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Factors That Influence The Success Of First Generation Low Income Latino Community College Students
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Book Synopsis Factors that Influence the Success of First-generation, Low Income Latino Community College Students by : Joseph A. Sandoval
Download or read book Factors that Influence the Success of First-generation, Low Income Latino Community College Students written by Joseph A. Sandoval and published by . This book was released on 2018 with total page 175 pages. Available in PDF, EPUB and Kindle. Book excerpt: This doctoral dissertation studied the various factors that influence the success of first generation, low income, Latino, community college students in transferring to four-year colleges and universities. The participants in this study were eight first-generation, low-income Latino male, EOPS community college students. This qualitative inquiry used a descriptive case study methodology and explored the actual and lived experiences of these students through a brief questionnaire and semi-structured interviews. Validation Theory (Rendon) and Community Cultural Wealth Theory (Yosso) were used to analyze the participants' stories who have overcome many personal, family and financial hardships to achieve their goal of a college education and who have successfully navigated the transfer admissions process to a four-year college or university. Significant findings indicated that family, faculty/mentors, peers/classmates, ganas/determination, individual/personal attributes, giving back to their family & community and becoming positive role models were the foremost factors that influenced their success in college completion amongst other things. These factors helped the participants successfully navigate the transfer admission to a four-year college or university.
Book Synopsis High-Achieving Latino Students by : Susan J. Paik
Download or read book High-Achieving Latino Students written by Susan J. Paik and published by IAP. This book was released on 2020-03-01 with total page 295 pages. Available in PDF, EPUB and Kindle. Book excerpt: High-Achieving Latino Students: Successful Pathways Toward College and Beyond addresses a long-standing need for a book that focuses on the success, not failure, of Latino students. While much of the existing research works from a deficit lens, this book uses a strength-based approach to support Latino achievement. Bringing together researchers and practitioners, this unique book provides research-based recommendations from early to later school years on “what works” for supporting high achievement. Praise for High-Achieving Latino Students "This book focuses on an important issue about which we know little. There are many lessons here for both scholars and educators who believe that Latino students can succeed. I congratulate the authors for taking on this timely and significant topic." ~ Guadalupe Valdés, Ph.D., Bonnie Katz Tenenbaum Professor in Education, Stanford University. Author of Con Respeto: Bridging the Distances Between Culturally Diverse Families and Schools "This is a must-read book for leaders in institutions of both K-12 and higher education who want to better understand success factors of Latino students in the US. Using a strength-based framework to understand and support Latino achievement is a new paradigm that must be considered by all." ~ Loui Olivas, Ed.D., President, American Association of Hispanics in Higher Education "In addition to being the right book at the right time, these editors should be congratulated for giving us a stellar example of how a research-practice collaboration comes together to produce such a valuable and lasting contribution to the field of school reform and improvement. Those who work in schools, universities, think tanks and policymaking centers have been waiting anxiously for this kind of book, and it’s now here." ~ Carl A. Cohn, Ed.D., Former Executive Director, California Collaborative for Educational Excellence, CA State Board of Education member, and Superintendent "There may not be a silver bullet for solving the so-called problem of Latino underachievement, but well-conceived solutions do exist. This powerful book offers strength- and asset-based frameworks that demonstrate Latino achievement is possible. Read this text to not only get informed, but to also get nurtured and inspired!" ~ Angela Valenzuela, Ph.D., Professor in Education, University of Texas at Austin. Author of Subtractive Schooling: US-Mexican Youth and the Politics of Caring
Book Synopsis The Latino Education Crisis by : Patricia C. Gandara
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.
