Download or read book How the Mattering Experience of Latino High School Students Impacts Persistence to Graduation written by Paulina Lee Collazo Navarro and published by . This book was released on 2020 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this transcendental phenomenological study was to understand how the mattering experience of Latino students impacts their persistence to high school graduation. The study was aimed to establish a greater awareness of how the mattering experience impacts student success. The central research question was, How does the mattering experience impact Latino student persistence to high school graduation? This transcendental phenomenological study included a purposeful sample of 11 high school graduates within Mannaton County, Pennsylvania. Data collection and analysis included interviews, a focus group, and journal documents. Data analysis included data coding in order to establish themes. Additionally, direct interpretation, narratives, and tables are part of the analysis. Reporting of information was through methods which included horizonalization, clustering, and textural descriptions. The study revealed four major themes for Latino high school graduates including the impact of mattering, feelings of importance, feelings of marginalization, and persistence to graduation. The impact of mattering on the persistence to graduation for Latino high school students is affirming and attributes connections with school staff, communal motivations, feelings of belonging, school satisfaction, resiliency, translanguaging, anti-racism, home and community influence, and educator guidance as influences to school success. The implications of this study are that when individuals experience mattering and are in reciprocal relationships with others they experience a greater consciousness of perceived importance in their school environment. Findings from this transcendental phenomenological study indicated the reciprocal relationship of mattering had a positive impact on Latino high school student persistence to graduation.

Download or read book A Phenomenological Approach Examining the Completion of Latino High School Students Through the Lenses of Critical Race Theory written by Anna M. Rangel-Clawson and published by . This book was released on 2016 with total page 181 pages. Available in PDF, EPUB and Kindle. Book excerpt: Latino students represent 24% of the American student population (National Center for Educational Statistics, 2002, 2013). Dropout rates for Latino students living in severe poverty are twice the dropout rate of other Americans at the same income level (National Center Educational Statistics, 2002, 2013). The strongest factor that influenced those who choose to drop out seems to be related to a family’s socioeconomic status (Fry & Taylor, 2013; Rumberger & Lim, 2008; Swanson, 2004). This study sought to elicit the voices of Latino students who successfully completed high school in a school district with significantly lower graduation rates for Latinos as compared to their district non-Latino counterparts. Through these voices, and the narratives of their high school experience, this study sought to delve deeper into where and how these students experienced both inhibiting (or negative) and contributing factors to high school completion, and how they actually overcame these inhibiting factors to the point that enabled them to persist in school until graduation. A transcendental phenomenological approach gave a voice to this marginalized population by utilizing a lens from the non-dominant worldview. Critical race theory guided this study by focusing on experiences of 10 Latino students who completed high school with their corresponding cohort. Critical race theory enabled me to focus on an oppressed population by utilizing race as a venue for framing and shaping the world around this particular population (Goldberg, 2002). This study, however, is unique in that it investigated the phenomenon of persistence to high school completion from the lens of Latino students themselves. By utilizing a critical race theory lens in combination with a qualitative study, I underscored not only the importance of race, but also investigated this phenomenon through a social justice framework. These methodologies enabled me to interpret the meaning of experiences from the perspective of 10 Latino high school graduates. In this study, graduates of a marginalized population were given a voice. These graduates managed to beat the odds, despite having risk factors associated with school dropout. Eighty percent of the participants had thoughts of giving up and dropping out at some point in their high school career. Several of the participants experienced a significant event, which influenced their high school career, including parent’s deportation, homelessness, teen pregnancy, suspensions, expulsions, and repeated failures. These events were exacerbated by repetitive marginalizing behaviors and demoralizing comments they had to deal with on a daily basis leading to feelings of disconnectedness and a lack of belonging to the school community. The study concludes by making recommendations school personnel may wish to consider as they seek solutions to serve marginalized students attending America’s public schools. Educational systems can begin by creating processes and policies that address racism, marginalization, and stereotypical behavior. The implementation of multi-cultural programs that educates, celebrates diversity, encourages advocacy, promotes reporting of injustices, and restores relationships will create a welcoming environment conducive to learning and positive educational outcomes for all Latinos including other marginalized populations.

