Download or read book Predictors of Academic Performance for First Year Latino College Students at a California State University written by Mary L. Diaz and published by . This book was released on 1994 with total page 268 pages. Available in PDF, EPUB and Kindle. Book excerpt:

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 A Study of First Year Upward Bound College Students written by Cecilia Santillán-Robles and published by . This book was released on 1998 with total page 90 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Predictors of Academic Success Among College Latinos written by Yan Manuel Somoza and published by . This book was released on 2010 with total page 176 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Noncognitive Predictors of Academic Success and Persistence for Hispanic American first Year College Students at Selected Community Colleges in West Texas written by L. Randy Carter and published by . This book was released on 2006 with total page 344 pages. Available in PDF, EPUB and Kindle. Book excerpt:

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

Download or read book Prediction of College Achievement Among Mexican American Students in California written by Jonathan R. Warren and published by . This book was released on 1978 with total page 70 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Study of Academic Success Amongst First Generation Latino as in Higher Education written by Laura Figueroa and published by . This book was released on 2015 with total page 198 pages. Available in PDF, EPUB and Kindle. Book excerpt: The focus of this study is to examine 1) how first generation Latino/a students are able to achieve academically and obtain a college degree and how they overcame the challenges they faced. It will look at 2) in what ways cultural norms and/or expectations can impact the levels of parental involvement, 3) how society defines and challenges first generation Latinos/as experience during their undergraduate years at a four-year university. This study will discuss the importance of understanding college requirements and terms, as well as how to navigate the college preparation process, and the support systems that helped the students overcome them. This study will document how low-income or minority parents' knowledge of college-related issues and navigation processes influence the rates at which their students apply to and enroll at four-year universities and complete their college degree at a four year university. Lastly, this paper will look at the impact that a parent's level of education and SES may have on historically disadvantaged student's desire to consider or actually pursue post-secondary education. It seeks to uncover factors that motivate or hinder Latino/a students' desire to attend and graduate from a four-year university. Specifically the research seeks to address the following questions: 1. What were the challenges faced by first generation Latino/a students while going to a four-year university? 2. What were Latino/a students' families' expectations and/or support while attending a four-year college? 3. What were the difficulties that Latino/a students faced with their parents cultural, level of education and SES? 4. How were they able to overcome these challenges while attending college? This was a qualitative study which was concluded on six first-generation Latino/a students who successfully graduated from California State University, Sacramento. The researcher analyzed the collected data in order to determine the common themes and experiences that the six Latino/a participants experienced in college. All of the interviews were conducted in a public place that was convenient for the participants. This study concluded that the six Latino/a students who successfully graduated from California State University, Sacramento, shared certain characteristics and experience They experienced obstacles and challenges in knowledge of higher education, financial support, parental awareness on higher education and academic support in college; which, appeared to be key to their academic success. Five out of the six participants were involved in a fraternity or sorority, which helped them academically throughout college. All participants worked throughout college since some did not receive financial aid or their parents were not able to help them financially. Being a first generation Latino/a student in higher education was difficult in college, but they were all able to overcome these obstacles by graduating.

Download or read book Analysis of Selected Factors Relating to Academic Success Utilization of Training and Return Home of Latin American Students who Have Graduated from the California State College System written by David Herbert Fretwell and published by . This book was released on 1972 with total page 222 pages. Available in PDF, EPUB and Kindle. Book excerpt: Purpose of the Study The purposes of this study were to (1) identify the educational and socioeconomic characteristics of Latin American students who have graduated from the California State College system, (2) to identify those characteristics which significantly affect academic success, utilization of training and return home to Latin America after graduation and (3) to develop mathematical models for prediction of academic success, utilization of training and return home. Procedures A total of 146 students were included in the sample for this study. These students had graduated from the California State College system in the five years prior to August 30, 1971. Socio-economic and educational characteristics were obtained through a search of college records, interviews with faculty and staff and the mailing of a questionnaire to the students included in the sample. Academic success was defined by grade point average and utilization of training was measured in percentage by the amount of college training used by a graduate in his present job. A correlation analysis was completed to determine the relationship among the three dependent variables academic success, utilization of training and return home as well as the relationship between each of the dependent variables and the independent variables included in the study, Stepwise multiple linear regression analyses identified those characteristics contributing most significantly to academic success and utilization of training. These analyses were also used to develop prediction equations for academic success and utilization of training. Discriminant analyses were completed to test the null hypothesis that there was no significant difference between the returning and non-returning group of students and to construct a prediction model for return or non-return to native country. Findings 1. The correlation analysis indicated the following: (a) There was no significant relationship among the three dependent variables: academic success, utilization of training and return home. (b) Six independent variables had a significant relationship with academic success. One, bachelor's degree, was negatively correlated while the remainder, graduate degree training, average English grade, prior college in native country, education major and scholarship financing, were positively correlated. (c) No independent variables were identified that had a significant relationship with the dependent variable utilization of training. (d) Two independent variables, contact with Latin America while training and vacations spent in Latin America were positively correlated with the dependent variable return home. It was emphasized that these were simple linear relationships that did not indicate' causality. 2. The results of the linear regression analysis related to academic success indicated: (a) Nine variables were significantly related to academic success. Four of these variables had a positive relationship: average English grade, education major, "other" major (including majors other than agriculture, business, engineering and education) and vacations spent in Latin America. Five of these variables had a negative relationship: return home, California State Polytechnic College - San Luis Obispo, California State College - Long Beach, time in the U.S. before graduation, and F visa. (b) A prediction equation was constructed for academic success, The equation constructed included the variables: San Francisco State College, California State College - Long Beach, California, State Polytechnic College - San Luis Obispo, age, education, major and "other" major. 3. The results of the linear regression analysis related to utilization of training indicated: (a) Twelve variables were significantly related to utilization of training. Six of these had a positive relationship: bachelor's degree, engineering major, father's occupation similar to student's field of study, contact with Latin America while training, Latin America high school training and present employment at a higher level. Six of these variables had a negative relationship: age, marriage during training, family financing and follow-up contact after graduation. (b) A prediction equation was constructed for utilization of training. The equation constructed included the variables: Fresno State College, prior employment in field of training, father's occupation similar and orientation program available. 4. The null hypothesis, stating that there was no significant difference between the returning and non-returning groups of students, could not be rejected on the basis of the discriminant analyses completed. Therefore a prediction model for return could not be constructed.

