Download or read book Persistence of First generation Mexican American University Students in a Hispanic Serving Institution written by Diana Marie Pino and published by . This book was released on 2005 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Mexican American Persistence at a Hispanic Serving Institution written by Alfredo Salinas and published by . This book was released on 2002 with total page 386 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 First generation Latino Student Identity and Persistence at a Two year Hispanic serving Institution in the Southeastern United States written by Joan Yvonne Tulloch and published by . This book was released on 2013 with total page 390 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Factors influencing first generation Mexican American college students persistence at the University of Texas at Austin written by Vicente Vargas Cabrera and published by . This book was released on 1998 with total page 372 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Academic Achievement of First Generation Mexican American Males in a Community College written by Carlos C. Peña and published by Universal-Publishers. This book was released on 2012-12 with total page 142 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the complexities of successful attainment and achievement of 10 Mexican American males in a rural Southwest community college. This study strives to offer insights concerning the questions: (a) what behavioral patterns of current family, peers, and conditions in school have influenced the educational decisions of these Mexican American males? and (b) what social conditions motivate these Mexican American males to seek and achieve higher education despite adversity? This qualitative research was also aimed at establishing and understanding how a selected number of Mexican American males have achieved academic success. The researcher chose 10 men with either an associate of arts or an associate of science degrees for an in-depth interview and used a semi-structured interview guide in an effort to prompt oral discourse. The interviewer posed questions concerning academic conditions, family impact, college environment, and financial issues. The responses to the questions led to similar themes involved in these students' course completion and graduation. The researcher used a theoretical framework using Bandura's Social Learning Theory (1977) in which he suggests that not only environmental factors, but motivational factors along with self-regulatory mechanisms affect an individual's behavior. This research illustrated the conditions that facilitated reaching the participant's educational goal and mission, which was to complete a two-year degree at the community college. The inquiry examined the behavioral patterns that have been an influence on the educational decisions of these Mexican American males, and what social conditions have motivated them to seek and achieve higher education despite adversity.
Download or read book Crossing Borders written by Sarah Grace Clinton and published by . This book was released on 2011 with total page 61 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of the study is to explore the perceptions of postsecondary persistence among first-generation college students of Latino, Hispanic, Chicano, Mexican-American or of other Latino origin (self-identified) who attended community college as part of their undergraduate collegiate experience. In particular, where they encountered support in attending college and who or what influenced them to pursue higher education at the university level. Along with this support, I explore how cultural and social capital mediated their persistence in transferring from a community college to a four-year university. Pierre Bourdieu's theories of cultural and social capital were used as the overarching theoretical framework as scholars have argued that first generation college attendees are at risk for successful completion because they lack familial knowledge of the college experience. The research design invoked the qualitative methodology of one on one interviews that were then analyzed for trends as well as unique phenomena. I interviewed six subjects willing to share personal information (kept confidential by pseudonym), on topics such as: personal and familial ethnic and scholastic history; messages, ideas and examples received in the home regarding education, work and money; relationships with community college personnel and potential transfer agents; as well as perceptions for the overall reasons for their academic persistence. The intended benefits of this study include an increased understanding of Latino students' sources of support, successes, and their methods of overcoming obstacles. As the Latino population grows in the United States, there is a need to understand how we might better serve this population and augment their rates of baccalaureate attainment. This research may aid students and educators interested in the unique, everyday experiences of successful Latino undergraduates in the postsecondary pipeline.
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009 with total page 634 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 Hispanic Serving Institutions HSIs in Practice written by Gina Ann Garcia and published by IAP. This book was released on 2020-03-01 with total page 303 pages. Available in PDF, EPUB and Kindle. Book excerpt: As the general population of Latinxs in the United States burgeons, so does the population of college-going Latinx students. With more Latinxs entering college, the number of Hispanic Serving Institutions (HSIs), which are not-for-profit, degree granting postsecondary institutions that enroll at least 25% Latinxs, also grows, with 523 institutions now meeting the enrollment threshold to become HSIs. But as they increase in number, the question remains: What does it mean to serve Latinx students? This edited book, Hispanic Serving Institutions (HSIs) in Practice: Defining “Servingness” at HSIs, fills an important gap in the literature. It features the stories of faculty, staff, and administrators who are defining “servingness” in practice at HSIs. Servingness is conceptualized as the ability of HSIs to enroll and educate Latinx students through a culturally enhancing approach that centers Latinx ways of knowing and being, with the goal of providing transformative experiences that lead to both academic and non-academic outcomes. In this book, practitioners tell their stories of success in defining servingness at HSIs. Specifically, they provide empirical and practical evidence of the results and outcomes of federally funded HSI grants, including those funded by Department of Education Title III and V grants. This edited book is ideal for higher education practitioners and scholars searching for best practices for HSIs in the United States. Administrators at HSIs, including presidents, provosts, deans, and boards of trustees, will find the book useful as they seek out ways to effectively serve Latinx and other minoritized students. Faculty who teach in higher education graduate programs can use the book to highlight practitioner engaged scholarship. Legislators and policy advocates, who fight for funding and support for HSIs at the federal level, can use the book to inform and shape a research-based Latinx educational policy agenda. The book is essential as it provides a framework that simplifies the complex phenomenon known as servingness. As HSIs become more significant in the U.S. higher education landscape, books that provide empirically based, practical examples of servingness are necessary.