Book Synopsis Low-income, First-generation, African American and Latino Students' Perceptions of Influencing Factors on Their Successful Path to Enrollment in a Four-year College by : Gerard J. Rooney
Download or read book Low-income, First-generation, African American and Latino Students' Perceptions of Influencing Factors on Their Successful Path to Enrollment in a Four-year College written by Gerard J. Rooney and published by . This book was released on 2008 with total page 259 pages. Available in PDF, EPUB and Kindle. Book excerpt: ?Pub Inc This qualitative study utilized a grounded theory approach to understand first-generation students' perceptions of influences on their successful journey to a four-year college. Twenty low-income, first-generation, African American and Latino students, were interviewed in order to understand who or what influenced them in developing aspirations to college, and at the various stages of the college search and selection process. These students were the first members of their immediate family to attend college. Findings centered around five major influence areas: influences at home, influences at school, influences in the search and choice process, the continuing influence of cost of attendance, and the influence of courage as a necessary virtue for students who are the first members of their families to negotiate their path to college. The home environment provided students with expectation, support, and stability. Parents and/or grandparents were the primary influence for students in the development of an aspiration to attend college. Stability in their elementary and secondary schooling experiences was a contributing influence in their success. Their school environments provided guidance, structure, and recognition. The availability of guidance counselors was essential to the success of the students in making their way to college. Also, teacher recognition and an in-school focus on college preparation activities were key influences for students as they progressed toward college. Distance from home and cost of attendance were overarching considerations in a student's search for a particular college. The availability of a state grant led many students to consider only in-state colleges and universities. Many students considered going away to college as a natural part of the college experience. In the end, distance from home was a more important factor for Latina students and was generally more of an influence for female students than male students. Campus visits were limited to those colleges that provided visit opportunities, typically at no cost to the student. Selection of a particular college was almost universally determined by where students received the best financial aid package. Families seldom spoke of how they would pay for college until a decision had to be made about a particular school. Students expected to take a lead role in paying for college. Students felt ongoing confusion about how they would pay for college and expressed a lack of understanding about how much they and their parents were borrowing to attend college. Students ultimately were responsible for translating their parents' expectation into an aspiration to attend college. Their individual initiative and focus allowed them to progress through high school and prepare themselves for college. A sense of self-advocacy and personal motivation were important qualities that helped students get the necessary assistance they needed to achieve their destination: college.
Book Synopsis First-generation Students by : Anne-Marie Nuñez
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:
Book Synopsis Academic Achievement of First-Generation Mexican American Males in a Community College by : Carlos C. Peña
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.
Book Synopsis A Study of Academic Success Amongst First Generation Latino/as in Higher Education by : Laura Figueroa
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.
Book Synopsis The Latina/o Pathway to the Ph.D. by : Jeanett Castellanos
Download or read book The Latina/o Pathway to the Ph.D. written by Jeanett Castellanos and published by Taylor & Francis. This book was released on 2023-07-03 with total page 217 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Latina/o population constitutes the largest racial and ethnic minority group in the U.S. and is disproportionately under-represented in college and in graduate programs. This is the first book specifically to engage with the absence of Latinas/os in doctoral studies. It proposes educational and administrative strategies to open up the pipeline, and institutional practices to ensure access, support, models and training for Latinas/os aspiring to the Ph.D. The under-education of Latina/o youth begins early. Given that by twelfth grade half will stop out or be pushed out of high school, and only seven percent will complete a college degree, it is not surprising so few enter graduate studies. When Latina/o students do enter higher education, few attend those colleges or universities that are gateways to graduate degrees. Regardless of the type of higher education institution they attend, Latinas/os often encounter social and academic isolation, unaffordable costs, and lack of support.This historic under-representation has created a vicious cycle of limited social and economic mobility. There is a paucity of the Latina/o faculty and leaders whom research shows are essential for changing campus climate and influencing institutions to adapt to the needs of a changing student body. As a result, Latina/o graduate students often have few role models, advocates or mentors, and limited support for their research agendas.By reviewing the pipeline from kindergarten through university, this book provides the needed data and insights to effect change for policy makers, administrators, faculty, and staff; and material for reflection for aspiring Latina/o Ph.D.s on the paths they have taken and the road ahead.The book then addresses the unique experiences and challenges faced by Latina/os in doctoral programs, and offers guidance for students and those responsible for them. Chapters cover issues of gender and generational differences, the role of culture in the graduate school, mentorship, pursuing research, and professional development opportunities for Latina/os.The book closes with the voices of by Latina/o students who are currently pursuing or recently completed their doctoral degree. These narratives describe their cultural and educational journeys, providing insight into their personal and professional experiences. These stories bring alive the graduate experience for anyone interested in successful recruitment, retention, and graduation of Latina/o doctoral students – an inspiration and guidance to those aspiring to the doctorate.