Download or read book Factors Influencing Hispanic Community College Students and the Relationship Between These Factors and Academic Success written by Brian Delon and published by . This book was released on 1990 with total page 186 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Dissertation Abstracts International written by and published by . This book was released on 2008 with total page 612 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Predictors of College Adjustment and Academic Persistence for Latino College Students written by Angela Heiligenthal and published by . This book was released on 2005 with total page 316 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Factors Affecting Academic Performance of Latino Male Students in Community Colleges written by and published by . This book was released on 2011 with total page 196 pages. Available in PDF, EPUB and Kindle. Book excerpt: There are pervasive disparities among Latino students' academic achievement in higher education. Although the percentage of Latino students enrolling in post-secondary education has significantly increased every decade since the 1970s, an achievement gap exists among Latino students and other racial/ethnic groups. In addition to the achievement gap between these two groups, there are significant differences in the retention and persistence within the population of college-bound Latinos. Latino male students continue to lag behind Latino females in post-secondary degree attainment. Previous studies have examined the academic achievement of Latino students and a limited number has studied Latino male students. However, most studies have focused on Latinos attending four-year institutions and these studies tended to focus on students' perspectives. Little is known about faculty's perspectives of the academic performance of Latino students, particularly Latino male students in community colleges. Thus, there are still gaps in our understanding of this phenomenon. The purpose of this study was to explore community college faculty members' perceptions of Latino male students' academic performance. The study employed qualitative research methods and a phenomenological approach. The theoretical framework for this study was based on Alexander Astin's Student Involvement Theory and Laura Rendón's Validation Theory. Seventeen full-time faculty members were recruited from Bay Community College (BCC) in Southern California. Individual face-to-face interviews, journal notes, demographic information questionnaires and one focus group were conducted to address the following three research questions: (1) What factors contribute to the academic performance of Latino male students in community colleges?, (2) How are faculty members involved in Latino male students' academic and social activities?, and (3) How do faculty members view the institution's role in validating Latino male students' academic achievement? All interviews and focus group were audiotaped and transcribed verbatim. Interview and focus group transcripts were analyzed using the methods of content analysis and discourse analysis. Data triangulation, respondent checking, and peer debriefing were employed to ensure credibility, dependability, and trustworthiness of the data and the interpretation. Analysis of the research yielded the following themes pertaining to faculty perceptions of the academic achievement of Latino male students. For research question number one, three themes emerged from the data: Becoming a College Student, Student Engagement, and Identity of Latino Male Students. For research question number two, one theme emerged: Interactions between Faculty and Latino Male Students. For research question number three, the theme Validation and Sense of Belonging surfaced describing the institutions role in validating Latino Male Students. Based on the study findings, implications and recommendations for research and practice were made in order to address the academic success of Latino male students at Bay Community College.

Download or read book Predictors of Persistence of Latino a Students who Attended Public Urban Two year Community Colleges written by Richard Shuichi Nakatsu and published by . This book was released on 2004 with total page 216 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Latino College Students and Retention Factors in the California State University System written by Victor Buechler and published by . This book was released on 2001 with total page 104 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Role of Family Support for Education on Academic Achievement and Adjustment to College for Latino First Generation College Students written by and published by . This book was released on 2003 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Chicano School Failure and Success written by Richard R. Valencia and published by Routledge. This book was released on 2011-02-01 with total page 317 pages. Available in PDF, EPUB and Kindle. Book excerpt: The third edition of the best selling collection, Chicano School Failure and Success presents a complete and comprehensive review of the multiple and complex issues affecting Chicano students today. Richly informative and accessibly written, this edition includes completely revised and updated chapters that incorporate recent scholarship and research on the current realities of the Chicano school experience. It features four entirely new chapters on important topics such as la Chicana, two way dual language education, higher education, and gifted Chicano students. Contributors to this edition include experts in fields ranging from higher education, bilingual education, special education, gifted education, educational psychology, and anthropology. In order to capture the broad nature of Chicano school failure and success, contributors provide an in-depth look at topics as diverse as Chicano student dropout rates, the relationship between Chicano families and schools, and the impact of standards-based school reform and deficit thinking on Chicano student achievement. Committed to understanding the plight and improvement of schooling for Chicanos, this timely new edition addresses all the latest issues in Chicano education and will be a valued resource for students, educators, researchers, policy makers, and community activists alike.