Download or read book Latinx College Student Experiences The Value of BAIT in Persistence written by Kerry Lynn Spicer and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this transcendental phenomenological study was to explore the lived experiences of Latinx graduates who had interactions with professionals represented in the Behavioral Assessment and Intervention Team (BAIT) at a small, private college during their undergraduate experience. While BAITs on college campuses can be effective intervention during emergent situations, they can also be used to intervene when a student is struggling. With changing demographics on college campuses, BAITs have an opportunity to provide focus for the best strategies for Latinx students. By interviewing Latinx college graduates from a smaller sized institution, through phenomenological discovery, the researcher worked with the emerging themes to explore the following questions: (1) How do Latinx graduates describe the essence of their lived experiences with BAIT professionals in college? (2) How do Latinx graduates describe their lived experience of persistence to graduation? (3) How do Latinx graduates describe the factors that contributed to their persistence to graduation? Semi-structured, one-on-one interviews and the collection of artifacts recorded the experiences of five Latinx graduates as they reflected on their collegiate experiences. Data analysis using qualitative, thematic coding revealed themes of family connections, complexity of identity, and connections to campus. These themes identified how participants were shaped by familial relationships, how identity shaped their experiences, and how community was created during their time in college. The reflections of these graduates shaped the findings of this study and guided suggestions for best practices for supporting Latinx college students in their persistence to graduation.

Download or read book Understanding the College Persistence Experiences of Low income First generation Latinx Students written by Madeline Haynes and published by . This book was released on 2021 with total page 412 pages. Available in PDF, EPUB and Kindle. Book excerpt: While a number of studies have examined persistence for Latinx, first-generation, and/or low-income students separately (or in combination of two), few have closely examined the experiences of students who are at the intersection of these three identities, particularly those who are from non-urban areas and did not graduate at the top of their class. Through in-depth interviews with fifteen young adults from the Rio Grande Valley, eight who have completed a bachelor's degree and seven who have stopped out, this study investigates the barriers encountered and the sources of strength students drew on in persevering. The findings illuminate how the cumulative effects of challenges derail students, and suggest multiple ways to support these students in finishing their degrees

Download or read book Lived Experiences That Influence Persistence of Hispanic Latino College Students written by Danielle D. Staten Lamb and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:

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...

Download or read book Mi Voz Mi Vida written by Andrew C. Garrod and published by Cornell University Press. This book was released on 2012-12-17 with total page 279 pages. Available in PDF, EPUB and Kindle. Book excerpt: Amid the flurry of debates about immigration, poverty, and education in the United States, the stories in Mi Voz, Mi Vida allow us to reflect on how young people who might be most affected by the results of these debates actually navigate through American society. The fifteen Latino college students who tell their stories in this book come from a variety of socioeconomic, regional, and family backgrounds—they are young men and women of Mexican, Puerto Rican, Cuban, Dominican, Central American, and South American descent. Their insights are both balanced and frank, blending personal, anecdotal, political, and cultural viewpoints. Their engaging stories detail the students' personal struggles with issues such as identity and biculturalism, family dynamics, religion, poverty, stereotypes, and the value of education. Throughout, they provide insights into issues of racial identity in contemporary America among a minority population that is very much in the news. This book gives educators, students, and their families a clear view of the experience of Latino students adapting to a challenging educational environment and a cultural context—Dartmouth College—often very different from their childhood ones.

Download or read book The Persistence non persistence Decision of Latino College Students written by Linda A. Babler and published by . This book was released on 1992 with total page 624 pages. Available in PDF, EPUB and Kindle. Book excerpt:

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 Democracy and Education written by John Dewey and published by Createspace Independent Publishing Platform. This book was released on 1916 with total page 456 pages. Available in PDF, EPUB and Kindle. Book excerpt: . Renewal of Life by Transmission. The most notable distinction between living and inanimate things is that the former maintain themselves by renewal. A stone when struck resists. If its resistance is greater than the force of the blow struck, it remains outwardly unchanged. Otherwise, it is shattered into smaller bits. Never does the stone attempt to react in such a way that it may maintain itself against the blow, much less so as to render the blow a contributing factor to its own continued action. While the living thing may easily be crushed by superior force, it none the less tries to turn the energies which act upon it into means of its own further existence. If it cannot do so, it does not just split into smaller pieces (at least in the higher forms of life), but loses its identity as a living thing. As long as it endures, it struggles to use surrounding energies in its own behalf. It uses light, air, moisture, and the material of soil. To say that it uses them is to say that it turns them into means of its own conservation. As long as it is growing, the energy it expends in thus turning the environment to account is more than compensated for by the return it gets: it grows. Understanding the word "control" in this sense, it may be said that a living being is one that subjugates and controls for its own continued activity the energies that would otherwise use it up. Life is a self-renewing process through action upon the environment.

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 Experiences that Support Persistence and Retention of Latinx First generation College Students FGCS at Community Colleges written by Veronica Rios and published by . This book was released on 2021 with total page 118 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this instrumental case study was to describe experiences of successful Latinx first-generation college students that support persistence and retention toward graduation for Latinx first-generation college students at California community colleges. The study was framed using Tinto's retention theory. Successful Latinx first-generation college students were defined as those who have attained graduation from a California community college. This study focused on Latinx first-generation college students not persisting toward graduation at California community colleges, a situation that extends to the national level. This case study included nine Latinx first-generation college students, and the researcher collected data through virtual semistructured individual interviews. The virtual interviews were recorded, analyzed, and transcribed. Findings from this study indicated that support is essential to the success of Latinx first-generation college students at California community colleges, which supports Tinto's theory. The support can be experienced through community college support services or outside of college persons, such as family, friends, peers, significant other, coworkers, or inside the educational establishment such as faculty, administrators, or staff.

Download or read book A Study of Latino Student Persistence in Emerging Adulthood written by Voltaire Andrada Villanueva and published by . This book was released on 2015 with total page 268 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to identify the experience and development of academically underprepared emerging adult Latino community college students. The retention and completion of Latino college students in higher education is a serious concern for college officials and has led to the enactment of legislation by many state lawmakers across the United States. Not only has the context in which students persist evolved into a funded system based on outcomes, a new psychosocial level of development called emerging adulthood has been proposed with relatively unknown ramifications for Latino students. Using grounded theory methodology, this study has identified critical areas that can support Latino emerging adults as they persist at a California community college and who anticipate transferring to a baccalaureate degree institution. The three theoretical categories that materialized from this research, which supports Latino students in emerging adulthood in persisting at a community college, are: (a) evolving as a student, (b) self-awareness through reflection, and (c) giving back to help others. This interpretive framework suggests that Latino emerging adult students trace their identity through their concept of Community Cultural Wealth and critical consciousness to overcome oppression and succeed at a community college. This study offers three recommendations for further study and implementation. First, a socially responsive career theory can be developed from the framework suggested in this study and through critical consciousness. Second, a peer advising program should be developed at the site to provide Latino emerging adult students with the opportunity to give back and validate themselves and other students at the college. Finally, a strategic outreach initiative aimed at the parents of prospective Latino students who work in the housekeeping or caregiving industries could help and encourage their children and others in the community to pursue a degree and break the cycle of poverty present in many communities.

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 How Gender Ethnicity and College Experiences Affect Latinas Undergraduate College Persistence written by Gabriela Diaz de Sabates and published by . This book was released on 2014 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative case study examined how the intersection of gender, ethnicity, and college experiences affected five Latina undergraduate students' academic persistence in a predominately White, Research Extensive Midwestern State University. Latinas' gender, race, ethnicity, and college experiences influence their educational achievements directly. Because most research concentrates on understanding Latinas' educational experiences from a cultural deficit perspective, this research addressed the need to investigate Latinas' personal understanding of the challenges they face in college and their responses and coping strategies utilized to navigate their experiences and persist academically. Cultural Congruity was the theoretical framework for analysis and interpretation in this study because it contextualized the understanding of Latinas' culture of origin and its values in relation to the cultural values upheld by the university Latinas attend. The research utilized life narratives to understand the meaning the participants gave to their college experiences. Life narratives invent, reform, and refashion personal and collective identity for underrepresented people. Life narratives provided direct access to accounts of participants' lived experiences while identifying the ideologies and beliefs shaped by those experiences. The findings in this study identified the stereotypes, racism, obstacles, and support encountered by Latinas in college and at home. Further findings include: Impact and relevance that caring relationships and high expectations had on their academic persistence, Latinas' determination to be involved in college and give back to their parents and communities, and how academic effectiveness acted as a form of resistance for Latinas' college persistence. Four additional themes emerged: How self-efficacy was used by Latinas to redefine themselves in college, the changing effect that intellectually stimulating courses had on Latinas in college, their tenacity to succeed, and Latinas' identification of their fathers as feminist role models. Recommendations for practice and future research are addressed. The results contribute to the limited research on Latinas' persistence in higher education and the personal meaning that they give to the obstacles and support they encounter in college. Further, the findings defy the stereotypes attributed frequently to Latinas.

Download or read book You re Not Really Here Because You Deserve to be Here written by Mary Dueñas and published by . This book was released on 2021 with total page 178 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study explored how Latinx college students experience imposter syndrome while facing the COVID-19 global pandemic. The 2020 global pandemic was a time where a disease (i.e., coronavirus) spread across many countries and affected a large number of people. Despite increased literature on Latinx college students as they navigate their education journey, relatively little is known about how underrepresented students understand and cope with imposter syndrome in general and specifically during a time of crisis. Scholarship attends to some of these educational and systemic issues; however particular attention as to how imposter syndrome plays out in the lives of Latinx students is missing from this greater discussion. This study used LatCrit theory which explores multi-dimensional identities and supplements to the work on race and identity. The data collection process consisted of 14 students being interviewed 3 times each for a total of 42 interviews. All participants were attending a large research-intensive university. Data results in the development of four themes, they are: (1) "It Wasn't 100% Because of My Hard Work:" Not Claiming Success, (2) A Temporary Break? The Impacts and Changes of Imposter Syndrome During the COVID-19 Global Pandemic, (3) Opening up to Folks: Mechanisms Used to Cope (or not) with Imposter Syndrome, with two subthemes, they are: (3a) Relationships, (3b) Places, (4) Specific Institutional Changes to Address the Latinx College Student needs. The fourth theme had two subthemes, they are: (4a) Funding, (4b) Mental Health Services. Conclusions from this study provide implication for research, theory, and practice.

Download or read book Ponte las pilas written by Monica Quezada Barrera (Graduate student) and published by . This book was released on 2021 with total page 139 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: In this qualitative study, Latina daughters (n = 3) and their biological parents (n = 6) were interviewed to understand how Latinx mothers and fathers motivate their children’s persistence in higher education as they navigate the experience of being first-generation college students. Findings revealed five general ways parents encouraged their daughters during the college-going process: (a) hermoso cariño (beautiful love), (b) consejos (advice), (c) buscando respuestas (looking for answers), (d) triunfo colectivo (collective triumph), and (e) retirando el estereotipo del Mexicano machista (removing the stereotype of the macho Mexican man). Research implications and recommendations for practice and future research are provided.

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 Academic Persistence of Latina o College Students written by Veronica Bordes and published by . This book was released on 2008 with total page 246 pages. Available in PDF, EPUB and Kindle. Book excerpt: