiences affect Latino persistence to graduation? and (2) How do cultural factors promote or hinder Latino college persistence? Findings produced six key themes: (1) Campus Influences, (2) Out of Class Experiences, (3) Curricular Experiences, (4) Teachers' Influences, (5) Influential People, and (6) Pre-college Preparation. The themes identify key components of student experiences before they begin college and while they are attending. These components work together as a force developing each student with skills that promote persistence in college such as student engagement, admission's criteria, cultural capital, and family support.
