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

Abstract

This study examines how interactions with institutional agents (faculty and academic counselors) and select student support programs influence success (i.e., grade point average) and intentions to persist to degree completion for Latino/a community college students. Using social capital theory and college impact models, the study controls for the effects of select pre-college student characteristics, transition-to-college experiences, and academic and social factors. Findings indicate that interactions (quantity and type) with institutional agents exercise a small, but significant effect on Latino/a students’ success. Similarly, participation in an academically rigorous program and a counseling-intensive support program influences students’ success and intent to persist. Implications for practice are addressed.

Connecting through Engagement: Latinx Student-Faculty Interaction in Community College

“…While research suggests that students' contact with faculty out of class is minimal (Abu, Adera, Kamsani, & Ametepee, 2012), our descriptive results show that students interact more with faculty about academic matters outside of the classroom and have very little informal interactions with faculty. Students seeking support on academic matters outside of the classroom is an indicator of students' engagement and sense of belonging (Barnett, 2011;Dayton, Gonzalez-Vasquez, Martinez, & Plum, 2004;Tovar, 2014). Yet, higher frequencies of student-faculty interaction about personal and family issues is linked to persistence in community college students (Bharath, 2009); therefore, informal or social contacts are important to foster mentoring relationships between faculty and students (Crisp & Cruz, 2009).…”

“…In general, students' engagement with faculty outside of the classroom is crucial in increasing overall academic, career, and personal development (Kim, 2010;Tovar, 2014).…”

“…Across the board, research demonstrates that deeper levels of engagement with faculty increases students' overall academic, career, and personal development (Kim, 2010;Tovar, 2014); thus, it is important to understand what factors promote or limit student-faculty interactions outside of classroom.…”

“…Interaction between faculty and Latinx college students plays a significant role on the academic success of students (Tovar, 2014), including GPA (Baker, 2013), better defined academic goals (DeFreitas & Bravo, 2012), and increased retention into the second year of college (Upcraft, Gardner, & Overman, 2004). Additionally, engagement with faculty increases Latinx students' sense of belonging (Hurtado & Carter, 1997), social satisfaction (M. E. Levin & J. R. Levin, 1991), and college adjustment and self-efficacy (Santos & Reigadas, 2002).…”

Co-Curricular Learning and Assessment in New Student Orientation at a Community College

“…In order to successfully adjust personally and academically to college, students need to gain an expanded sense of self beyond what they came to college with, including a strong identification with academic domains and academically rigorous programs (Blake, 2007;Hollins, 2009;Hunter & Murray, 2007;Tovar, 2015). Academic self-confidence, achievement motivation, clear goals, drive to succeed, ability to manage external demands, and self-advocacy are non-academic factors that contribute to college success (Lotkowski et al, 2004;Martin, Galentino, & Townsend, 2014).…”