Download or read book Latinas First generation College Students Perceptions of Their College Experiences written by Kathryn Lyn Skulley and published by . This book was released on 2004 with total page 396 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Latino Education Crisis written by Patricia C. Gandara and published by . This book was released on 2010 with total page 428 pages. Available in PDF, EPUB and Kindle. Book excerpt: Drawing on both extensive demographic data and compelling case studies, this book reveals the depths of the educational crisis looming for Latino students, the nation's largest and most rapidly growing minority group.

Download or read book Hispanic First generation College Student Perceptions of University Support Programs written by Katelyn Elizabeth Wheeler and published by . This book was released on 2021 with total page 170 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this case study was to understand the Hispanic first-generation student perspectives on provided support programs at universities across the United States. Only 54% of Hispanic students graduate from public universities within six years, and the rates are drastically lower at private for-profit schools. Additionally, for those Hispanic students who do graduate from college, the chances of continuing to graduate school are slim, with only ten percent of Hispanic students enrolling in graduate school, compared to 64% of white students. With statistics such as these, universities need to create useful and valuable support systems for Hispanic students that will lead to higher graduation rates and the encouragement to further their education. The central question of the study was: How valuable do Hispanic first-generation students see university-provided support programs to be? The self-determination theory (SDT) (Deci & Ryan, 1985; Ryan & Deci, 2000; Ryan & Deci, 2017) guided the study. The study used a qualitative design, specifically, a single case study design, with multiple units of analysis. Journal prompts targeting open-ended questions, one-on-one interviews, and focus groups obtained the data. To analyze the data, manual coding and explanation building were utilized. The findings of the study revealed that Hispanic first-generation students are receiving most, if not all, of their supports from school organizations. The findings also revealed that a school’s orientation is a crucial support that is currently failing. Recommendations for future research include taking a closer look into the experience of students from underserved populations who attend a college that incorporates a valuable orientation process.

Download or read book Latino Student s Perceptions of the University Campus Climate written by and published by . This book was released on 2013 with total page 215 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examines Latino student's impressions of the university campus climate. The over-arching question guiding this study asked: How do Latino first college generation students negotiate the psychosocial, cultural and environmental perspectives of the college experience? The conceptual framework integrates three major higher education theories: Tinto's Student Integration Model (1998), Astin's Input-Environment-Outcome Model (1993), and Scannell & Gifford's Tripartite Model of Place Attachment (2010). This study documents the perceptions of eight first generation Latino college students from the fall 2010 freshmen cohort, all attended a four-year university in California and were chosen based on the Monzon Risk Factor Matrix. In their first year in college, four respectively resided on-campus and four off-campus. A qualitative approach was used that incorporated the use of semi-structured interviews, photovoice, and journaling to capture the perspectives of first generation Latino college students' interactions with the campus environment. The data was analyzed using a social literacy process and content analysis that allowed students to describe their photos negotiating the campus climate of a university. The findings of the study point to seven themes that point to how the college students negotiate campus climate and experiences, they include (1) integration to the campus environment, (2) university support, (3) culturally reflective physical environment, (4) size of Latinos on campus, (5) social and cultural needs, (6) opportunities for creating a positive environment for Latinos, and (7) campus tensions. Seven of the descriptors accounted for 61.3% of all student entries, namely, student perceptions of psychosocial tensions, attitude towards the university, and sense of cultural awareness. The findings point to the influence of race, privilege, cost of education, balancing one's life, negotiating campus space and identity, the dominant presence of Euro- American culture of the campus, and the lack of inclusion. None of the students noted that living on campus was a contributing factor to increasing their sense of campus place or belonging. Overall, participants noted the importance of being connected to their communities socially, culturally, and politically. The study suggests a new model for examining student integration through a cultural democracy lens for on campus student support.

