Intervention for High School Latino Students in Preparing for College

Abstract

Several factors contribute to a disproportionately lower Latino participation in college education. Foremost among those factors are policies that encourage quick job placement over career development, lack of understanding of the benefits of a college degree, lower expectations for Latino students, poor financial planning, and lack of guidance. A review of the literature shows that the strong work ethic imbued by Latino culture correlates with negative outcomes in college enrollment and completion. Therefore, intervention is required to create positive outcomes. Using Upward Bound as a model for intervention, several types of intervention and their effects are suggested and examined. ResumenRevisión de la literatura demuestra que la ética de trabajo fuerte embebida en la cultura latina se correlaciona con los resultados negativos de inscripción y graduación universitaria. Por lo tanto, se requiere intervenir para crear resultados positivos. Usando Ligado hacia Arriba como modelo de intervención, se sugieren y examinan varios tipos de intervención y sus efectos.

The Validation Function of a Sustained Orientation and Transfer Program: A Longitudinal Qualitative Study

“…This study lends support to previous recommendations for student support, orientation, and educational services programs (S. M. Gonzalez et al, 2015;Pérez & Ceja, 2010;Rodriguez et al, 2015;Zalaquett, 2005). First, community college-university joint programs should establish culturally specific programs for Latina/o students to focus on the following objectives: (a) building community and interconnected networks between Latina/os, (b) providing culturally aware counselors and mentors who understand Latina/o identities and needs, and (c) instilling appreciation of Latina/o culture and diversity.…”

“…Therefore, the study was a longitudinal, interpretive qualitative research study that included one-on-one interviews with students who currently participated in the program at the time of the study and those who successfully transferred. This study responded to the recommendations of previous authors in the Journal of Hispanic Higher Education (S. M. Gonzalez, Cash Brammer, & Sawilowsky, 2015;Pérez & Ceja, 2010;Zalaquett, 2005), particularly researchers' suggestions to evaluate programmatic interventions that seek to help Latina/o students succeed (Rodriguez, Rhodes, & Aguirre, 2015). The findings shed light on the importance of sustained orientation, assistance, and educational planning through programs similar to Adelante.…”

Hispanic Students’ Sense of Control in Relation to Post-Secondary Enrollment Outcomes

“…The existence of employment not predicated on a college degree also plays a role. Hispanic students who see that there are occupations one can hold without a college degree-and that they are comparable in pay to occupations that require a college degree, such as construction versus social work-may choose those occupations instead (Rodriguez et al 2014).…”

“…In a literature review synthesizing various factors that contribute to the lack of college enrollment among Latina/o students, Rodriguez et al (2014) argued that Latina/o students have a strong work ethic, but are misguided in their efforts, as it does not lead to attaining a bachelor degree. We understand that the students in our sample may be reflecting this idea.…”

Reaching Out to Underserved High School Students: An Experiential Approach to Higher Education

“…Second, the majority of our sample was of Hispanic background. This could have impacted the outcome of the study; for instance, family cultural values and norms may have impacted participants' decision to pursue college (Núñez, 2014;Rodriguez, Rhodes, & Aguirre, 2015). This limitation calls for future research to expand the boundary of this study into diverse ethnic groups of underserved population.…”