Hispanic educational attainment in sub‐baccalaureate programs

Alfonso, Mariana

doi:10.1002/cc.224

Cited by 16 publications

(30 citation statements)

References 9 publications

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“…For example, enrollment in remedial or developmental courses was found by Crisp and Nora (2010) to be positively related to persistence and degree completion among 2-year Latina/o students but was found by Alfonso (2006) who used an older version of the BPS data to decrease the odds of 2-year degree completion. For example, enrollment in remedial or developmental courses was found by Crisp and Nora (2010) to be positively related to persistence and degree completion among 2-year Latina/o students but was found by Alfonso (2006) who used an older version of the BPS data to decrease the odds of 2-year degree completion.…”

Section: College Experiencesmentioning

confidence: 99%

Undergraduate Latina/o Students

Crisp

Taggart

Nora

2015

Review of Educational Research

104

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A systematic review was conducted to produce an up-to-date and comprehensive summary of qualitative and quantitative evidence specific to the factors related to undergraduate Latina/o student academic success outcomes during college. The purpose of the study was to make sense of and provide critique to this rapidly growing body of research, as well as to direct future research efforts. Findings indicate that a combination

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Section: College Experiencesmentioning

confidence: 99%

Undergraduate Latina/o Students

Crisp

Taggart

Nora

2015

Review of Educational Research

104

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“…To begin, the literature attributes two sets of factors to Latina/o student academic success as it relates to transfer: environmental factors and institutional factors. Environmental factors are elements in a student's surroundings that contribute to a Latina/o student's ability to transfer, including familial responsibility (Alfonso, 2006), financial and employment responsibility (Arbona & Nora, 2007;Rendón, Jalomo, & Nora, 2011), and enrollment status (Nakajima, Dembo, & Mossler, 2012). Institutional factors are structures within an institution that either help or hinder the success of Latina/o students in higher education and include academic preparedness (Clark, Ponjuan, Orrock, Wilson, & Flores, 2013;Harris & Wood, 2014;Saenz & Ponjuan, 2011), developmental education (Solórzano, Acevedo-Gil, & Santos, 2013), faculty and staff interaction (Tovar, 2014), and sense of belonging (Hurtado & Ponjuan, 2005;Longerbeam, Sedlacek, & Alatorre, 2004).…”

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confidence: 99%

The Role of Community College First-Year Experience Programs in Promoting Transfer Among Latino Male Students

Peña

Rhoads

2018

Community College Journal of Research and Practice

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Latina/os are one of the fastest growing populations nationwide. In California, Latino males make up 33% of the total male population. While Latino males in the state are opting to pursue a higher education, only 18% are enrolled in public four-year institutions. Most Latino males begin their academic trajectory in community colleges and aspire to transfer to four-year universities. Unfortunately, community colleges are struggling to retain and transfer Latino males, and literature attributes this to both environmental and institutional factors. Although overall, Latino males struggle in community colleges, those who participate in First-Year Experience (FYE) programs have demonstrated higher persistence rates that in turn, lead to transfer. Multiple studies highlight how involvement in FYE leads to greater student academic success. While these studies document the overall success of Latina/o students, the number of iii studies examining the role of FYE programs in facilitating transfer among male students is limited. This study aimed to address this research gap by examining the role that FYE program components have in promoting transfer among Latino male students.A qualitative case study approach was used to examine the components in two FYE programs that promote transfer among study participants. Participants included four groups: current Latino male students, Latino male alumni, FYE counselors, and FYE coordinators. Data collection strategies, including semi-structured interviews, site observations, and data analysis, were used to build a greater understanding of how FYE program components promote transfer.Data were analyzed through a community cultural wealth perspective focused on positively highlighting the qualities that Latino male students bring to higher education settings. Findings suggest that the greatest challenges faced by Latino male students included help-seeking behaviors, frustration in the length of time it takes to transfer, and financial responsibilities.Results from the study also show that FYE program components that proved most influential in promoting transfer was not due to one single component, but rather, a set of interrelated components. Primarily, students and alumni identified familial and welcoming environments that helped them develop their help-seeking behaviors as most influential in preparing for transfer. Findings inform current FYE program practitioners on how FYE programs help promote transfer among Latino male students. Findings also have implications for educational leaders and policymakers who are trying to understand what FYE program components are most successful in promoting transfer and what components can be scaled up. iv This dissertation of Mauro Ivan Peña is approved.

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“…Perhaps Leigh and Gill would have more easily accomplished this first key purpose had they broadened their definition of educational outcomes to include completion of an occupational certificate or training program, as almost one-third of Latinos in subbaccalaureate programs enroll in order to gain or improve marketable skills (Alfonso, 2006). Broadening the definition of educational outcomes in this way would also have helped to connect Leigh and Gill's two research questions, as the monograph (the authors themselves admit this) does not directly address the question of whether immigrant students ''are obtaining the occupational skills they need to qualify for jobs in the local labor market'' (p. 188).…”

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confidence: 99%