Download or read book Low income First generation African American and Latino Students Perceptions of Influencing Factors on Their Successful Path to Enrollment in a Four year College written by Gerard J. Rooney and published by . This book was released on 2008 with total page 259 pages. Available in PDF, EPUB and Kindle. Book excerpt: ?Pub Inc This qualitative study utilized a grounded theory approach to understand first-generation students' perceptions of influences on their successful journey to a four-year college. Twenty low-income, first-generation, African American and Latino students, were interviewed in order to understand who or what influenced them in developing aspirations to college, and at the various stages of the college search and selection process. These students were the first members of their immediate family to attend college. Findings centered around five major influence areas: influences at home, influences at school, influences in the search and choice process, the continuing influence of cost of attendance, and the influence of courage as a necessary virtue for students who are the first members of their families to negotiate their path to college. The home environment provided students with expectation, support, and stability. Parents and/or grandparents were the primary influence for students in the development of an aspiration to attend college. Stability in their elementary and secondary schooling experiences was a contributing influence in their success. Their school environments provided guidance, structure, and recognition. The availability of guidance counselors was essential to the success of the students in making their way to college. Also, teacher recognition and an in-school focus on college preparation activities were key influences for students as they progressed toward college. Distance from home and cost of attendance were overarching considerations in a student's search for a particular college. The availability of a state grant led many students to consider only in-state colleges and universities. Many students considered going away to college as a natural part of the college experience. In the end, distance from home was a more important factor for Latina students and was generally more of an influence for female students than male students. Campus visits were limited to those colleges that provided visit opportunities, typically at no cost to the student. Selection of a particular college was almost universally determined by where students received the best financial aid package. Families seldom spoke of how they would pay for college until a decision had to be made about a particular school. Students expected to take a lead role in paying for college. Students felt ongoing confusion about how they would pay for college and expressed a lack of understanding about how much they and their parents were borrowing to attend college. Students ultimately were responsible for translating their parents' expectation into an aspiration to attend college. Their individual initiative and focus allowed them to progress through high school and prepare themselves for college. A sense of self-advocacy and personal motivation were important qualities that helped students get the necessary assistance they needed to achieve their destination: college.

Download or read book High Achieving Latino Students written by Susan J. Paik and published by IAP. This book was released on 2020-03-01 with total page 295 pages. Available in PDF, EPUB and Kindle. Book excerpt: High-Achieving Latino Students: Successful Pathways Toward College and Beyond addresses a long-standing need for a book that focuses on the success, not failure, of Latino students. While much of the existing research works from a deficit lens, this book uses a strength-based approach to support Latino achievement. Bringing together researchers and practitioners, this unique book provides research-based recommendations from early to later school years on “what works” for supporting high achievement. Praise for High-Achieving Latino Students "This book focuses on an important issue about which we know little. There are many lessons here for both scholars and educators who believe that Latino students can succeed. I congratulate the authors for taking on this timely and significant topic." ~ Guadalupe Valdés, Ph.D., Bonnie Katz Tenenbaum Professor in Education, Stanford University. Author of Con Respeto: Bridging the Distances Between Culturally Diverse Families and Schools "This is a must-read book for leaders in institutions of both K-12 and higher education who want to better understand success factors of Latino students in the US. Using a strength-based framework to understand and support Latino achievement is a new paradigm that must be considered by all." ~ Loui Olivas, Ed.D., President, American Association of Hispanics in Higher Education "In addition to being the right book at the right time, these editors should be congratulated for giving us a stellar example of how a research-practice collaboration comes together to produce such a valuable and lasting contribution to the field of school reform and improvement. Those who work in schools, universities, think tanks and policymaking centers have been waiting anxiously for this kind of book, and it’s now here." ~ Carl A. Cohn, Ed.D., Former Executive Director, California Collaborative for Educational Excellence, CA State Board of Education member, and Superintendent "There may not be a silver bullet for solving the so-called problem of Latino underachievement, but well-conceived solutions do exist. This powerful book offers strength- and asset-based frameworks that demonstrate Latino achievement is possible. Read this text to not only get informed, but to also get nurtured and inspired!" ~ Angela Valenzuela, Ph.D., Professor in Education, University of Texas at Austin. Author of Subtractive Schooling: US-Mexican Youth and the Politics of Caring

Download or read book High achieving Low Income First generation Latino Community College Students written by Verónica Ventura González and published by . This book was released on 2013 with total page 225 pages. Available in PDF, EPUB and Kindle. Book excerpt: Though an increasing number of Latino students is attending college upon graduation from high school, the vast majority of these students, even if they are high-achieving students who could attend a four-year college or university, choose to enroll into two-year community colleges. This study discusses the process by which high-achieving, low-income, first-generation Latino students make college choices. This study uses McDonough's college choice model and Stanton-Salazar's social capital framework on institutional and protective agents to analyze student interview data to help explain how social class, schooling experiences, families, and student perceptions impact college choices and opportunities for Latino students. The results of this study and previous research suggest educational practices and policies which would improve young Latino's access to four-year colleges.

