From the Barrio to the academy: Revelations of a Mexican American “scholarship girl”

Rendón, Laura I.

doi:10.1002/cc.36819928007

Cited by 96 publications

(104 citation statements)

References 1 publication

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“…In a similar vein, Couvillion-Landry (2002 argues that for those communities and families where attending university is not the norm, the difficulties associated with acculturating to this academic world may lead to "guilt, pain and confusion" as students attempt "to live simultaneously in both worlds, while being accepted in neither" (p. 3). Rendon (1992) These types of findings reflect the second body of literature identified by Pascarella et al (2004), which focuses on transitional issues related to entering tertiary institutions. Again this process is noted as being more problematic for first-generation students with the authors arguing that:…”

Section: Global Student Diversitymentioning

confidence: 54%

Arriving, Surviving, and Succeeding: First-in-Family Women and Their Experiences of Transitioning Into the First Year of University

O’Shea¹

2015

csd

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This article outlines a qualitative narrative inquiry study conducted within Australia that focused on a group of female students commencing university, all of whom were the first in their family to pursue higher education. During 1 year of academic study, 17 women participated in periodic interviews as each moved through the year. By following the students, the study reveals a very different perspective on the student experience, one that is often missing in policy documents and university discourse, which can place these students within a deficit discourse. Instead, by approaching this topic from a strengths perspective, the intent was to highlight how those in this group persist and engage throughout the year. The semi structured interviews built upon each other, and themes were explored related to how the participants managed their university studies in relation to other competing demands in their lives, as well as how the students reflected upon the transition to university life and the repercussions that this decision provoked. The participants’ reflections reveal an initial disjuncture with the university environment, but as the year proceeded, the narratives highlight changes in personal perceptions from that of exclusion to inclusion.

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Section: Global Student Diversitymentioning

confidence: 54%

Arriving, Surviving, and Succeeding: First-in-Family Women and Their Experiences of Transitioning Into the First Year of University

O’Shea¹

2015

csd

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“…Over the course of the years, Tinto (2006) pointed out, we have learned that breaking connections to past associations is not conducive to student retention, and that in many instances, such connections are in fact essential (Cabrera et al, 1992a;Hurtado & Carter, 1997;Rendón, 1992;Rendón et al, 2000). Research also demonstrates that integration is impacted to a great degree by institutional settings and of the importance of student classroom-based interactions with their peers and high-impact pedagogy (Pike, 2012;Price & Tovar, In Press).…”

Section: Moving Away From Retention Theory To Practicementioning

confidence: 99%

“…For example, Dixon-Rayle and Chung (2007) sought to determine, if and how, perceptions of mattering among freshmen college students were associated with perceived support from their college friends and their families, as well as their academic stress. The examination of social support from significant others and college stress follows several scholars' assertions that family and friends can play a significant role in college student transition and adjustment (Bean & Eaton, 2000;Bean & Metzner, 1985;Cabrera et al, 2012;Hagedorn et al, 2001;Rendón, 1992;Rendón et al, 2000;Tinto, 1993). Dixon-Rayle and Chung's study found that perceived social support from family and friends, positively predicted levels of mattering to college friends.…”

Section: Mattering and The College Studentmentioning

confidence: 99%

A Conceptual Model on the Impact of Mattering, Sense of Belonging, Engagement/Involvement, and Socio-Academic Integrative Experiences on Community College Students’ Intent to Persist

Tovar¹

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Community colleges continue to experience high levels of student attrition and low degree/certificate completion rates. Given extant literature, there appears to be a need to reexamine how interactions between students and the institution, and students and institutional agents are taking place, with the aim of identifying institutional practices that deleteriously or positively impact degree completion and thus guide colleges to develop action plans to improve conditions for student success.This study examined how factors such as institutional commitment to students, mattering, sense of belonging, interactions with diverse peers, perceptions of the campus climate, engagement/involvement, socio-academic integrative experiences, and goal commitment collectively affected community college students' intent to persist to degree completion. The proposed model tested the tenability of seven propositions examining how the above constructs interact to influence intent to persist.The sample consisted of 2,088 multiply diverse community college students. The conceptual model was grounded on Astin's (1991) Input-Environment-Outcome model and was tested in the context of structural equation modeling. Multiple group invariance analyses for race/ethnicity were conducted. The conceptual model explained 28% of the variance on intent to persist for Asian students, 21% for White students, and 19% for Latino/a students.Results indicated that transition support from family/friends exerted the highest effect on intent to persist across all racial/ethnic groups, followed by engagement/involvement, perceptions of mattering, interactions with diverse peers, GPA, goal commitment, and socioacademic integrative experiences, albeit varying by group. This study was the first in the literature to empirically demonstrate a causal effect between institutional commitment to students and perceptions of mattering. Mattering, in turn, exerted a moderate to strong influence on engagement/involvement, socio-academic integrative experiences, sense of belonging, and indirectly on intent to persist. Evidence in support of an omnibus "student development and success" construct, as alluded to by Wolf-Wendel, et al. (2009) is also presented. Of import to these findings is that while this construct explained a significant proportion of the variance for engagement/involvement, belonging, mattering, and interactions with diverse peers, the individual factors exerted an independent effect on intent to persist. Implications for theory, research, and practice are also discussed.v Dedication To the institutional agents (instructors and counselors) who made a difference in my life.Thank you for making me feel like I mattered! vi Acknowledgements

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“…Potentially implied in this statement is that familial background and pre-college experiences determine a great deal. Finally, Rendon (1992), relating well to Rodriquez and recounting her own journey through higher education, recounted the frustration and anger of her mother regarding Rendon's decision to go to college, the pain of separation she felt when she transferred farther away from her local junior college, and the repeated attempts by her parents to have her quit school,…”

Section: Family Community and Peer Supportmentioning

confidence: 99%

I had to learn that on my own : successful first-generation, low-income college students from rural areas at an urban institution.

Phillips

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From the Barrio to the academy: Revelations of a Mexican American “scholarship girl”

Cited by 96 publications

References 1 publication

Arriving, Surviving, and Succeeding: First-in-Family Women and Their Experiences of Transitioning Into the First Year of University

Arriving, Surviving, and Succeeding: First-in-Family Women and Their Experiences of Transitioning Into the First Year of University

A Conceptual Model on the Impact of Mattering, Sense of Belonging, Engagement/Involvement, and Socio-Academic Integrative Experiences on Community College Students’ Intent to Persist

I had to learn that on my own : successful first-generation, low-income college students from rural areas at an urban institution.

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