Table of Contents

Abstract

Introduction Postsecondary Attainment Economic Implications of Low Educational Attainment Organization of This Monograph Demographic, Social, and Cultural Background A Demographic Dividend? Ethnic Subgroups Cultural and Social Influences Summary Classic and Contemporary Theories of Latino Identity Development Ethnic and Racial Identity Development in College Students Supporting Latino Students in Identity Development Summary Challenges to Latino Student Success Casting Success Within a Broader Societal Context Role of Resources Summary Mainstream Approaches to Latino Student Success Academic Capital Financial Capital Cultural Capital Social Capital Summary Culturally Responsive Approaches to Latino Student Success Family Concerns Assumptions About Latinos' Background and Potential Campus Racial/Ethnic Climate Conclusion The Role of Hispanic‐Serving Institutions in Access and Equity Historical Background and Funding of HSIs Students in HSIs Faculty and Administrators at HSIs Emerging Hispanic‐Serving Institutions Challenges for HSIs Summary Conclusion and Implications Role of Demographics and Social and Cultural Factors Developing Culturally Responsive Research, Policy, and Practice Institutionalizing Strategies to Serve Latino Students Teaching and Learning in the Classroom Role of Finances Collaborative Research Role of State Legislators and Policymakers Role of Federal Representatives and Agencies Final Thoughts References Name Index Subject Index About the Authors

The Role of Faculty, Counselors, and Support Programs on Latino/a Community College Students’ Success and Intent to Persist

“…This study also continues to reinforce the importance of background characteristics, transition-to-college experiences, and academic and social factors in the prediction of GPA and intention to persist to degree completion (Bordes-Edgar et al, 2011;Cabrera & La Nasa, 2001;Ceja, 2006;Dowd et al, 2013;Núñez et al, 2013;Perez & Ceja, 2010). Having significant family responsibilities, experiencing a challenging transition to college, and encountering academic difficulties had a deleterious impact on Latino/a students' grades; albeit enrolling in a higher number of units positively predicted GPA.…”

“…Concomitantly, while myriad studies focus on Latino/a students in general (Chapa & Schink, 2006;Hurtado & Carter, 1997;Nuñez, 2009), until recently, few studies have examined the role of social capital resources in shaping success and persistence in the community college environment, particularly when considering faculty-student interactions and academic counselor-advisor-student interactions (Center for Community College Student Engagement, 2012; Chang, 2005;Santos & Reigadas, 2002). These limitations are also evident in the relatively few studies focusing on the experience and factors influencing Latino/a community college students' transfer to 4-year institutions (Chapa & Schink, 2006;Núñez et al, 2013). Moreover, given that institutions play a critical role in creating the conditions that engage students and help them to persist and succeed (Bensimon, 2007;Perez & Ceja, 2010;Perna et al, 2008;Stanton-Salazar, 2011;Stanton-Salazar, Vasquez, & Mehan, 2000), this study examined how select types of interactions with institutional agents and select student support programs influenced Latino/a students' educational outcomes.…”

“…From a public policy perspective, these statistics highlight the need to close the achievement gap not only in access to college but also in community college degree/ certificate attainment, transfer, and bachelor degree completion, if Latino/as are to reap the full benefits of a middle-class life (Chapa & Schink, 2006;Núñez et al, 2013;Pascarella & Terenzini, 2005). While college completion rates for Latino/as in the United States remain low, recent educational trends give hope for increasing the number of Latino/as completing college.…”