The Role of Familism in Explaining the Hispanic-White College Application Gap

Desmond, Matthew; Turley, Ruth N. López

doi:10.1525/sp.2009.56.2.311

Cited by 131 publications

(144 citation statements)

References 79 publications

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“…This finding is consistent with other research demonstrating that Hispanic students are more likely than students from other racial/ethnic groups to state that it is important to live at home during college and that this is associated with a lower likelihood of applying to a four-year college, possibly because there are no nearby four-year institutions (Desmond & Turley, 2009;Nuñez & Kim, 2012). It is also possible that this finding partly reflects the fact that some first-generation Hispanic students are undocumented immigrants since legal status is one determinant of access to four-year institutions, in part because it structures access to financial assistance (Flores & Chapa, 2009).…”

Section: College Enrollment Across Hispanic Immigrant Generation Statussupporting

confidence: 91%

“…The focus on four-year college enrollment acknowledges prior evidence demonstrating that not beginning college at a four-year institution constitutes one key obstacle to equitable rates of bachelor's degree attainment among Hispanic students relative to other racial/ethnic groups (Desmond & Turley, 2009;Gándara & Contreras, 2009).…”

Section: The Current Studymentioning

confidence: 99%

“…The desire to remain near home, however, may reduce the likelihood that Hispanic youth will enroll in a four-year institution (Desmond & Turley, 2009 (2006) waves of data collection (n = 13,220). Of the 13,220 students who participated in all three waves of data collection, this study focuses on the 1,880 students who reported Hispanic ethnicity.…”

Section: College-going Dispositionsmentioning

confidence: 99%

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Variation Across Hispanic Immigrant Generations in Parent Social Capital, College-Aligned Actions, and Four-Year College Enrollment

Ryan

Ream

2016

American Educational Research Journal

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Not beginning college at a four-year institution has been demonstrated as one key obstacle to equitable rates of bachelor's degree attainment among Hispanic individuals in the United States. Drawing on nationally representative longitudinal data and social capital theory, this research investigates the process of four-year college enrollment among different immigrant generations of Hispanic adolescents. Of particular interest is how parents of Hispanic youth use resources embedded in their social networks to promote their children's engagement in college-aligned actions and whether this process varies according to student immigrant generation status. Results suggest that regardless of immigrant generation, Hispanic students who take instrumental steps during high school that are aligned with admission to college have a greater probability of initially enrolling in a four-year institution. Importantly, however, the influence of different forms of parent social capital during the process of four-year college enrollment varies markedly according to student immigrant generation.KEYWORDS: Hispanic, immigrant, postsecondary, social capital theory SARAH RYAN is a researcher in the Research, Evaluation and Policy unit at Education Development Center, 43 Foundry Avenue, Waltham, MA 02453, USA; e-mail: sryan@edc.org. In her research, Ryan seeks to better understand how practice and policy contribute to but might also ameliorate inequities in educational processes and outcomes among youth. Her work spans multiple disciplines, including the sociology of education, higher education, and educational policy.

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Section: College Enrollment Across Hispanic Immigrant Generation Statussupporting

confidence: 91%

Section: The Current Studymentioning

confidence: 99%

Section: College-going Dispositionsmentioning

confidence: 99%

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Variation Across Hispanic Immigrant Generations in Parent Social Capital, College-Aligned Actions, and Four-Year College Enrollment

Ryan

Ream

2016

American Educational Research Journal

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“…Chicano/Latinx students are attending the CSU system in large numbers, given the strong preference of Latinx students to remain closer to home or live at home during their undergraduate years (Desmond & Turley, 2009;Hurtado, 1997). Latinx students are therefore more likely than their college going peers to only apply to regional institutions.…”

Section: The California State University Systemmentioning

confidence: 99%

Latino Faculty in Hispanic-Serving Institutions: Where is the Diversity?

