Download or read book The Effect of a College Preparation Program on the Self efficacy of First generation Latino a High School Students written by Alicia Iñiguez (Graduate student) and published by . This book was released on 2018 with total page 111 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Effectiveness of the Upward Bound Program as College Preparation for Latino Students written by Vanessa Yvette Chavez and published by . This book was released on 2017 with total page 110 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study looked at Latino students and their satisfaction with the Upward Bound program, a college preparation program offered to low income first generation high school students. More specifically, this study looked at the Latino student's perception of the program and its effectiveness. This topic derived from the literature stating that the Latino population is increasing; however, most of the population is going straight into the workforce instead of college due to little to no college preparation. Therefore, this study looked at the Upward Bound program specifically. Using a basic qualitative analysis, I analyzed the interviews to find common themes using Yosso's (2005) lens on Community of Cultural Wealth. Yosso (2005) describes Community of Cultural Wealth as the idea that People of Color have the benefit of wealth due to their second language and culture. The themes found in this study included aspirational capital, social capital, familial capital, and navigational capital. The participants of the study felt that the Upward Bound program gave them enough support to succeed even if they did not know what they wanted to pursue yet. The participants felt that they had a network of people helping them including their families, friends, and program mentors to succeed in their college preparation journey.
Download or read book Ready Willing and Able written by Mandy Savitz-Romer and published by Harvard Education Press. This book was released on 2012-04-01 with total page 233 pages. Available in PDF, EPUB and Kindle. Book excerpt: How can an understanding of adolescent development inform strategies and practices for supporting first-generation college goers? In Ready, Willing, and Able, Mandy Savitz-Romer and Suzanne Bouffard focus on the developmental tasks and competencies that young people need to develop in order to plan for and succeed in higher education. These include identity development, articulating aspirations and expectations, forming and maintaining strong peer and adult relationships, motivation and goal-setting, and self-regulatory skills, such as planning. The authors challenge the predominant approach of giving young people information and leaving it to them to figure out how to apply it. They show how well-intended college-access efforts can miss the mark—for instance, by focusing on students who already see themselves as college material, rather than working to help all students develop a “college-going identity.” In addition, most college-access programs and practices focus almost exclusively on providing academic preparation and financial support. In Ready, Willing, and Able, Savitz-Romer and Bouffard call for a new approach: one that emphasizes the key developmental tasks and processes of adolescence and integrates them into existing college-access practices in meaningful ways. Rather than treating young people as passive recipients of services, they argue, adults can engage them as active agents in the construction of their own futures.
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009-11 with total page 534 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book College Choice of Latino High School Students written by Laura McLaughlin Gonzalez and published by . This book was released on 2007 with total page 252 pages. Available in PDF, EPUB and Kindle. Book excerpt: Keywords: multiple imputation, missing data, postsecondary level of Latinos, NCES, Hispanic students, cross derivative method, AERA, baccalaureate, community college, ELS.
Download or read book Roadblocks to a 4 year University written by and published by . This book was released on 2016 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research on college access and enrollment indicates that a college education is one of the most effective avenues to increase social mobility. Each year, low-income students of color face a number of barriers to college access and success at every stage of their educational trajectory (Gándara, 2000; Gándara, 2002; Gándara & Contreras, 2009; McClafferty & McDonough, 2000; McDonough, 1997; Obama, 2014). Students from low-income backgrounds are not only less likely to complete high school, but also much less likely to enroll in postsecondary education among those who graduate from high school (Chapman, Laird, & Kewal Remani, 2011). Much of this gap persists because low-income students often lack the guidance and support they need to navigate college preparation--from test taking, to the application process, to applying for financial aid (De La Rosa, 2006; McDonough, 1997). Perhaps even more disheartening is the number of qualified high-school students who end up choosing a college that is not a good fit for them or do not go to college at all. A popular explanation for this potential cause of class-based postsecondary stratification is the college application and enrollment behaviors of low-income students. A growing body of research suggests that a significant pool of first-generation, low-income students undermatch in their college choice process that is when students fail to enroll at a 4-year university despite being academically qualified to do so. As a result, many college-qualified low-income students disproportionately attend less selective institutions, fail to enroll in college altogether or are mostly concentrated in community colleges. Therefore, improving the rate at which low-income students choose universities that "match" their academic qualifications requires an understanding of the factors that contribute to this undermatching in the first place. As such, this study is the first attempt to study the pervasiveness of undermatching among first-generation, low-income Latina/o students and suggest why such phenomenon deserves greater attention from scholars and policymakers alike. This study was guided by the following overarching question: What are the factors that contribute to the college undermatching of first-generation, low-income high school Latina/o students? In order to answer this central question, the following purposeful research questions were also addressed in the study: What role does the high school environment (organizational habitus) play in the college undermatching of Latina/o students? What role does school-based institutional agents (teachers, counselors, mentors, etc.) play in the college undermatching of Latina/o students? To examine the factors that contributed to the college undermatch of first-generation, low-income Latina/o students, this study used a qualitative research design generated from one-on-one, in-depth semi-structured interviews. Thus, the student voices shaped this body of work. Overall, findings in this study