Book Synopsis Factors Influencing Hispanic Community College Students and the Relationship Between These Factors and Academic Success by : Brian Delon
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:
Book Synopsis High-achieving, Low Income, First-generation Latino Community College Students by : Verónica Ventura González
Download or read book High-achieving, Low Income, First-generation Latino Community College Students written by Verónica Ventura González and published by . This book was released on 2013 with total page 225 pages. Available in PDF, EPUB and Kindle. Book excerpt: Though an increasing number of Latino students is attending college upon graduation from high school, the vast majority of these students, even if they are high-achieving students who could attend a four-year college or university, choose to enroll into two-year community colleges. This study discusses the process by which high-achieving, low-income, first-generation Latino students make college choices. This study uses McDonough's college choice model and Stanton-Salazar's social capital framework on institutional and protective agents to analyze student interview data to help explain how social class, schooling experiences, families, and student perceptions impact college choices and opportunities for Latino students. The results of this study and previous research suggest educational practices and policies which would improve young Latino's access to four-year colleges.
Book Synopsis At the Crossroads of Aspiration and Achievement by :
Download or read book At the Crossroads of Aspiration and Achievement written by and published by . This book was released on 2016 with total page 346 pages. Available in PDF, EPUB and Kindle. Book excerpt: The study examines the educational and counseling experiences of low-income, first-generation Latino/a community college students. The overarching research question of the study asks: what are the educational and counseling experiences of low-income, first-generation Latino/a community college students? Additionally, four sub-questions are explored through the perspectives of student participants and community college counselor participants. First, the study examines the academic aspirations and achievements of these students. Second, it explores the value they place on a community college education. Third, it explores the influence community college counselors exert over student-stated academic aspirations and achievements. Fourth, it explores the conditions students and counselors identify as attributing to the academic success and failure of low-income, first-generation, Latino/a community college students. A mixed-methods explanatory sequential approach was utilized to execute, inform, and guide the study. One hundred and five student participants completed a researcher-developed survey and 22 students were interviewed. Twenty-seven counselors completed a researcher-developed survey and 20 were interviewed. Fifteen salient themes with 35 descriptors emerged. Policy and practitioner recommendations are suggested. The study responds to the literature documenting chronic and persistent educational underachievement found within low-income, first-generation, Latino/a community college student populations. The research is of particular interest because over the past 100 years the community college system has played a central role in educating members of historically marginalized student populations, and it is commonly perceived that the community college system is an open-access, unfettered portal of entry to postsecondary opportunities. The general belief is that anyone is able to obtain a college education; therefore, failure at the community college on the behalf of a student is often interpreted as a personal student failing rather than the result of an inequitable educational structure (Rhoades, 2012). The study informs and contributes to the understanding of what lies at the crossroads of aspiration and achievement for low-income, first-generation, Latino/a community college students. The study findings have implications for future developments of policies and student-counselor strategies that can mitigate the educational marginalization of the growing low-income, first-generation, Latino/a community college student population.
Author :National Academies of Sciences, Engineering, and Medicine Publisher :National Academies Press ISBN 13 :0309484448 Total Pages :255 pages Book Rating :4.3/5 (94 download)
Book Synopsis Minority Serving Institutions by : National Academies of Sciences, Engineering, and Medicine
Download or read book Minority Serving Institutions written by National Academies of Sciences, Engineering, and Medicine and published by National Academies Press. This book was released on 2019-02-05 with total page 255 pages. Available in PDF, EPUB and Kindle. Book excerpt: There are over 20 million young people of color in the United States whose representation in STEM education pathways and in the STEM workforce is still far below their numbers in the general population. Their participation could help re-establish the United States' preeminence in STEM innovation and productivity, while also increasing the number of well-educated STEM workers. There are nearly 700 minority-serving institutions (MSIs) that provide pathways to STEM educational success and workforce readiness for millions of students of colorâ€"and do so in a mission-driven and intentional manner. They vary substantially in their origins, missions, student demographics, and levels of institutional selectivity. But in general, their service to the nation provides a gateway to higher education and the workforce, particularly for underrepresented students of color and those from low-income and first-generation to college backgrounds. The challenge for the nation is how to capitalize on the unique strengths and attributes of these institutions and to equip them with the resources, exceptional faculty talent, and vital infrastructure needed to educate and train an increasingly critical portion of current and future generations of scientists, engineers, and health professionals. Minority Serving Institutions examines the nation's MSIs and identifies promising programs and effective strategies that have the highest potential return on investment for the nation by increasing the quantity and quality MSI STEM graduates. This study also provides critical information and perspective about the importance of MSIs to other stakeholders in the nation's system of higher education and the organizations that support them.
Book Synopsis Hispanics and the Future of America by : National Research Council
Download or read book Hispanics and the Future of America written by National Research Council and published by National Academies Press. This book was released on 2006-02-23 with total page 502 pages. Available in PDF, EPUB and Kindle. Book excerpt: Hispanics and the Future of America presents details of the complex story of a population that varies in many dimensions, including national origin, immigration status, and generation. The papers in this volume draw on a wide variety of data sources to describe the contours of this population, from the perspectives of history, demography, geography, education, family, employment, economic well-being, health, and political engagement. They provide a rich source of information for researchers, policy makers, and others who want to better understand the fast-growing and diverse population that we call "Hispanic." The current period is a critical one for getting a better understanding of how Hispanics are being shaped by the U.S. experience. This will, in turn, affect the United States and the contours of the Hispanic future remain uncertain. The uncertainties include such issues as whether Hispanics, especially immigrants, improve their educational attainment and fluency in English and thereby improve their economic position; whether growing numbers of foreign-born Hispanics become citizens and achieve empowerment at the ballot box and through elected office; whether impending health problems are successfully averted; and whether Hispanics' geographic dispersal accelerates their spatial and social integration. The papers in this volume provide invaluable information to explore these issues.
Book Synopsis Factors that Impede and Promote the Success of Mexican-American College Students by :
Download or read book Factors that Impede and Promote the Success of Mexican-American College Students written by and published by . This book was released on 2012 with total page 228 pages. Available in PDF, EPUB and Kindle. Book excerpt: Nationwide, Latino students are entering college, yet are not completing a four-year degree at the same rate when compared to other ethnic groups. Between 1992 and 2007, only five percent of Latinos successfully earned a four-year college degree, and that number is lower than any other ethnic group (College Board, 2007). California Community College Chancellor's Office [CCCCO] (2010) revealed that 50% of students drop out of college after their first semester; furthermore, the California Community College [CCC] system houses the largest percentage of Latino students in the state. In short, these statistics are staggering in terms of showing the underachievement of Latinos in higher education. Policy makers, administrators, faculty and staff need to find better ways to effectively help increase the academic success of the Latino student population. This lack of academic success among Latinos is a serious problem, especially considering the implications it could have for the state and national economies. Latinos represent 56 percent of the nation's population growth, and Mexicans represent the largest sub-group among Latinos (United States Census Bureau [Census], 2010). If the Latino population continues to fall further behind in educational attainment compared to other groups, while continuing to increase at a faster rate than other ethnic groups, then this might have negative implications for the U.S. economy and society, especially in states like California. The conceptual framework used for this study was based on Laura I. Rendon's (1993) Theory of Validation. This theory was used to examine factors that are perceived to have the greatest effect on impeding and promoting the success of first-year Mexican-American community college students. Factors include faculty and student interaction within and outside the classroom, learning opportunities and instructional strategies, counseling and student interaction, and support services utilized by students. These factors were examined from the perspectives of students and faculty representing various disciplines using a qualitative methods approach. Grounded theory was the research foundation used in the study (Creswell, 2009). The researcher unraveled and compared data, themes emerged and patterns were identified. This method was intended to compare data from different groups to identify the similarities and differences of faculty and students perception regarding academic success of Mexican-American college students. The community college where the participants were drawn from is a single college district with a student enrollment of 22,000. This Hispanic serving public institution (HSI) is located in Southern California. The three research questions addressed were (1) What institutional factors are perceived to promote the academic success of first-year Mexican-American community college students? (2) What institutional factors are perceived to impede the academic success of first-year Mexican- American community college students? (3) How do the perception of students and faculty compare concerning the academic success of first-year Mexican-American students. The research consisted of seven structured interviews with tenured faculty members, seven focus groups and two student interviews, for a total of 26 student participants. A total of eight themes and sub-themes emerged from the data. The themes were categorized into effective methods and ineffective methods. The sub-themes were "instructional strategies," "instructor/student relationships," "instructor behaviors," and "student support services." There was a high degree of congruence between faculty and student respondents on the factors that enhance and impede the academic success of Mexican-American college students. Based on the study findings, recommendations for research and practice were made in order to increase the success of first year Mexican-American college students.
