Download or read book Factors that Predict Hispanic Persistence in a Predominantly White Institution written by Diana Muñiz and published by . This book was released on 1994 with total page 276 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 PERSISTENCE FACTORS OF LATINX COLLEGE STUDENTS AT FOUR YEAR PRIVATE PREDOMINANTLY WHITE INSTITUTIONS written by Brandy L. Leininger and published by . This book was released on 2024 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Factors that Affect Retention of Hispanic Students in Business Higher Education written by Kristen M. Maceli and published by . This book was released on 2009 with total page 113 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Hispanic population in the United States is increasing at a substantial rate. Hispanics are projected to account for approximately 20% of the U.S. population by 2020 (Sorensen, Brewer, Carroll, and Bryton, 1995). Nearly 40% of this population will be under the age of 19, compared with 29% for the total U.S. population. "Hispanic youth represents the fastest growing segment of the U.S. population, and Hispanics now account for more than a quarter of all new entrants into the labor force" (Sorensen, Brewer, Carroll, and Bryton, 1995, p. 1). This influx of young Hispanic population brings with it many new challenges in education and in the work force. Education is often seen as a catalyst for success in the work place; however, Hispanics' educational success has not kept pace with their increasing population, and they are especially struggling to complete higher education. "Young Hispanic undergraduates are half as likely as their white peers on campus to finish a bachelor's degree, a disparity at least as large as the disparity in finishing high school" (Fry, 2005, p. i). So prevalent is this problem that the Clinton and Bush Administrations both declared the group's improvement of college graduation rates a national priority (Santiago & Brown, 2004). The increasing number of Hispanics only exacerbates their educational problems/difficulties, not to mention the number increasingly impacts the workforce. Cultural and social differences are hypothesized as one reason for the high attrition rate of Hispanic students in secondary and post-secondary education. Hispanics often have strong family ties and work ethic. Their perception of family roles and obligations often propels them into the work force at ages younger than their white counterparts. Ultimately, this role in the work force often prevents them from pursuing education. Many others struggle with high school and have limited adult role models to encourage their educational efforts; this struggle is only worsened in higher education (Fry, 2004). In summation, students with a lack of education often face a lack of opportunity. A lack of education among a particular racial group can have even greater implications, as it can lead to pre-conceived expectations and stereotyping that can inhibit success. Martinez, DeGarmo, & Eddy (2004) state: School success is among the most important correlates of overall physical, mental, and social well-being. In fact, academic functioning is known to be highly related to a host of other important outcomes for youths including substance use, delinquency, and associations with deviant peers...Students who drop out from school experience lower income, greater unemployment, are significantly overrepresented in the adult corrections population, and more likely to require social services during their lifetimes compared to high school graduates. (pp. 128- 129) The purpose of this study is to determine whether social and family factors influence Hispanic students' successful completion of a higher education business program and entry into the workforce. The study examined a longitudinal data set provided by a nationally recognized research institute. Results demonstrated that several social factors are significant in predicting which students persisted in the study of business. Freshmen that readily embraced socializing in the college setting were more likely to persist, and the importance they placed on developing relationships throughout their college career was significant to their persistence of education in this area. As such, the study implies that in order to assist Hispanics to persist in business higher education, educators and institutions should recognize the importance that social relationships have to this set of students. More emphasis should be given to help them embrace the college experience and to help them cultivate and maintain relationships among their peers.

Download or read book Students who Persist written by L. Michael Metke and published by . This book was released on 1993 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt:

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 Resources in Education written by and published by . This book was released on 2001 with total page 760 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Piecing Together the Student Success Puzzle Research Propositions and Recommendations written by George D. Kuh and published by John Wiley & Sons. This book was released on 2011-10-13 with total page 202 pages. Available in PDF, EPUB and Kindle. Book excerpt: Creating the conditions that foster student success in college has never been more important. As many as four-fifths of high school graduates need some form of postsecondary education to be economically self-sufficient and manage the increasingly complex social, political, and cultural issues of the 21st century. But about 40 percent of those who start college fail to earn a degree within 6 or 8 years, an unacceptably low number. This report examines the complicated array of social, economic, cultural and educational factors related to student success in college, defined as academic achievement, engagement in educationally purposeful activities, satisfaction, acquisition of desired knowledge, skills and competencies, persistence, and attainment of educational objectives. Although the trajectory for academic success in college is established long before students matriculate, most institutions can do more than they are at present to shape how students prepared for college and they they engage in productive activities after they arrive. This is the 5th issue of the 32nd volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education problem, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.

