“<i>Échale ganas</i>”: Family support of Latino/a community college students’ transfer to four-year universities

Jabbar, Huriya; Serrata, Carmen; Epstein, Eliza; Sánchez, Joanna

doi:10.1080/15348431.2017.1390462

Cited by 32 publications

(29 citation statements)

References 47 publications

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“…In addition, family responsibilities in both qualitative and quantitative studies examining Latina/o student success also indicate a negative pulling away influence (Alfonso, 2006a; Ornelas & Solórzano, 2004; Rendón & Valadez, 1993; Zell, 2010). Despite these negative findings regarding family obligations, other scholars have noted the positive influence (i.e., pulling in) that family support has on Latina/o students’ transfer to 4-year institutions (Jabbar et al, 2019).…”

Section: Literature Reviewmentioning

confidence: 99%

Examining Educational Attainment Outcomes: A Focus on Latina/o Community College Students

Carales

2020

Community College Review

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Objective: This study examined how a set of theoretically derived factors predicted the educational attainment outcomes of Latina/o community college students. The guiding research question was, “What precollege and background characteristics, college experiences, and environmental pull factors uniquely predict persistence, certificate or associate degree completion, and transfer or bachelor’s degree completion for a national sample of Latina/o community college students?” Method: Three logistic regression analyses were conducted using a nationally represented sample from the Beginning Postsecondary Students Longitudinal Study (BPS: 04/09). Results: Latina/o community college student educational outcomes were found to be related to demographic or precollege variables including primary language spoken in the home, citizenship status, socioeconomic status, degree expectations; college experiences including academic integration, first-year college grade point average (GPA), enrollment intensity, co-enrollment; and environmental pull factors including the receipt of a federal student loan and Pell Grant. Conclusion: Findings underscore the importance of financial aid in promoting success outcomes and alleviate affordability concerns for Latina/o community college students. Findings also reinforce the notion of considering educational intentions when developing advising services and programs that foster or match those ambitions. Doing so will improve both student outcomes and institutional effectiveness.

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Section: Literature Reviewmentioning

confidence: 99%

Examining Educational Attainment Outcomes: A Focus on Latina/o Community College Students

Carales

2020

Community College Review

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“…Belonging is "the social relations, connections, and supportive interactions" (p. 60) wherein context is important (Strayhorn, 2015) as the university's culture and values (e.g., individual competition) often do not align with Latinx students' values (e.g., engaged collaboration; Castillo et al, 2006). As Latinx students report a lower sense of belonging than White students (Johnson et al, 2007;Strayhorn, 2008), familial support is a critical source of encouragement that informs their college aspirations (Jabbar et al, 2017; and academic persistence (Castellanos et al, 2013). In Hurtado and Carter's (1997) seminal study, an increased sense of social support was linked to a higher sense of belonging.…”

Section: Social Dimension (Belonging)mentioning

confidence: 99%

“…Use of an extrinsic motivation scale that focused on academic achievement relative to career or job placement may not have been secondary to intrinsic motivation in addressing cultural and familial advancement (e.g., Phinney et al, 2006;. For example, the cultural concept of ganas (will or desire to succeed) versus extrinsic motivation may better explain Latinx students' experiences (Easley et al, 2012;Jabbar et al, 2017). Furthermore, studies would do well to include an emic-focused scale that draws on the cultural bases of familismo (familism; and notion of écharle ganas (Jabbar et al, 2017; translates to: get motivated, you got this) to inform Latinx students' source and basis of motivation (e.g., internalizing external motivation; Deci & Ryan, 2002).…”

Section: Limitations and Future Researchmentioning

confidence: 99%

¡Pertenecemos y tenemos importancia aquí! Exploring Sense of Belonging and Mattering for First-Generation and Continuing-Generation Latinx Undergraduates

Dueñas

Gloria

2020

Hispanic Journal of Behavioral Sciences

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Using a psychosociocultural approach, we examined the role of motivation, belonging, and congruity relative to sense of mattering for 236 Latinx undergraduates attending a public Midwest research university. Findings revealed the key role of belonging in understanding undergraduates’ experiences where belonging accounted for more than half of the variance of mattering as well as mediated the relationship of congruity and mattering. Differences by college generation, academic certificate, and student organization status were also revealed. Practical implications for faculty, administrators, and university personnel and future direction for research are addressed relative to student affiliation and sense of belonging and mattering.

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“…Just as children give to and take care of family members, family members reciprocate care. Indeed, a robust literature documents the quality and extent of the support that family offers and its far-ranging benefits (e.g., Azmitia et al, 1996; Jabbar et al, 2019; Marrun, 2020; Reese et al, 1995). A critical benefit includes the knowledge and cultural capital necessary to navigate various domains.…”

Section: The Importance Of Familymentioning

confidence: 99%

What We Bring With Us: Investing in Latinx Students Means Investing in Families

Covarrubias

2021

Policy Insights from the Behavioral and Brain Sciences

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The educational landscape of the United States has shifted as more low-income, first-generation Latinx students enroll in 4-year universities. Despite this, many underlying structures and practices of these institutions still reflect the cultural norms of culturally dominant groups (e.g., White, upper-to-middle-class, continuing-generation), privileging individualism. This overlooks the cultural values of low-income, first-generation Latinx students, who often prioritize interdependent connections and obligations. When universities do not recognize familial obligations, students must decide between helping family or doing well in school—which complicates their capacity to succeed academically. To graduate diverse future leaders and build a diverse workforce, educators and policymakers must consider that investing in students means investing in their families, too. Concrete examples, from small interventions to large-scale policy changes, illustrate meaningful investment strategies.

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“Échale ganas”: Family support of Latino/a community college students’ transfer to four-year universities

Cited by 32 publications

References 47 publications

Examining Educational Attainment Outcomes: A Focus on Latina/o Community College Students

Examining Educational Attainment Outcomes: A Focus on Latina/o Community College Students

¡Pertenecemos y tenemos importancia aquí! Exploring Sense of Belonging and Mattering for First-Generation and Continuing-Generation Latinx Undergraduates

What We Bring With Us: Investing in Latinx Students Means Investing in Families

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