Download or read book Hispanic Families at Risk written by Ronald J. Angel and published by Springer Science & Business Media. This book was released on 2009-07-25 with total page 147 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the United States, work is the key to economic success, as well as the major source of health care coverage and retirement security. While Europeans look to the State for these benefits, Americans for the most part do not. This system of employment-based benefits means that those disadvantaged in the labor market are also disadvantaged in terms of health care coverage and retirement security. The authors of this work examine the overrepresentation of Mexican Americans in low wage or service sector jobs, which rarely come with health insurance or retirement coverage. At all ages, Mexican Americans have lower rates of health insurance and retirement coverage than do other minority groups, such as African Americans or other Hispanic groups. Although employment in jobs that do not provide benefits is one major source of this disparity, other factors—including immigration history, citizenship status, and language proficiency—further block opportunities for upward mobility within the Mexican American population. In their analysis, the authors work to deemphasize the popular, cultural explanation for the economic disparities and focus on more practical, policy-based solutions. In each chapter, the authors identify and critique the factors that affect the economic security and health care access of individuals throughout the life course, suggesting policies for reform. This work will be of interest to anyone working in the fields of cultural studies, public health and the sociology of work. With the focus on real world causes for the problems as well as potential solutions, policy-makers will also find this informative book an essential resource.
Download or read book Hispanic Serving Institutions in American Higher Education written by Jesse Perez Mendez and published by Taylor & Francis. This book was released on 2023-07-03 with total page 202 pages. Available in PDF, EPUB and Kindle. Book excerpt: This is the first book to exclusively address Hispanic Serving Institutions (HSIs), filling a major gap in both the research on these institutions and in our understanding of their approaches to learning and their role in supporting all students while focusing on Hispanic students. Born out of the reauthorization of the Higher Education Act of 1992 and are classified as such if their enrollment of Latino students account for a quarter of their undergraduate enrollment, the number of HSIs and their impact in higher education is growing. Today there are approximately 370 HSIs, 277 emerging HSIs, and their numbers are steadily increasing. Given the projected growth of the Latino population, and HSIs’ record of advancing the success for Hispanic students in STEM fields, as well as of graduating nearly a third of all Hispanic bachelor’s degree recipients, their work has important implications for higher education at large.Written by leading and rising scholars on HSIs, this book offers insight into the complexity of these institutions. It not only addresses historic policy origins, but also describes the experiences of various student populations served, faculty issues (i.e., governance, diversity, work/life experience, etc.), the impact of student affairs in advancing student development, and considers funding and philanthropy efforts. The book also critically examines challenges that many of these institutions face – disjointed mission statements regarding support of their Latino/a student populations, governance structures that support the status quo, and the financial incentive to achieve HSI designation that may not correlate with enhancing the climate for Latinos. This book touches on the many facets of HSIs, painting an organic mosaic of institutions in position to advance Latino postsecondary progress, both chronicling the contemporary challenges that these institutions face while also looking to their future.
Download or read book Reasons for Non persistence of African American Mexican American and Hispanic Freshmen University Students written by Susan M. Hansen and published by . This book was released on 1990 with total page 266 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 Latina First Year Experience written by Guadalupe Rodriguez Corona and published by . This book was released on 2021 with total page 171 pages. Available in PDF, EPUB and Kindle. Book excerpt: There is limited research that identifies the university, familial and community factors that support the persistence of Latinas in higher education from the first to second year. The research that does exist has tended to focus on how institutional programs and activities have failed to work for first-generation students. Therefore, there is a need to study the persistence of Latinas in higher education that is as focused on discovering what works as it is with documenting what is ineffective. Research that focuses on Catholic universities is especially needed since many Latinas come from Roman Catholic families and, consequently, Catholic universities are highly appealing to the parents of Latinas and the Latinas, themselves. This qualitative study used a survey and a series of focus group interviews with Latinas who had made it through their first year in one Catholic university. The goal was to explore how the university, along with family members and the community, supported Latinas who are the first in their families to attend college. The study also identified a number of less-than-positive factors. A focus group interview with student affairs professionals who worked at the university was used to triangulate the data gathered from students. The study revealed that, for all of the student participants, the university was unfamiliar territory. Indeed, most participants spoke of experiencing culture shock generated in part by the very different cultural backgrounds of most of the other students on campus but also by the considerable economic disparity between themselves and most of their peers. Even an invitation to go along on a shopping trip to the mall was fraught with challenges: If the Latina did not go, peers criticized her for being antisocial; if she went along but did not have money to shop, she was criticized for not purchasing anything. The study also documented how Latino/a campus organizations, some but not all campus initiatives, and sympathetic faculty and staff helped the students overcome—or at least manage—the college environment. The study could not determine what would have happened had the students been less acculturated than they were or less well-prepared academically. 1Refers to women who self-identify of Latino, Mexican or Central American descent. 2First year experience refers to students who are the first in their family to experience college during their first year. In my efforts to use inclusive language, I will intentionally use the term first year instead of freshman.
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.
