Increasing College Completion for Latino/as in Community Colleges: Leadership and Strategy

González, Kenneth P.

doi:10.1002/he.20154

Cited by 9 publications

(10 citation statements)

References 14 publications

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“…Researchers and practitioners describe the transfer pathway in California as "log-jams," "puzzles," and "labyrinths" (Dowd, 2007;Jain et al, 2020;Martinez-Wenzl & Marquez, 2012). Unclear transfer pathways from community college to 4-year institutions jeopardize the ability of California's students, notably Latinx students, from achieving a Bachelor's degree (Contreras & Contreras, 2015;Gonzalez, 2015).…”

Section: Latinx Students the Transfer Process And Educational Inequitiesmentioning

confidence: 99%

Using State-Equity Reform to Improve Latinx Student Transfer

Felix

2020

AMAE Journal

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This article focuses on Latinx transfer inequity and the role of state policy in addressing barriers faced trying to move from community college to four-year institutions. A recently passed initiative in California, known as the Student Equity Policy, offers community colleges the opportunity to address transfer barriers for racial/ethnic students through institutional planning. One of the largest challenges facing California Community Colleges are the persistent inequitable rates of transfer for Latinx students, the largest ethnic group in the system. Using critical policy analysis, I examined a subset of 33 Hispanic-serving community colleges to understand how they leveraged the policy to address the transfer barriers facing Latinx students. By examining equity plans, this study finds that although Latinx students are identified as facing disproportionate levels of inequity; the policy, planning process, and funding resources were left as unexploited opportunities to address Latinx students’ specific equity gaps.

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Section: Latinx Students the Transfer Process And Educational Inequitiesmentioning

confidence: 99%

Using State-Equity Reform to Improve Latinx Student Transfer

Felix

2020

AMAE Journal

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“…Franklin, Smith, and Hung (2014) found that racialized and microaggressive incidents on college campuses lead to emotional and psychological fatigue among minority students. As a result, minority students, particularly Latinx and African American students, have lower rates of academic persistence and graduation than their majority peers (Contreras, 2009; Crisp et al., 2015; González, 2015; Tajalli & Ortiz, 2018).…”

Section: Study Purpose and Overviewmentioning

confidence: 99%

Findings From a Pilot Study Examining the Positive and Negative Achievement Emotions Associated With Undergraduates’ First-Year Experience

Allaire

2019

Journal of College Student Retention: Research, Theory & Pr

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Research shows that undergraduate students’ achievement emotions are critical in determining motivation and success in higher education. This article reports on the results of a pilot study using the Achievement Emotions Questionnaire involving 10 ( n = 10) mostly ethnic minority undergraduates at an urban 4-year university. In general, findings reveal increases in feelings of hope, hopelessness, and boredom as well as decreases in enjoyment throughout students’ first-year experience. Students’ positive and negative emotions impact their perceptions of both their classes and instructors and affect their motivation, on-task behavior, and academic success. These results also compare and show significant differences in the emotions associated with the first-year experiences of immigrants, Hispanic, and first-generation students as compared with their citizen, non-Hispanic, and nonfirst-generation peers, respectively. These findings paint an intimate portrait of the narrators’ experiences and the impact that emotions had on their motivation and achievement during their first year in college.

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“…For example, community college presidents must ensure the institution adapts to the students they serve rather than forcing the students to change to fit the institution (Eddy, 2010;Gonzalez, 2015).…”

Section: Community College Presidential Leadership and The Degree Commentioning

confidence: 99%

“…Recently, policymakers have been incorporating degree completion rates as a performance metric through performance-based funding policies to pressure higher education institutions to increase degree completion rates (Gonzalez, 2015). This recent focus on the degree completion agenda may require community college presidents to implement institutional policies to address the external demands of improving degree completion rates, which may be at the expense of other pressing institutional goals (e.g.…”

Section: Community College Presidential Leadership and The Degree Commentioning

confidence: 99%

“…For the purpose of this study, we focused on the perceptions of the community college presidents about Latino male degree completion. Based on the literature, this construct is a critical educational milestone for Latino male students because they encounter many challenges that may inhibit them from completing a college credential or degree (Bukoski & Hatch, 2016;Gonzalez, 2015;Sáenz & Ponjuan, 2009). …”

Section: Interview Protocol Data Collection and Analysismentioning

confidence: 99%

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Presidential Leadership: Improving Completion Rates of Latino Male Students at Texas Community Colleges

2018

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Enrollment rates for Latino male students continue to increase at community colleges;unfortunately, compared to their other racial and/or ethnic male counterparts they are less likely to earn a college credential or degree. This qualitative study explores the narratives of six presidents at Texas community colleges designated as Hispanic-Serving Institutions. We asked these presidents to describe their perceptions of their institution's awareness and commitment to improve degree completion outcomes of Latino male students. We utilized cultural and social-cognition theories to help understand how these presidents may change or shift their institution's efforts to address this pressing issue. Based on the findings, three key themes emerged that described how these leaders perceived their respective institution. Our findings suggest these presidents are concerned with the low completion rates for Latino male students; however, their institutions need to better align their institution's core values, mission, and culture to support educational outcomes of Latino male students. Lastly, we highlight how other community college presidents could enhance their institution's commitment to improve degree completion rates of Latino male students.

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Increasing College Completion for Latino/as in Community Colleges: Leadership and Strategy

Abstract: This chapter discusses college completion for Latino/as who attend community colleges and the role of leadership in promoting completion. The chapter also provides a number of lessons for success drawn from the national initiative, Achieving the Dream.

Cited by 9 publications

References 14 publications

Using State-Equity Reform to Improve Latinx Student Transfer

Using State-Equity Reform to Improve Latinx Student Transfer

Findings From a Pilot Study Examining the Positive and Negative Achievement Emotions Associated With Undergraduates’ First-Year Experience

Presidential Leadership: Improving Completion Rates of Latino Male Students at Texas Community Colleges

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