Download or read book Understanding Decisions Latino Students Make Regarding Persistence in the Science and Math Pipeline written by Janet Munro and published by . This book was released on 2009 with total page 526 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study focused on the knowledge and perceptions of Latino high school students, as well those of their parents and school personnel, at a southwestern, suburban high school regarding persistence in the math/science pipeline. In the context of the unique school and community setting these students experience, the decision-making process was examined with particular focus on characterizing the relationships that influence the process. While the theoretical framework that informs this study was that of social capital, its primary purpose was to inform the school's processes and policy in support of increased Latino participation in the math and science pipeline. Since course selection may be the most powerful factor affecting school achievement and college-preparedness, and since course selection is influenced by school policy, school personnel, students, parents, and teachers alike, it is important to understand the beliefs and perceptions that characterize the relationships among them. The qualitative research design involved a phenomenological study of nine Latino students, their parents, their teachers and counselors, and certain support personnel from the high school. The school's and community's environment in support of academic intensity served as context for the portrait that developed. Given rapidly changing demographics that bring more and more Latino students to suburban high schools, the persistent achievement gap experienced by Latino students, and the growing dependence of the world economy on a citizenry versed in the math- and science-related fields, a deeper understanding of the decision-making processes Latino students experience can inform school policy as educators struggle to influence those decisions. This study revealed a striking lack of knowledge concerning the college-entrance ramifications of continued course work in math and science beyond that required for graduation, relationships among peers, parents, and school personnel that were markedly lacking in influence over the decision a student makes to continue, or not, course work beyond that required for graduation, and a general dismissal of the value of math- and science-related careers. Also lacking was any evidence of social capital within parental networks that reflected intergenerational closure.

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 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.

Download or read book The Lived Experience of High achieving Latino High School Students written by Alexis Christine Lopez and published by . This book was released on 2017 with total page 121 pages. Available in PDF, EPUB and Kindle. Book excerpt: When searching for common predictors of Latino student academic success, factors such as multicultural support, social capital, and intrinsic motivation appear to greatly influence achievement. However, the majority of scholarly sources pertaining to this topic highlight the detrimental effects of stereotype threat on Latino students and their subsequent experiences of academic disidentification and disengagement, which likely undermine their motivation to succeed. From a critical race theory framework, this study will provide high-achieving Latino high school students with an opportunity not only to challenge the repressive beliefs and stereotypes pervasive in society but also to promote empowering counter-stories. Using a transcendental phenomenological approach, the researcher seeks to explore the lived experience of Latino high school students taking accelerated courses (i.e. Advanced Placement, honors) as well as their journey during the college application process. This study also aims to contribute knowledge to future interventions or educational guidelines geared toward promoting the academic achievement of Latino students.

Download or read book Latino a Student Success in Higher Education written by Ronald Keith MacCammon and published by . This book was released on 2020 with total page 187 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative study was to provide a detailed accounting of the experiences of Latinos students who persist in higher education. The supports and barriers they encountered, as well as their recommendations for educational stakeholders looking to effect persistence were examined. The grand tour question guiding this research was: “What do some Latino students and their institutions do to enable decisions to persist and how do they do it?” Sub-Questions providing depth for the research were: (a) how do the participants make meaning of their experiences to persist to graduate; (b) what are the participants’ perceptions of the barriers to persistence; (c) what are the participants’ perceptions of the supports for persistence; (d) what advice would the participants have for students seeking to persist? The theoretical frameworks for this research considered the impact of Critical Race Theory and 3 of the classic theories of persistence: Tinto (2013), Bean & Easton (2006) and Kuh (2006) on Latino persistence. The data in this study were documents, semi-structured interviews, and researcher notes. The rich, thick narratives of these underserved students detailing their journey in higher education revealed the most compelling barriers and supports in persistence. The study’s principal finding identified day-to-day external interactions as the apex for understanding persistence. External factors such as: (a) the criticality of personal agency and a strong support network; (b) the primacy of the draining personal sacrifices on decisions to persist and (c) the crucial role institutions can still have on persistence, especially in their advising and support services programs, as well as, innovative ways to fund higher education. The participants were critical of advising in their early years of study, but complementary of the mentor-like relationship they developed with individual faculty members as they navigated their journey in higher education; (d) the evolution of aspirations was a noteworthy finding, as many participants experienced significant personal growth and progression in their life goals from their studies. The findings also contribute to the body of literature on persistence in higher education and offer recommendations for stakeholders looking to effect persistence.

Download or read book How Latina o Family Values Impact Student Persistence to College Graduation written by Jeremiah R. Riggs and published by . This book was released on 2018 with total page 165 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this multi-case study is to discover the common family values of Latino families living in Chicago that were passed down from the parent to the child and how those values may have enabled the child to complete a four-year college degree. This study employed a multi-case qualitative study design. The participants were 12 Latina/o parents in Chicago who had at least one child who had graduated from a four-year college. Data were collected from interviews, field notes, and documents. A pattern-finding approach was used for data analysis. In this study, all participants shared family values that they believed were important to teach their children. Half of the participants each said that faith and respect were important family values. Three-fourths of the participants reported that their method of teaching their children these values was by modeling the behavior or by setting an example. Half of the participants reported that their children faced discrimination at some point during school. Of the 12 participants, 10 reported how they believed the family values they taught their children helped them overcome discrimination and other hardships.

Download or read book Experiences with Technology Among Hispanic High School Graduates written by Robert Donaldson (Jr .) 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 transcendental phenomenological study was to describe Hispanic high school graduates’ experiences with access to technology in a southeastern suburban area near Atlanta, Georgia. Although there is research that focuses on factors that lead to Hispanics graduating from or dropping out of high school, the existing research has not focused on the experiences with technology among Hispanic high school graduates. The following research question guided this study: What are the described experiences with access to technology among Hispanic high school graduates near Atlanta, Georgia? Kearsley and Shneiderman’s engagement theory (1998) and Brown, Collins, and Duguid’s situated cognition theory (1989) was used to examine the results of this study. Participants were selected from a Hispanic educational advocacy group, located about 30 miles outside of Atlanta, GA. The participants included 7 Hispanic high school graduates, including both males and females. Participants were selected by a survey. Data were collected using questionnaires, a focus group, and journal prompts. Data analysis was conducted using Creswell’s (2014) multi-step approach. The findings revealed that the experiences with technology among Hispanic high school graduates is influenced by both educational usages, as well as personal usages. Furthermore, the findings revealed how the positive and negative experiences with technology prepared Hispanic students for post-secondary education and prepared them to face some of the challenges present during the Covid pandemic. Recommendations for future research include how these findings can guide future studies.

Download or read book Latino High School Graduation written by Harriett D. Romo and published by . This book was released on 1996 with total page 352 pages. Available in PDF, EPUB and Kindle. Book excerpt: Romo and Falbo followed the school progress of 100 at-risk students in Austin, Texas, beginning in 1989 when the students were fifteen years old. Drawing on extensive interviews with the students and their parents, school records, and fieldwork in the students' schools and communities, the authors identify both the obstacles that cause many students to drop out and the successful strategies that other students and their parents pursue to ensure high school graduation. Detailed case studies allow students and parents to describe their experiences with the public schools in their own words.

Download or read book Latino a Underrated College Graduates written by Nancy Hernandez and published by . This book was released on 2017 with total page 131 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative, phenomenological study explores the experiences of sixteen underrated, academically resilient Latino/a students. Findings suggest that participants experienced high school as uncaring and unsupportive. Negative high school experiences, coupled with personal trauma, led to a diminished interest in demonstrating high academic achievement. However, participants desired a higher education and used their inner drive, the encouragement of at least one caring, even intrusive individual, and/ or participation in a supportive program to access higher education. In doing so, they discovered new identities and goals, and with the assistance of other helpful individuals and/or supportive groups, ultimately became successful and envisioned sharing that success with others. Findings from this study will inform high school college preparation efforts, scholarship eligibility policies, and college support programs in an effort to increase the numbers of Latino/a students who enter and graduate from higher education institutions.