Download or read book How Persevering Latina o First Generation College Students Navigate Their College Experience written by and published by . This book was released on 2018 with total page 326 pages. Available in PDF, EPUB and Kindle. Book excerpt: Latina/o first-generation college students, along with their families, are learning a new culture when considering going to four-year universities. While the conversation involving Latina/o first-generation college students can often focus on attrition, I am interested in exploring what, from participants' point of view, are the successes they experience as well as the most challenging obstacles they encounter on their journey to graduating from four-year universities. Employing the theoretical frameworks of constructivism, critical race theory, and cultural capital, the purpose of this study was to go beyond the conversation of Latina/o first-generation college student attrition by examining how they navigate postsecondary institutions and explore the implications associated with how higher education affects them. I intend to highlight the already powerful voices of Latina/o first-generation college students who are brave enough to be the first in their immediate families to embark on a demanding odyssey to attain four-year degrees. My participants were recruited from classes in the Chicano/Latino studies department as well as a cultural resource center, both at a four-year university in the Pacific Northwest. Using qualitative research methods, including semi-structured interviews, Draw-A-College-Student, and participant written reflections, I examined the lived experiences of persisting Latina/o first-generation college students from their own perspectives. To provide a well-rounded account of the Latina/o postsecondary experience, I engaged the voices of eight participants in this study. This research found that while Latina/o first-generation college students feel that they are trailblazers in working to improve family life through education, they often feel unseen and underrepresented in higher education. Through highlighting Latina/o first-generation college student voices and experiences instead of just focusing on attrition, this study also recommends actions for change based on participant feedback. Ultimately, participants in this study felt that more support is needed for Latina/o first-generation students to attain four-year degrees in higher education.

Download or read book First generation Latina Commuter Students Perception of Factors that Influence Their Persistence Toward College Compilation written by Faraah Ann Mullings and published by . This book was released on 2015 with total page 107 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the factors that influence the persistence of first-generation Latina commuter students toward college completion. This is a qualitative study that offered insight into the experiences of first-generation Latina commuter students attending a small independent, Catholic institution composed of a predominantly Hispanic student body in an urban environment. This study adds to the existing body of literature on the persistence of first-generation Latina college students and commuter students. Institutions of higher education can benefit from learning about the lived experiences shared by the participants, the issues that confront them and how best to support them in their endeavor toward college completion. Prospective participants were collected from the Registrar's office at Mount St. Mary's College. Mount St. Mary's College is a Catholic, liberal arts, independent institution of higher education primarily for women. There are two campuses based in Los Angeles; the downtown campus, Doheny and the baccalaureate campus, Chalon, where the study was conducted. The study consisted of 19 first-generation Latina commuter students in their senior year. The study involved purposeful sampling utilizing a questionnaire as a screening device. Eligible participants were then invited for a one hour, semi-structured interview in which the researcher investigated pre-college experiences, institutional support received in transition and adjustment to college, challenges they overcame while in college, institutional programs, services and resources utilized, on- and off-campus networks, academic self-concept, and level of commitment to obtaining a college degree. Interviews were transcribed, coded and a comparative analysis was conducted across all participant transcripts to identify themes. Member check of transcripts was conducted to check for accuracy. Several factors were found to influence their persistence. They include parental expectations to attend college and the emotional support they provided. As well, the aspirational, social, familial, and resistant capitals they employed to remain resilient and successful in college. These factors validate existing theoretical frameworks. While the participants felt they had to navigate college on their own, they found attending college opened doors to their future and a desire to make a difference in their families and communities.

Download or read book Latinas Perceptions of College Readiness and the Resources that Affected Their First Year College Experience written by Cynthia L. Carielo and published by . This book was released on 2015 with total page 179 pages. Available in PDF, EPUB and Kindle. Book excerpt: Latinos are the largest and fastest growing minority group in the United States, according to the U.S. Census (2010). While the Latino population continues to rise, disparities between Latinos and their White counterparts remains strong when it comes to high school graduation rates, college readiness rates and college success as measured through degree attainment. This qualitative study examines the experiences and relationships of Latina students who had attended and graduated from the same high school in order to identify the factors that contributed both positively and negatively to their college readiness. This study explored how the initial perceived level of college readiness changed over the course of the first postsecondary year. Moreover, this study sought to shed light on the resources that contributed to the success of the participants throughout their first year in college. The data was collected via three individual, semi-structured interviews with five Latinas over a span of a year. Stanton-Salazar’s (1997) conceptual framework of social capital was used as a lens through which to analyze the resources that played a role in the participants’ success. The analysis unveiled two themes when examining factors having an effect on perceived levels of college readiness: academic rigor and academic skills. When exploring changes in perceptions, two themes emerged: vertical misalignment and metacognitive learning. Finally, the themes of institutional agents, campus engagement, and family emerged when analyzing the data focused on the resources that helped or hindered the participants’ success in enrolling in college and throughout their first year in college. Implications for policy and practice and recommendations for future research are presented.

Download or read book Examining Involvement as a Critical Factor written by Mona Yvette Davenport and published by . This book was released on 2010 with total page 156 pages. Available in PDF, EPUB and Kindle. Book excerpt: The following questions were addressed in this study: (a) How do first-generation and non-first generation students differ in terms of their experience across nine involvement components? (b) Is there a difference between African American and Hispanic students and their involvement in the nine involvement components for each ethnicity and generational group? (c) Which areas of involvement are most predictive of students' perceived likelihood to be connected to the university? and (d) How are the students' perceptions of their overall involvement predictive of their perceived likeliness to graduate?

Download or read book First Generation College Student Research Studies written by Terence Hicks and published by Rowman & Littlefield. This book was released on 2019-07-15 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt: First-Generation College Student Research Studies brings together research from a group of dynamic scholars from a variety of institutions across the United States. This extraordinary edited volume examines the first-generation college student population and analyzes topics such as college choice, social experiences, dual credit on academic success, lifestyles and health status, and professional identity/teaching practices. The empirical studies in this book contribute greatly to the research literature regarding the role that educational leaders have in educating first-generation college students.

Download or read book Latina o First Generation Community College Students from Rural Backgrounds written by Yvonne Allen and published by . This book was released on 2020 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Many Latinx students whose families have resided in the rural areas of the United States for generations face racist, nativist behavior particular to rural spaces that is pervasive and all encompassing. Living and learning under small town oppression affects Latinx students' educational aspirations, trajectory and achievement of higher education in ways that are different than those of their urban and suburban counterparts. These rural areas and the effects of concentrated racism that becomes normalized in these areas have been virtually unexplored. The narratives of Latinx community college students who come from rural backgrounds and have experiential knowledge of the oppressive surveillance, racist treatment and exclusionary tactics by some educational personnel are examined to identify, understand and analyze the extent to which these experiences affect student higher education achievement. Preliminary findings from a pilot study reveal the negative effects of several generations of penetrative, persuasive racism. The findings also show an example of transformative resistance which enables the study participant to challenge the racism while providing motivation to pursue higher education.

Download or read book Latino a Students Perceptions of Their Sense of Belonging at Kansas State University written by Sonia Esquivel and published by . This book was released on 2010 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative multiple case study explored the campus climate and sense of belonging of Latino/a undergraduate student participants at a predominately White university. Guided by the work of Hurtado and Carter (1997), relationships among several aspects of the college environment and sense of belonging were examined. In depth interviews regarding participants' perceptions of their experience identified how they perceived their campus climate in and outside of the academic classroom. The findings revealed how the participants' perceptions influenced their desire to graduate, commitment to, and sense of belonging. Prominent themes that emerged were: student identity, mi casa es su casa, and class size matters. The results indicated that the participants had mixed feelings regarding their experiences in and out of class, which affected their perceptions of the campus climate and their commitment to the university. Additional prominent findings were: mostly positive academic advising experiences; student organizations and advisors are an important part of the campus climate; the importance of familial support in the participants' sense of belonging; and the relationships between mothers and their sons/daughters. Participants identified offices and programs on campus that provide a positive campus climate, sense of belonging, and best serve Latino/a undergraduate students. The participants' perceptions of the campus climate were related to their sense of belonging. The results contribute to the research addressing campus climate and sense of belonging for Latino/a undergraduate students overall, including strategies for their retention. Implications for practice and future research are identified.

