Belonging in the Academy

Abstract

This action research study, supported by a quantitative data analysis, presents a counternarrative to the deficit discourse regarding Latino/a First Time in Any College (FTIAC) departure during the first year of college. It argues that an intentional learning community model, that is culturally and linguistically responsive to Latino/a student needs, can produce significant gains in first-to second-year retention rates and better predicts retention than either high school grade point average or standardized test scores. ResumenEste estudio de investigación en acción, apoyado por análisis de información cuantitativa, presenta una narrativa contraria al discurso de déficit en cuanto al abandono durante el primer año de la Universidad del [estudiante] Latino/a Por Primera Vez Universitario/a (siglas en Ingles FTIAC). Además, argumenta que un modelo de aprendizaje comunitario internacional, que responde a las necesidades de estudiantes Latino/as culturales y linguísticas, puede producir ganancias significativas en taza de retención del primer y segundo año y predice mejor la retención que el puntaje promedio de preparatoria y el resultado de pruebas estandarizadas.

The Validation Function of a Sustained Orientation and Transfer Program: A Longitudinal Qualitative Study

“…This study lends support to previous recommendations for student support, orientation, and educational services programs (S. M. Gonzalez et al, 2015;Pérez & Ceja, 2010;Rodriguez et al, 2015;Zalaquett, 2005). First, community college-university joint programs should establish culturally specific programs for Latina/o students to focus on the following objectives: (a) building community and interconnected networks between Latina/os, (b) providing culturally aware counselors and mentors who understand Latina/o identities and needs, and (c) instilling appreciation of Latina/o culture and diversity.…”

“…In addition, several studies explain that culturally rich environments, particularly those that embrace, celebrate, and affirm Latina/o culture, help students persist and succeed (Gloria & Segura-Herrera, 2004;Nora & Crisp, 2009;Pérez & Ceja, 2010;Rendón, 2002). Culturally sensitive environments instill a sense of belonging and the feeling of having a home away from home at school that positively influences students' integration and motivation (K. P. González, 2001;S. M. Gonzalez et al, 2015;Hurtado, 2002;Rendón, 2000).…”

“…M. Gonzalez et al, 2015;Zalaquett, 2005) and encouraged them to form special social bonds with other Latina/o students and faculty (Rendón, 2000). Several studies provided support for these claims by suggesting that students viewed school as a home away from home and formed strong social networks and connections with other Latina/os and faculty if they felt positively validated (K. P. González, 2001; S. M. Gonzalez et al, 2015;Hurtado, 2002;Rendón, 2000). Moreover, students were more likely to persist if they felt that faculty and institutions allowed them to contribute their personal knowledge, intelligence, and strengths in classroom and school settings (Rendón Linares & Muñoz, 2011).…”

The Role of a Skills Learning Support Program on First-Generation College Students’ Self-Regulation, Motivation, and Academic Achievement: A Longitudinal Study

“…Interventions focused on Latino/Latina students with an emphasis on building a supportive peer community, helping students identify social and academic resources, and develop skills in balancing their home and university responsibilities resulted in better social adjustment and critical consciousness than students who were not exposed to the intervention (Cerezo & McWhirter, 2012). Similarly, in a recent intervention study, Gonzales et al (2015) found that by creating a sense of familia between students and the faculty and staff and requiring students to enroll in first-year English and math courses as a cohort, Latino/ Latina students experienced a rise in first-to second-year retention rates.…”

“…A sense of belonging buoyed by sociocultural interactions and peer support can be important to students' decisions to continue their studies at a university (Cerezo & McWhirter, 2012;Gonzales, Brammer, & Sawilowsky, 2015). Interventions focused on Latino/Latina students with an emphasis on building a supportive peer community, helping students identify social and academic resources, and develop skills in balancing their home and university responsibilities resulted in better social adjustment and critical consciousness than students who were not exposed to the intervention (Cerezo & McWhirter, 2012).…”