Contreras

2018

AMAE Journal

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“…This is consistent with the Latina/o cultural value of familism or familismo which involves strong family interdependence, loyalty, and obligation (Sabogal, Marin, Otero-Sabogal, Marin, & Perez-Stable, 1987). Familismo is associated with a collectivist cultural orientation which prioritizes group needs and goals over those of the individual (Triandis, 1995).According to Desmond and Turley (2009), adherence to the familismo cultural value can create a conflict between the Latina/o student's personal goals for higher education attainment and the need to remain at home to help out and support the family. Such conflicts tend to be most acutely felt by Latina students who may be expected to fulfill traditional female family roles at the expense of educational and career goals (Nunez & Elizondo, 2913; Risco & Duffy, 2010;Sy & Romero, 2008).…”

mentioning

confidence: 99%

Family Science as a Pathway to Higher Education Attainment for Rural, Latina/o Students: Lessons from a Pilot Distance Degree Program

Taylor¹,

Payne

Arizaga-Marron³

2015

FSR

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ABSTRACT. Latina/o students in rural communities face unique challenges in their efforts to access higher education opportunities that lead to a four-year college degree. We describe a pilot distance degree program in which a four-year research university in southern Arizona partnered with a rural community college to offer a Bachelor of Science degree in family studies and human development (FSHD) to place-bound students. This program enables students located near the community college to attend courses both on that campus and virtually at the partnering university. We address specific experiences and lessons learned in terms of the partnership required to maintain high academic standards, while being culturally responsive, and meeting the unique needs of these distance degree students. Family Science as a Pathway to Higher Education Attainment for Rural, Latina/o Students: Lessons from a Pilot Distance Degree ProgramLatina/o students in rural communities face a number of challenges accessing higher education opportunities that can lead to successful completion of a four-year college degree. These students may have opportunities to attain an associate's degree, but avenues for obtaining a bachelor's degree from a distance are typically limited. In this paper, we identify some of the unique issues and challenges facing place-bound, rural Latina/o students in their path toward higher education, including the role of family. We then describe a small pilot distance B.S. degree program in family studies and human development (FSHD) designed to meet the needs of this population. The pilot program is based on a partnership between the School of Family and Consumer Sciences at a four-year research university in southern Arizona and a rural community college located in an agricultural community near the border of Mexico. Latina/o Higher Education Attainment: Issues & ChallengesAccording to recent statistics, the state of Arizona has the sixth largest Latina/o population in the United States (Excelencia in Education, 2012). Our use of the term Latina/o for purposes of this paper is based on the U.S. Census Bureau (2014a) definition which specifies that "Hispanics or Latina/os are those people who classified themselves in one of the specific Spanish, Hispanic, or Latina/o categories listed on the Census 2010 questionnaire -'Mexican,' 'Puerto Rican,' or 'Cuban.' In Arizona, Latina/os comprise approximately 30% of the total population and 43% of the K-12 population; individuals of Mexican origin account for almost 26% of the state population (U.S. Census Bureau, 2010). An important challenge for higher education in the state of Arizona (and nationally) is to improve college completion for Latina/o college students. The Higher Education Attainment GapAlthough Latina/o educational attainment has increased over the last ten years, the rate of college enrollment and completion among Latina/os continues to lag behind that of other groups. According to 2013 statistics, only 22% of Latina/o adults earned an associate's degree or h...

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The Role of Familism in Explaining the Hispanic-White College Application Gap

Cited by 131 publications

References 79 publications

Variation Across Hispanic Immigrant Generations in Parent Social Capital, College-Aligned Actions, and Four-Year College Enrollment

Variation Across Hispanic Immigrant Generations in Parent Social Capital, College-Aligned Actions, and Four-Year College Enrollment

Latino Faculty in Hispanic-Serving Institutions: Where is the Diversity?

Family Science as a Pathway to Higher Education Attainment for Rural, Latina/o Students: Lessons from a Pilot Distance Degree Program

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