Download or read book Hispanics and the Future of America written by National Research Council and published by National Academies Press. This book was released on 2006-02-23 with total page 502 pages. Available in PDF, EPUB and Kindle. Book excerpt: Hispanics and the Future of America presents details of the complex story of a population that varies in many dimensions, including national origin, immigration status, and generation. The papers in this volume draw on a wide variety of data sources to describe the contours of this population, from the perspectives of history, demography, geography, education, family, employment, economic well-being, health, and political engagement. They provide a rich source of information for researchers, policy makers, and others who want to better understand the fast-growing and diverse population that we call "Hispanic." The current period is a critical one for getting a better understanding of how Hispanics are being shaped by the U.S. experience. This will, in turn, affect the United States and the contours of the Hispanic future remain uncertain. The uncertainties include such issues as whether Hispanics, especially immigrants, improve their educational attainment and fluency in English and thereby improve their economic position; whether growing numbers of foreign-born Hispanics become citizens and achieve empowerment at the ballot box and through elected office; whether impending health problems are successfully averted; and whether Hispanics' geographic dispersal accelerates their spatial and social integration. The papers in this volume provide invaluable information to explore these issues.

Download or read book Hispanics Education and Background written by Richard P. Durán and published by College Board. This book was released on 1983 with total page 168 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Envisioning the Faculty for the Twenty First Century written by Adrianna Kezar and published by Rutgers University Press. This book was released on 2016-09-12 with total page 239 pages. Available in PDF, EPUB and Kindle. Book excerpt: The institution of tenure—once a cornerstone of American colleges and universities—is rapidly eroding. Today, the majority of faculty positions are part-time or limited-term appointments, a radical change that has resulted more from circumstance than from thoughtful planning. As colleges and universities evolve to meet the changing demands of society, how might their leaders design viable alternative faculty models for the future? Envisioning the Faculty for the Twenty-First Century weighs the concerns of university administrators, professors, adjuncts, and students in order to critically assess emerging faculty models and offer informed policy recommendations. Cognizant of the financial pressures that have led many universities to favor short-term faculty contracts, higher education experts Adrianna Kezar and Daniel Maxey assemble a top-notch roster of contributors to investigate whether there are ways to modify the existing system or promote new faculty models. They suggest how colleges and universities might rethink their procedures for faculty development, hiring, scheduling, and evaluation in order to maintain a campus environment that still fosters faculty service and student-centered learning. Even as it asks urgent questions about how to retain the best elements of American higher education, Envisioning the Faculty for the Twenty-First Century also examines the opportunities that systemic changes might create. Ultimately, it provides some starting points for how colleges and universities might best respond to the rapidly evolving needs of an increasingly global society.

Download or read book Ecological Factors that Predict Persistence Among College Students written by Miguel Antonio Ybarra and published by . This book was released on 2000 with total page 106 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Evaluating Background Contextual and Motivational Factors that Influence the Persistence and Attrition of College Students written by Jackie C. Thomas and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Retaining and graduating students has become an issue of widespread concern among today's colleges and universities. Current research suggests that, on average, four-year colleges and universities in the United States graduate approximately 58% of their students each year (National Center for Education Statistics, 2012). For the past forty years, faculty, staff, and administrators have been interested in identifying factors that may increase the number of students who persist and complete a college degree. The present study used a theoretical model of college student persistence and attrition to test background, contextual, and motivational factors that may influence college student persistence and attrition. Participants in this study were undergraduate men and women (N = 595) who attended a large, diverse, urban, four-year university in Texas. Participants were asked to complete an 84-item online survey that was used to assess the following factors: background characteristics, campus involvement, faculty mentoring, peer group interactions, sense of belonging, utility value, self-efficacy, residential status, enrollment status, transfer status, and financial concern. These factors were used to help predict institutional persistence attitudes, general persistence attitudes, and attrition. Institutional persistence attitudes describe a student's attitude about persisting at the current institution he or she is attending. General persistence attitudes refer to a student's overall attitude about persisting in college. Finally, attrition describes the process in which a student fails to reenroll from the fall 2011 semester to the spring 2012 semester. Results from a series of ANOVAs found that African-American students reported weaker persistence attitudes than White and Hispanic students. Differences in institutional persistence attitudes were also found among students who transferred from another institution and those who did not. More specifically, students who transferred from another institution reported stronger institutional persistence attitudes than those who did not. Interestingly, results of the ANOVAs indicated no differences in institutional persistence attitudes and general persistence attitudes between full-time and part-time students and students who lived on campus and off campus. A pair of hierarchical multiple linear regressions was conducted to evaluate the extent to which student background characteristics, contextual factors, and motivational factors were able to predict institutional persistence attitudes and general persistence attitudes. Results from these analyses indicated that faculty mentoring, parents' education level, socioeconomic status, race, campus involvement, peer group interactions, utility value, self-efficacy, and sense of belonging were all significant predictors of institutional persistence attitudes. In the second multiple regression, gender, race, parents' college expectations, financial concern, utility value and peer group interactions were significantly related to general persistence attitudes. Finally, a subset of the participants (N = 245) who provided the necessary data was used to conduct a hierarchical logistic regression that evaluated the extent to which student background characteristics, contextual factors, and motivational factors could be used to predict attrition. Results from the first step of the hierarchical logistic regression found that prior performance was negatively related to student attrition. The second step of the logistic regression failed to achieve significance. The findings from this study will be used to help educate students, parents, faculty, staff, and administrators about useful strategies and resources that can be utilized to better support and retain college students.