Download or read book A Qualitative Analysis of High School Students Experiences in the Latinos in Action Program written by Johann Paul Simonds and published by . This book was released on 2012 with total page 144 pages. Available in PDF, EPUB and Kindle. Book excerpt: This research was a qualitative program evaluation of students' perceptions of Latinos in Action (LIA), a peer-mentoring program that seeks to improve high school Latino graduation rates and college admittance. The study was conducted with college students who participated in the program in high school. LIA graduates were interviewed to determine what major factors influenced and supported them in their academic decisions. Additional data included an interview with the program director, results from the High School Survey of Student Engagement (HSSSE), and a video of one of the interviewees. The researcher explored students' experiences in the LIA program with the goal of determining how the program impacted their goals to graduate from high school and attend college. While all of the students planned to attend college before participation in the program, they did not know how they would be able to get there. LIA provided the motivational support and the direction to help students get to college. In addition, all of the students mentioned parent support as a major influence. Other influences included positive peer support, a supportive high school teacher, school involvement, and being a role model for younger students.

Download or read book The Persistence to Graduation of Hispanic Community College Students written by and published by . This book was released on 2007 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The persistence to graduation of Hispanic community college students.

Download or read book Promoting High School Graduation in a Predominantly Latino a Community written by Patricia Simon and published by . This book was released on 2013 with total page 74 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book College Students Sense of Belonging written by Terrell L. Strayhorn and published by Routledge. This book was released on 2018-08-30 with total page 192 pages. Available in PDF, EPUB and Kindle. Book excerpt: Belonging—with peers, in the classroom, or on campus—is a critical dimension of success at college. It can affect a student’s degree of academic adjustment, achievement, aspirations, or even whether a student stays in school. This book explores how belonging differs based on students’ social identities, such as race, gender, sexual orientation, or the conditions they encounter on campus. The 2nd Edition of College Students’ Sense of Belonging explores student sub-populations and campus environments, offering readers updated information about sense of belonging, how it develops for students, and a conceptual model for helping students belong and thrive. Underpinned by theory and research and offering practical guidelines for improving educational environments and policies, this book is an important resource for higher education and student affairs professionals, scholars, and graduate students interested in students’ success. New to this second edition: A refined theory of college students’ sense of belonging and review of current literature in light of new and emerging theories; Expanded best practices related to fostering sense of belonging in classrooms, clubs, residence halls, and other contexts; Updated research and insights for new student populations such as youth formerly in foster care, formerly incarcerated adults, and homeless students; Coverage on a broad range of topics since the first edition of this book, including cultural navigation, academic spotting, and the "shared faith" element of belonging.

Download or read book Black Male Collegians Increasing Access Retention and Persistence in Higher Education written by Robert T. Palmer and published by John Wiley & Sons. This book was released on 2014-06-24 with total page 121 pages. Available in PDF, EPUB and Kindle. Book excerpt: Improving college access and success among Black males has garnered tremendous attention. Many social scientists have noted that Black men account for only 4.3% of the total enrollment at 4-year postsecondary institutions in the United States, the same percentage now as in 1976. Furthermore, two thirds of Black men who start college never finish. The lack of progress among Black men in higher education has caused researchers, practitioners, and policymakers to become increasingly focused on ways to increase their access and success. Offering recommendations and strategies to help advance success among Black males, this monograph provides a comprehensive synthesis and analysis of factors that promote the access, retention, and persistence of Black men at diverse institutional types (e.g., historically Black colleges and universities, predominantly White institutions, and community colleges). It delineates institutional policies, programs, practices, and other factors that encourage the success of Black men in postsecondary education. This is the 3rd issue of the 40th volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, 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 Dissertation Abstracts International written by and published by . This book was released on 2009-04 with total page 564 pages. Available in PDF, EPUB and Kindle. Book excerpt: