The Importance of Student Involvement: A Dialogue with Alexander Astin

Richmond, Jayne

doi:10.1002/j.1556-6676.1986.tb01240.x

Cited by 12 publications

(1 citation statement)

References 7 publications

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“…Beyond college access, Hispanic students require institutional support systems that address persistence (Richmond, 1986). HSIs must not only dedicate themselves to serving the needs of low-income minorities, but also be committed to student success by being "Hispanic-graduating institutions" (Arciniega, 2012).…”

Section: Introductionmentioning

confidence: 99%

Peer Coaching Program Development: A Framework of First-Year Latina/o Student Persistence Pursuing STEM Pathways at a Hispanic Serving Institution

Cruz

Rajpal

Lecocke

et al. 2019

Journal of Hispanic Higher Education

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This study developed and examined the implementation of an intrusive peer-to-peer coaching program model at a private 4-year master’s degree granting Hispanic Serving Institution (HSI) located in South Texas. The coaching program provided support and promoted increased persistence among Latina/o students entering first-year science, technology, engineering, and mathematics (STEM). Findings positively indicated that first-year Latina/o STEM students can achieve academic success in college when they are matched and supported by culturally similar upperclassmen peer coaches.

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Section: Introductionmentioning

confidence: 99%

Peer Coaching Program Development: A Framework of First-Year Latina/o Student Persistence Pursuing STEM Pathways at a Hispanic Serving Institution

Cruz

Rajpal

Lecocke

et al. 2019

Journal of Hispanic Higher Education

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show abstract

References

1989

ASHE‐ERIC High. Edu. Rept.

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Relationships between the life values of U.S. college students and their cognitive/affective responses to the threat of nuclear war

Hamilton

Lynch²,

Naginey³

et al. 1989

Journal of Adolescence

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The present study was designed to examine relationships between the life values of 399 U.S. college students and their nuclear war‐related thoughts, feelings, and behaviors. The students completed four scales from the Life Values Inventory: (i.e. Conventionally Defined Success [CDS]; Religious Faith and Devotion [RFD]; Activist Pursuit of Social Causes [APSC]; Materialistic Orientation [MO]), the Satisfaction With Life Scale, four scales from the Nuclear War Inventory—Nuclear Distress; Salience; Weapons Opposition; Personal Efficacy—and a single behavioral measure of approach toward information concerning nuclear weapons. Consistent with theory regarding the influence of values and commitments on attitudes and behavior, APSC was found to be positively associated with all five nuclear war measures.Additionally, MO was negatively related to Personal Efficacy and Information Approach, and CDS was positively associated with Nuclear Distress. The only value dimension which covaried significantly with general life satisfaction was RFD. Results are discussed with respect to the recent rise in conservative and materialistically‐oriented values among American college students.

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The Importance of Student Involvement: A Dialogue with Alexander Astin

Cited by 12 publications

References 7 publications

Peer Coaching Program Development: A Framework of First-Year Latina/o Student Persistence Pursuing STEM Pathways at a Hispanic Serving Institution

Peer Coaching Program Development: A Framework of First-Year Latina/o Student Persistence Pursuing STEM Pathways at a Hispanic Serving Institution

References

Relationships between the life values of U.S. college students and their cognitive/affective responses to the threat of nuclear war

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