suggest that unlike some traditional college students, Latina/os face an array of economic, social, cultural, family, and institutional barriers that affect their likelihood of enrolling in a 4-year university that matches their academic qualifications. All students in this study with the exception of two ended up enrolling in a local community college. Specifically, it was found that the following six major factors contributed to a student's college undermatch: (a) financial constraints, (b) family constraints (c) institutional barriers, (d) lack of self-efficacy, (e) sense of college readiness, and (f) lack of college knowledge. In addition, a major finding was that the high school environment did not play a significant role in the college undermatching of students. In fact, the decision on where to go to college was mostly done on their own without the influence of their high school. Results revealed that although students agreed that the message was to go to college and they perceived their high school as having an intermediate to strong college-going culture, it did not correlate with students enrolling in a 4-year university. Similarly, it was found that school-based institutional agents did not play a significant role in the students' college undermatching. However, it was found that students relied heavily on the hands-on support they received from college prep programs like the Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) to navigate the college and financial aid application process. Without this support, student perhaps would have not been able to follow through with the college enrollments steps needed to enroll in a community college. Grounded in the belief that the future of Latina/o students and their families is deeply connected to the future of our country, this study is both timely and relevant. This study offers new insights regarding the complexities faced by Latina/o students as they navigate the U.S. educational pipeline. This study also contributes to the growing body of research focused on the latest college choice literature and highlights the complexities of the college choice process. Finally, this study provides policy, programmatic, and research recommendations to strengthen the educational pipeline of first-generation, low-income Latina/o students.
Download or read book College Choice of Latino High School Students Influence of Demographics Academic Preparation and Academic Self efficacy Beliefs on Intended Level of Post secondary Institution written by and published by . This book was released on 2003 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: National data has shown that Latino students entering college have selected two-year institutions at a greater rate than any other group. Some reasons for this tendency have been suggested (e.g., financial or academic difficulties), but they have not explained the phenomenon satisfactorily. The current study addressed this issue with logistic regression analysis, utilizing data from the National Center for Education Statistics. The outcome variable was level of college intended by Latino and White high school students in their senior spring. Predictor variables were related to demographic factors, academic preparation factors, and academic self-efficacy beliefs (the primary focus of exploration). Several main effects predictors were significant for all students (e.g, percent of free and reduced lunches at the high school, highest level of high school math, student expectations for future education). Only one predictor was significant (p
Download or read book Applying Educational Research written by M. D. Gall and published by Pearson College Division. This book was released on 2014-03-14 with total page 550 pages. Available in PDF, EPUB and Kindle. Book excerpt: This title is only available as a loose-leaf version with Pearson eText. Applying Educational Research focuses on relating research to practice, helping educators see the relevance of research to their daily work. This goal of making research relevant is accomplished by focusing on current "problems of practice." Each chapter highlights a set of important issues for teachers, students, and schools--issues like teacher evaluation, the effectiveness of close-reading strategies, and the use of computer-supported instruction. The research examples and articles in the chapter then address these issues, providing students a meaningful context for the information they are learning about research methods. Through this approach, students learn about the research process and current research on topics that directly impact practice. From reviews of the text: The writing style of the textbook is excellent . . . . Writing clarity for content builds from one paragraph to another. . . . The Gall, Gall, and Borg textbook is the only text I would consider for [my Master's-level research course]. Because the authors are scholars and practitioners, they bring a depth and range to the topic of educational research that is unsurpassed." --Vikki K. Collins, Troy University "The writing style is very clear. I find it easy to read and navigate among the chapters. Most graduate students in my class will not have any problems reading the book. The authors provide a very gentle introduction to educational research. . . . The authors adopt a balanced view of educational research. . . . They have explained most of the quantitative analyses used in educational research, and they have explicated the major theories of qualitative research. They have introduced the research techniques in a clear manner accessible to a broad audience inside and outside of the education field." --Xiaofeng Steven Lui, University of South Carolina 0133831574 / 9780133831573 Applying Educational Research: How to Read, Do, and Use Research to Solve Problems of Practice, Loose-Leaf Version with Video-Enhanced Pearson eText -- Access Card Package Package consists of: 0132868636 / 9780132868631 Applying Educational Research: How To Read, Do, and Use Research To Solve Problems of Practice, Loose-Leaf Version 0133398811 / 9780133398816 Applying Educational Research: How To Read, Do, and Use Research To Solve Problems of Practice, Pearson eText -- Access Card
Download or read book Evaluating the Effectiveness of a College Preparation Course for Hispanic High School Students written by Dayan M. Bernal and published by . This book was released on 2009 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This thesis examines the effectiveness of a college preparation course for Hispanic sutdents as implemented at Provo High School. Studies indicate that the majority of Hispanic students in the United States are not enrolled in postsecondary institutions. As a result, their education is discountinued once they have graduated from high school. This does not imply that the majority of Hispanic students do not desire to pursue a postsecondary education and obtain a postsecondary degree. Instead, it implies that our education system does not adequately accomodating students from different backgrounds and cultures. Thus, additional initiatives and outreach programs should be implemented to promote higher college enrollment rates among Hispanics.