Book Synopsis Roadblocks to a 4-year University by :
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.
Book Synopsis Mexican American First-generation/low-income Students by : Daniel J. O'Meara
Download or read book Mexican American First-generation/low-income Students written by Daniel J. O'Meara and published by . This book was released on 2012 with total page 226 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study is an ethnographic inquiry into the beliefs and perceptions of firstgeneration/low-income Mexican American students in a rural community college located near the U.S. - Mexico border. It explored their experiences as TRiO Student Support Services participants. TRiO Student Support Services plays an increasingly vital role helping first-generation/low-income students successfully complete their college educations. Because of the increasing number of Hispanic students seeking postsecondary educational opportunities, specifically at the community college level, this study examined the attitudes those students have in terms of their experiences within a community college setting in rural southeastern Arizona. As the number of firstgeneration/low-income Hispanic students enrolled in college and taking advantage of TRiO Student Support Services rises, so does the need to gain a deeper understanding of the beliefs and perceptions of this changing demographic. Keywords: Ethnography, Qualitative, TRiO Student Support Services, Hispanic, Mexican American, Thoughts, Beliefs, Perceptions, Rural Community College, Success, Low Income, First Generation, Underrepresented, Culture-sharing.
Book Synopsis Factors Affecting Success of First-year Hispanic Students Enrolled in a Public Law School by : Erik Davin Malmberg
Download or read book Factors Affecting Success of First-year Hispanic Students Enrolled in a Public Law School written by Erik Davin Malmberg and published by . This book was released on 2008 with total page 748 pages. Available in PDF, EPUB and Kindle. Book excerpt: Most of today's college students perceive higher education as the most critical element to their future success, quality of life, financial security, and general well-being. Consequently, more and more students entering colleges and universities choose to major in professional or pre-professional programs such as business, engineering, pre-med or pre-law. The majority of past research has concentrated on student attrition and retention in undergraduate education for the majority population. These studies have not enabled scholars to obtain a deeper understanding of the factors relating to minority populations -- especially those from the Hispanic community. In addition, the majority of these studies have not provided an understanding of students' progress and eventual success in legal education. The purpose of this study was to determine which variables from commonly accepted foundational theories on higher education retention, attrition, and student development are applicable to the first-year experiences of Hispanic students enrolled in a Juris Doctorate Program at an accredited law school at a public institution who are the first in their family to attend. Using both a survey instrument and narrative interviews, the study revealed that first-generation Hispanic students are disadvantaged compared to their peers when it came to understanding important law school financial, cultural, and academic issues. While family support, faculty relationships, law school study/support groups, academic mentoring, and academic advising positively influenced first-year progress; the respondents' cultural identity and race negatively impacted faculty and peer interactions both in and out of the classroom. The lack of need-based financial aid, higher tuition costs associated with legal education, tuition deregulation, increased debt from borrowing, and poor information about financial assistance all negatively affected their success. The negative effects of stress and anxiety permeated numerous first-year experiences including law school orientation, law school classes, final exams, grades, and figuring out how to pay for school. These results should help key stakeholders associated including faculty and administrators to better understand minority student issues and the impact of stereotype threats specific to the legal education context in an effort to reduce first-year attrition rates and improve minority access to the legal profession.
