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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 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 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 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 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 From Here to University by : Alexander Jun
Download or read book From Here to University written by Alexander Jun and published by Psychology Press. This book was released on 2001 with total page 172 pages. Available in PDF, EPUB and Kindle. Book excerpt: First Published in 2002. Routledge is an imprint of Taylor & Francis, an informa company.
Book Synopsis Latina/o First Generation Community College Students from Rural Backgrounds by : Yvonne Allen
Download or read book Latina/o First Generation Community College Students from Rural Backgrounds written by Yvonne Allen and published by . This book was released on 2020 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Many Latinx students whose families have resided in the rural areas of the United States for generations face racist, nativist behavior particular to rural spaces that is pervasive and all encompassing. Living and learning under small town oppression affects Latinx students' educational aspirations, trajectory and achievement of higher education in ways that are different than those of their urban and suburban counterparts. These rural areas and the effects of concentrated racism that becomes normalized in these areas have been virtually unexplored. The narratives of Latinx community college students who come from rural backgrounds and have experiential knowledge of the oppressive surveillance, racist treatment and exclusionary tactics by some educational personnel are examined to identify, understand and analyze the extent to which these experiences affect student higher education achievement. Preliminary findings from a pilot study reveal the negative effects of several generations of penetrative, persuasive racism. The findings also show an example of transformative resistance which enables the study participant to challenge the racism while providing motivation to pursue higher education.
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 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 The Impact of Family Support on Student Retention of Low-income, First-generation Latino Males at a Four-year University by : Alejandro A. Sandoval
Download or read book The Impact of Family Support on Student Retention of Low-income, First-generation Latino Males at a Four-year University written by Alejandro A. Sandoval and published by . This book was released on 2015 with total page 140 pages. Available in PDF, EPUB and Kindle. Book excerpt: The current trend in research focuses on the academic journey of Latino males throughout K-12 and college and is designed to look at what educational systems can provide to retain and graduate Latino men (Fry, 2002). The research shows Latino males are more likely to drop out of college than their white and gendered counterparts. As first-generation, low-income, and neglected men, they face a series of disadvantages (Alfaro, Umaña-Taylor, Gonzales-Backen, Bámaca, & Zeiders, 2009). As a result, educating parents on how to help their children navigate the educational system is crucial to the student's success (Benmayor, 2002). The goal in the majority of limited educational research on Latino parent engagement is discovering the role of the Latino male in the dynamics of the family and how that affects his experience as a college student. Researchers hope to find out how to properly support Latino parents prior to their children attending college and how to support the Latino men during their college years in order to improve the retention rates in higher education. Statement of the Problem The purpose of this research was to look at how family support affects first-generation Latino males. Currently, first-generation Latinas are more likely to graduate from college (Saenz & Ponjuan, 2009) and only 39% of first-generation Latino men succeed in attaining a bachelor's degree (Saenz & Ponjuan, 2011). Overall, what role do Latino parents play in their students schooling that significantly more Latinas than Latinos are graduating from 4-year universities? The researcher collected data through an online survey sent to first-generation Latino males in the Educational Opportunity Equity Program offered by California State University, Sacramento. The sample for this study included 18 Latino men from the EOP program. EOP serves low-income, first-generation students and provides support for students who come into the university at a disadvantage. The researcher aimed to identify how the students perceived support from their families. Latino men are being swept under the rug now more than ever. At a young age, they are marginalized by a school system that reacts with punishment rather than understanding. Latino parents need to ensure they reach out to their child's school, and schools need to ensure parent outreach is accessible to low-income parents. As social and cultural capital rises for Latinos, Latino and Latina graduation rates will grow.
Book Synopsis Latino Educational Opportunity by : Catherine L. Horn
Download or read book Latino Educational Opportunity written by Catherine L. Horn and published by Jossey-Bass. This book was released on 2006-04-21 with total page 100 pages. Available in PDF, EPUB and Kindle. Book excerpt: The studies presented in this volume of New Directions for Community Colleges aim to foster a better understanding of the ways in which community colleges provide Latino students with educational access and opportunity. State and federal policy has increasingly looked to the community college to educate Latinos—the largest minority group in the United States—and other students traditionally underrepresented in higher education. Indeed, Latinos enroll in community colleges at rates higher than those for any other racial or ethnic group. Although research has been done to study the influence of various contributors to Latino opportunity, such as immigration policy, language, and academic opportunity, the profound and confounding influence of these factors remains underexplored. This volume provides and underscores the importance of serious scholarship towards this vital set of institutions and their students.
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 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.
Book Synopsis Stories of Success by : Martha Lynn Sheffield
Download or read book Stories of Success written by Martha Lynn Sheffield and published by . This book was released on 2011 with total page 162 pages. Available in PDF, EPUB and Kindle. Book excerpt: With projections indicating that by the year 2025, one of every four K-12 students in the United States will be Latino, addressing the needs of Latino students is an important question for educators. This study approached this question through an analysis of the educational life histories, stories, of successful first generation Mexican-American college graduates to understand some of the factors which helped them succeed in college. I categorized the stories inductively into three themes: 1) stories of students and school, 2) stories of friends, family, and cultural communities, and 3) stories about race and politics. Participants' intellectual self-concept, both positive and negative, was to a great extent influenced by the messages they received from the educational system. Some of the participants took a traditional path from high school through college, while others took very indirect paths. The support that they received from special programs at the university as well as from their webs of support was crucial in their success. In addition, I found that race mattered when the participants transitioned from their majority Latino high schools to the majority white university as the participants told stories of navigating the cultural and racial dynamics of their status as college students. The participants in my study worked hard to achieve their college degrees. "It's hard" was a phrase often repeated by all participants; hard work was also a cultural value passed on by hard working parents and family members. Stories of luck, both good and bad, factored into their educational life histories. Collaborative programs between secondary school and the university were helpful in creating a transitional bridge for the participants as were culturally-based mentoring programs. The participants benefitted from the culturally-based support they received at the university and the cultural and emotional support of their families. The participants' stories highlight the importance of a race-conscious approach to college going; one which begins with race and builds cross-racial coalitions. This approach would benefit Latino students and, ultimately improve the college going experiences of all students.