Download or read book College Ready written by Michelle G. Knight and published by Teachers College Press. This book was released on 2013-03-22 with total page 169 pages. Available in PDF, EPUB and Kindle. Book excerpt: EDUCATION / Multicultural Education
Download or read book First generation Students written by Anne-Marie Nuñez and published by DIANE Publishing. This book was released on 1998 with total page 100 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Exploring Outlooks of First generation Latino Parents written by Violetta A. Lopez and published by . This book was released on 2016 with total page 110 pages. Available in PDF, EPUB and Kindle. Book excerpt: Communication between parents and school personnel plays a significant role in student achievement. Spanish-speaking parents are rather hesitant to seek assistance from their child's school as cultural and language barriers have created a mindset that they are not supported, understood, or valued. Key stakeholders in education therefore need to acquire a clearer understanding of the Latino culture in a dire effort to better serve Hispanic students in high school and their families. This study examined the perceptions of first-generation Latino parents of high school students while identifying parental needs to improve their child's college readiness upon completion of high school. It also investigated high school graduation rates and student dropout rates across the United States as well as effective and efficient ways in which the school can enhance the provision of school-related resources to their students. There is wide consensus that parental involvement (including home-based involvement, home-school communication, and school-based involvement) is essential for student success. Despite this understanding, there exists a gap in literature regarding the information, resources, and support available to first-generation Latino parents with children in high school. Using a conceptual framework that draws on theories of cultural and social capital, and a qualitative approach that included field notes, focus groups, and interviews, this study investigated the expectations, lived experiences, perceptions, and practices of 29 Latino immigrant parents of high school students in relation to their child's secondary school. The findings of this study, which suggest varying levels of parental involvement, were organized around four themes: aspirations, parental support, school-based knowledge, and student preparation.
Download or read book Escaleras Hacia El Exito Ladders to Success written by Luz del Carmen Serrata and published by . This book was released on 2017 with total page 356 pages. Available in PDF, EPUB and Kindle. Book excerpt: Latino immigrant youth represent twenty-five percent of the nation’s children; yet remain disproportionately represented in degree attainment. A disconnect between college entrance and completion can be attributed to college readiness gaps between Latino students and Latino parents’ knowledge of college readiness. Literature on Latino parental involvement and immigrant acculturation and adaptation strategies provides a basis for how immigrant parents understand social environments, such as education. However, existing research does not identify how Latino immigrant parents from distinct immigrant generational groups understand college readiness. This study employed a qualitative method of inquiry and a phenomenological approach to determine Latino immigrant parents’ understanding of college readiness. The study included twenty participants (N=20) who identified as first or second-generation Latino immigrant parents of 8th or 9th grade students in a comprehensive middle/high school. Data collection methods included semi-structured interviews, document analysis and observations. The research study was guided by three primary inquiries: 1) How do Latino immigrant parents of 8th and/or 9th grade students in a comprehensive middle/high school describe college readiness 2) How do Latino immigrant parents of 8th and/or 9th grade students in a comprehensive middle/high school access college readiness information? 3) What do Latino immigrant parents of 8th and/or 9th grade students in a comprehensive middle/high school perceive to be their role in promoting college readiness opportunities? Findings revealed that although college readiness is multifaceted, participants provided a nuanced understanding of college readiness. Participants described college readiness as: life readiness, academic readiness, career readiness, preparatory programs, and financial readiness. Participants collected college preparatory information by: attending parent meetings, participating in college and career fairs, visiting school personnel, consulting school administrators, tapping informal networks, and leveraging technology. Parents perceived active roles in promoting college readiness as co-pilotos (co-pilots), porristas (pep-squad), pioneros (pathfinders), and socios silenciosos (silent partners). This study agreed with previous research that recognized ways that parents contribute to their children's college preparation. However, the research findings also contribute to limited research regarding parents’ understanding of college readiness and the less traditional roles parents play in advancing college readiness.
