Investing in the Future: Expanding Educational Opportunities for First-Generation Latino College Students

Piedra, Lissette M; Schiffner, Tiffany; Reynaga-Abiko, Geneva

doi:10.1007/978-1-4419-9452-3_6

Cited by 4 publications

(4 citation statements)

References 28 publications

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“…Although policy-level changes at the community and educational level are necessary to help address many aspects of these mental health challenges for Hispanic college students (Piedra, Schiffner, & Reynaga-Abiko, 2011), there is an equally important need to broaden our understanding of individual-level variables that may be related to adverse emotional states (anxiety/depression) among this group. There has been an increasing scholarly recognition of the importance of acculturative stress.…”

Section: Acculturative Stress As a Risk Factor For Anxiety/depressionmentioning

confidence: 99%

Clarifying the relation of acculturative stress and anxiety/depressive symptoms: The role of anxiety sensitivity among Hispanic college students.

Jardin¹,

Mayorga²,

Bakhshaie³

et al. 2018

Cultural Diversity & Ethnic Minority Psychology

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Section: Acculturative Stress As a Risk Factor For Anxiety/depressionmentioning

confidence: 99%

Clarifying the relation of acculturative stress and anxiety/depressive symptoms: The role of anxiety sensitivity among Hispanic college students.

Jardin¹,

Mayorga²,

Bakhshaie³

et al. 2018

Cultural Diversity & Ethnic Minority Psychology

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“…In 2014, the percentage of Latina/o students completing a bachelor’s degree was still substantially lower than Whites, Blacks, and Asians (Krogstad, 2016). Many Latina/o college students are the first in their family to attend college (Chen, 2005; Piedra, Schiffner, & Reynaga-Abiko, 2011). First-generation status has been found to be a strong predictor of students leaving college before their second year even after accounting for factors such as working full-time, financial aid status, gender, and race/ethnicity (Lohfink & Paulsen, 2005; Padgett, Johnson, & Pascarella, 2012; Somers, Woodhouse, & Cofer, 2004).…”

mentioning

confidence: 99%

Peer Mentoring as Social Capital for Latina/o College Students at a Hispanic-Serving Institution

Moschetti

Plunkett

Efrat

et al. 2017

Journal of Hispanic Higher Education

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An evaluation was conducted on a university peer mentoring program for Latina/o college students (mostly freshmen and first generation) at a Hispanic-Serving Institution. Data were collected across 3 years from 458 Latina/o students with mentors and 86 Latina/o students without mentors (Year 3). Quantitative and qualitative data indicated mentees viewed peer mentors as social capital (e.g., emotional and academic support). Mentees reported increased university integration and connection at posttest, significantly greater than nonmentored students. Resumen Se condujo una evaluación de un programa universitario de companeros mentores de estudiantes latina/os (la mayoría de primer año y primera generación) en una institución de servicio a hispanos. Información de 458 estudiantes latina/os y sus menotres se coleccionó a través de tres años, así como de 86 estudiantes latina/os sin mentores (de tercer año). Inforamción cuantitativa y cualitativa indican que los estudiantes percivieron a sus mentores compañeros como capital social (i.e., apoyo emocional y académico). En una prueba posterior, los estudiantes con mentores reportaron integración universitaria significativamente mayor que los estudiantes sin mentores.

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“…Therefore, the information regarding college enrollment and financial aid should be presented to the student and his or her family and community supporters. Providing a college visitation opportunity and written material that is specific to the Hispanic high school student contemplating college enrollment have been found to be effective in promoting college enrollment (Piedra, Schiffner, & Reynaga-Abiko, 2011). Subsequently, a high school student will have access to the information necessary to make a fully informed decision regarding college enrollment.…”

Section: Secondary School Initiativesmentioning

confidence: 99%

Hispanic Minority College Students at Selective Colleges

Wagner

2015

Journal of Hispanic Higher Education

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Hispanic college enrollment in 2011 surpassed all other minority groups. However, Hispanic graduation rates continue to lag. This study examines background, academic integration, social integration, perception of prejudice and discrimination factors, and social capital factors, and how these affect Hispanic undergraduate 6-year completion rates at selective colleges. The results demonstrate that social capital during the high school senior year and attending a private or liberal arts college positively affect Hispanic students' graduation rates. Resumen El registro de estudiantes hispanos en 2011 sobrepasó otros grupos minoritarios (Fry & Lopez, 2012). Sin embargo, el porcentaje de graduación de estudiantes hispanos continúa rezagado. Este estudio examina factores contextuales, integración académica, integración social, percepción de prejuicio y discriminación, y capital social. Además, examina como estos factores impactan la graduación universitaria de estudiantes hispanos a los seis años en universidades selectas. Los resultados demuestran que el capital social durante el último año de preparatoria, y estudiar en una universidad privada o colegio de artes liberales impactan positivamente el porcentaje de graduación de estudiantes hispanos.

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Investing in the Future: Expanding Educational Opportunities for First-Generation Latino College Students

Cited by 4 publications

References 28 publications

Clarifying the relation of acculturative stress and anxiety/depressive symptoms: The role of anxiety sensitivity among Hispanic college students.

Clarifying the relation of acculturative stress and anxiety/depressive symptoms: The role of anxiety sensitivity among Hispanic college students.

Peer Mentoring as Social Capital for Latina/o College Students at a Hispanic-Serving Institution

Hispanic Minority College Students at Selective Colleges

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