Examining the Precollege Attributes and Values of Latina/o Bachelor's Degree Attainers

Abstract

This article focuses on understanding successful Latina/o college student retention at 4-year institutions. Deficit models fail to consider how Latina/o students use different forms of capital (i.e., social, cultural, economic, and human) in earning a degree. Using data from the UCLA's Cooperative Institutional Research Program, factors associated with Latina/o degree attainment within 6 years were investigated. This article will be of interest to educators and policy makers committed to increasing college access and retention for Latina/o students. ResumenEste manuscrito se aboca a comprener la retención exitosa de estudiantes universitarios latinos en instituciones de cuatro años. Modelos negativos fallan en considerar como estudiantes latinos usan formas diferentes de capital (por ejemplo capital social, cultural, económico y humano) para obtener su grado académico. Usando información del Programa de Investigación de Cooperación Institucional de la Universidad de California en Los Ángeles, los factores asociados con el logro académico en seis años fueron investigados. Este manuscrito será de interés para educadores e instituciones gubernamentales comprometidas a aumentar el acceso y la retención universitaria de estudiantes latinos.

Latina/O Students' Needs

“…Yet, the influence of socio-economic status on degree attainment is equivocal. In the context of other predictors, Cerna et al (2007) found that socio-economic status was not associated with degree attainment for Mexican Americans. In contrast, there was a positive association between socio-economic status and cumulative grade point average for Latina/o undergraduates in Fischer's (2007) study.…”

“…National quantitative studies indicate that Latina/o students were less likely to receive financial aid than other racial-ethnic groups and received less financial support when they were awarded aid (KewalRamani et al, 2007). In another quantitative study, Latina/o students expressed greater financial concerns which were negatively associated with their baccalaureate degree attainment (Cerna, Perez, & Saenz, 2007).…”

Éxito!: Making an Impact in Training Latinos for Doctorates and Cancer Research

“…reflect what has been stated consistently in the literature: most Éxito! participants are the first in their family to pursue a higher education; among the most common educational barriers is the lack of adequate social support [10, 14, 25], and academic programs may offer little to no support, including few role models as mentors and peers. Indeed, ample evidence demonstrates the positive impacts of role models on students [26, 27].…”

“…However, barriers such as those discussed here will influence Latino attrition rates, with the greatest disparity at the doctoral level [10, 14, 25, 28]. The Éxito!…”

Stories of successful Latina college students at a predominantly white institution

“…For example, among 100 Latino students who begin elementary school, slightly more than half will graduate from high school, and ten will complete a college degree . Institutions should tap into various types of areas that have assisted successful Latino students graduate from college (Cerna, Pérez, & Sáenz, 2009). Institutions must prepare all students to compete in a global economy, but if the largest ethnic population continues to be uneducated, the nation as a whole will not be able to move forward.…”