Download or read book Factors Affecting Intent to Persist Among Hispanic Latino Students Attending a Private Non Profit Nonresidential University written by Cristy E Sibila and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The number and types of institutions of higher education are rapidly increasing, thus providing students with almost boundless options for higher education pursuits. At this time more than 50% of the regionally accredited, non-profit, four-year universities in the United States are private and the for-profit sector continues to grow. Since 1975 enrollments at private, non-profit institutions have risen from 2.3 to 3.9 million students of which over 335,000 are Hispanic/Latino students. And, for Hispanic/Latino students, graduation rates are highest at private, non-profit institutions where 62.4% of students graduate within 6 years. However, little research on Hispanic/Latino students has been done in this higher education setting where graduation rates are higher when compared to public and for-profit institutions. The current study intended to identify the demographic characteristics of Hispanic/Latino students who are attending regionally accredited, private, non-profit, non-traditional 4-year multi-campus commuter university. It further aimed to examine what factors impact their withdrawal decisions, and what has made private, non-profit institutions more successful in graduating students. In this study, data were collected anonymously through an online survey, which was comprised of a demographic questionnaire, the Family Cohesion scale (Rossman & Way, 1996), and the College Stress Scale (Feldt, 2008). The survey received 219 total responses, of which 202 were complete responses. Results showed that Hispanic/Latino students attending the university are older than traditional aged college students, mostly female, half were born outside the United States, live in Spanish speaking homes, are first generation living in the United States, have caregiver responsibilities for a family member(s), and work full or part time. The majority of respondents intended to remain enrolled in the university. Further analysis showed that student's intent to withdraw differ depending on age, gender, participant country of origin, and father's education. No significant relations of family support and college stress to student's intent to withdraw was found. Information garnered from this study helps the institution to better understand the profile of Hispanic/Latino students attending its campuses. This information can be used to better inform recruitment and retention strategies impacting all operational areas of the university and all phases of the enrollment management cycle. Furthermore this study identified institutional factors that motivated the intent to persist of these Hispanic/Latino students and, by doing so, adds to the limited literature on private, non- profit, non-traditional higher education institutions in the United States. Those institutional factors may be highlighted and strengthened by the university and considered for implementation by others.

Download or read book Social Integration and Persistence of Communter and Resident African American and Hispanic Students in Predominantly White Higher Education Institutions written by Althea Teresa Porter and published by . This book was released on 1991 with total page 624 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 Examining Dimensions of Latina o College Student Success written by Mark Anthony Lopez and published by . This book was released on 2007 with total page 378 pages. Available in PDF, EPUB and Kindle. Book excerpt: ...Through the use of qualitative research methodology, this study employed case study research to explore graduating Latina/o college students' experiences at a large, public, predominantly white, research-extensive institution specifically, Latina and Latino students who filed for graduation during the spring 2006 and fall 2006 semester. This study used case study methodology and focus group interviews to (a) determine dimensions of success for graduating Latina/o college students; (b) contribute to the existing college student success literature; and (c) to assist and advance the success scholarship on policymaking...