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 Resources in Education written by and published by . This book was released on 1998-05 with total page 354 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Early College High School Closing the Latino Achievement Gap written by Kristen Ann Beall and published by . This book was released on 2016 with total page 143 pages. Available in PDF, EPUB and Kindle. Book excerpt: Early College High School: Closing the Latino Achievement Gap by Kristen Ann Beall Doctor of Education University of California, Los Angeles, 2016 Professor Christina A. Christie, Chair The population of United States Latino students is growing at a rapid rate but their academic achievement lags behind white and Asian students. This issue has significant consequences for the nation's economy, as the job market continues to demand more education and better skills. Early College High School programs have the potential to improve educational outcomes for underserved students by combining comprehensive high school curricula with supported postsecondary dual enrollment opportunities. Through a combination of student focus groups, staff interviews, observations, and document review, this qualitative study explored how secondary and postsecondary institutions can work together to create comprehensive dual enrollment programs that lead to increased academic achievement for Latino students. The study relied on the social cognitive career framework and Early College High School programs' theory of change to identify critical cultural and structural supports that resonate specifically with Latino students. The research focused on 12th grade Latino students and staff at two Early College High Schools in Central California. Findings revealed that Early College High School programs embrace a robust core curriculum, serving to remediate academic skills while also preparing students for rigorous postsecondary coursework. Programmatic structures collaboratively respond to student needs while providing supported postsecondary experiences, encouraging improved self-efficacy, changed outcome expectations, and expanded personal goals. Multilayered teacher supports also resonate with Latino students in Early College High School programs, as illustrated by program-wide college-going cultures that include high expectations and trusted relationships. Finally, Early College High Schools support highly enculturated families fostering increased levels of college knowledge and engagement. The findings show that Early College High School programs can offer Latino students a pathway for postsecondary access and improved levels of academic achievement.
Download or read book Effects of a Counseling Program on First Generation High School Student Aspirations Self Efficacy Perceived Barriers Knowledge of the College Application Process and Course Selection written by Edress Waziri and published by . This book was released on 2017 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The benefits of a college degree are clear. Those with a college education are more likely to participate effectively in the governance of the nation, contribute their time and resources to the community, depend less on government services, and engage in fewer crimes (Institute for Higher Education Policy, 1998). According to the literature, the parents' level of education is a major indicator in determining whether a student completes a 4-year college degree (Perna & Titus, 2005). First-generation students are far less likely to gain admission and complete a degree from a 4-year university, in comparison to non-first-generation students (Tinto, 2006). Despite these findings, research has shown that some interventions can show small, but significant improvements for first-generation students toward gaining admission and successfully earning a bachelor's degree. Further, the literature suggests that the school counselor is in a strategic position to fill this void by offering appropriate support for first-generation students at the school site level (Bemak, 2005). Therefore, the purpose of this quasi-experimental study was to study the effects of a counseling program on first-generation high-school student's aspirations, self-efficacy, perceived barriers, knowledge of the college application process, and course selection. The treatment included 12 lessons taught over a 4-week period covering important college-related topics, whereas the comparison group followed the traditional high-school curriculum. A sample of 88 freshmen first-generation students were divided into four sections of a freshmen elective course, and a pretest-posttest research design was used to measure the effects of a high-school counseling program. The questionnaire instrument was administered to collect data from the participants in a two-group study where two classes received the treatment and the other two classes were the comparison group. The results of the study indicated positive findings for both course selection and career aspirations, although most comparisons showed no differences between groups. The two positive effects do suggest that a dialogue among stakeholders, administration and staff on how to continue focusing on the needs of first-generation students. Their low rates of admission and earning bachelor's degrees suggest a need to expand and develop a more comprehensive counseling program focused on first-generation students, and that school counselors should take a lead role in guiding the development of such a program.