Download or read book A Case Study Comparison of Self perception of Latino First Year Students and Latino Second Year College Students written by Corinna Cavanaugh and published by . This book was released on 2017 with total page 142 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative case study was to understand the self-perceptions of Latino students at an institution of higher education in Eastern Pennsylvania. Specifically, first and second year Latino student’s self-perceptions of campus assimilation and involvement in campus activities were studied. Latino assimilation into Western culture has been tumultuous. Although statistics report Latino college enrollment to be the second highest in the nation, second only to Asian enrollment, degree completion rates continue to be the lowest in the nation. Subsequently, a rise in Latino population is dramatically influencing the higher education classroom, and educators are confronted with meeting the educational needs of the Latino population. Furthermore, the assimilation process of the college Latino student is arduous, and the research on self-perceptions of Latino student academic and social integration on the college campus is sparse. The voice of 10 volunteer Latino students on a non-Hispanic serving college campus in Eastern Pennsylvania revealed three unique themes that influence belongingness, academic, and social integration on the college campus. The desire to provide better opportunities for themselves and others is the drive behind academic success. Tinto’s interactionalist theory serves as the foundation for exploration of the Latino student’s individual experiences of academic and social integration on the college campus. Triangulation is supported by individual interviews, student journaling, and use of the cultural congruity scale. Additionally, field journaling of researcher notes are used to provide further value. Finally, recommendations for future research based on Latino student voice are explored.

Download or read book Pathways to a Brighter Future written by Columba Myra Gaytan-Morales and published by . This book was released on 2017 with total page 175 pages. Available in PDF, EPUB and Kindle. Book excerpt: Helping Latino students into leadership roles begins with a college experience. Latino students are the largest and fastest growing student population within community colleges, yet they are less likely to graduate. Blame is often placed on minority students and their families for the students' poor academic performance. Deficit thinking models have impacted this way of thinking and this adds to the variety of factors that prevent students' from successfully completing a college degree. An analysis of nine Latino students' college experiences was examined to determine the types of barriers that were evident. Critical Race Theory and Latino Critical Race narrative theory were used to highlight the voices and experiences of Latino students. Student perception of the barriers were described along with how they overcame these barriers. Narrative data, literature, and researcher professional and personal experiences, were used to find common themes that impacted Latino students' completion of college, they are as follow: 1) family-support, 2) peer-support, 3) cultural-mentoring, and 4) the resilience-resistance skills, which students bring to the higher education system. The findings of this study provide evidence of the investment in education that Latino families have when they feel accepted within a higher education setting.

Download or read book Lived Experiences of Latino a College Students Enrolled in a Historically Black College University HBCU written by Gabriel Crosby and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: For many first-generation Latino(a) college students, the college-setting is a new and scary place. Without the support of family and friends, the chances for them dropping out or not finishing their college education grow. Recognizing that Latinos(as) make up a growing segment of the college-going population, higher education institutions and their leaders must not only recruit individuals from this demographic population, but must also work to help these students remain enrolled and guide them to graduation. Institutions must be able to provide a welcoming campus culture and environment as a means of fostering student success. Historically Black College and Universities (HBCUs), are credited with being a home away from home for many Black collegegoing students, and for providing educational opportunities that might not be accessible via other types of institutions. Today, some Latino(a) college students have chosen to enroll in these institutions seeking similar opportunity to grow and be successful. This doctoral study, using a narrative qualitative approach, examined the lived experiences of six Latino business students following their enrollment in one of the United States’ oldest HBCUs, first to understand what motivated them to enroll at such an institution, and second to understand the factors that helped them persist. Individual, semistructured interviews uncovered that proximity to family, cost, academic offerings, and available financial support all served as key factors for enrolling at the HBCU. In persisting, study participants lauded faculty for offering support, encouragement, and becoming an important component of students’ support network. Faculty, along with academic advisors, nonprofessional staff, and peer groups developed from classroom and student organization interactions, helped participants feel welcomed in the campus environment. Despite expressing positive opinions about the HBCU environment, participants acknowledged their own personal challenges in establishing themselves on campus, at times struggling with their academic and career choices. Without family members or pre-college peers to guide them, participants noted feeling alone early on in their college journey. Only after seeking out support or direction from others did they ultimately find their college footing. It is this lack of institutional engagement and guidance on student support resources that stood out amongst participant responses. Additionally, while ultimately finding acceptance on campus, some participants also noted making efforts to engage others rather than others engaging and reaching out to them. HBCUs must take steps to acknowledge and fully welcome their Latino(a) student populations. Institutional leaders must proactively gear services and communication efforts to consider this new demographic group’s needs and concerns. Only then will students and staff be more widely encouraged to extend the welcoming behavior and culture that HBCUs have long been lauded for. Keywords: Historically Black Colleges and Universities (HBCUs), Latino/a, retention, persistence, higher education, first-generation college students