Who Mentors Hispanic English Language Learners?

Cruz, Yolanda De La

doi:10.1177/1538192707310509

Cited by 5 publications

(4 citation statements)

References 9 publications

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“…Another argument may be the motivation from others that might be fueling their desire to persist. De la Cruz (2008) argued that a salient aspect of support for LEP students is mentorship from a variety of sources: family, advisers, and peers. Perhaps the propensity to want to please and impress these supportive figures is implicitly and positively encouraging them to achieve.…”

Section: Discussionmentioning

confidence: 99%

Motivation for Staying in College

Fong

Krause

Acee

et al. 2016

Journal of Hispanic Higher Education

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The study investigated motivational differences and higher education outcomes between limited English proficiency (LEP) Hispanic students compared with non-LEP Hispanic students. With a sample of 668 Hispanic community college students, we measured various forms of achievement motivation informed by self-determination theory, grade point average (GPA), and first-semester and 1-year persistence outcomes. Using ANCOVA and logistic regression, we found that LEP students had significantly higher retention rates and levels of external regulation, or motivation out of compliance or extrinsic rewards. Moreover, LEP students with moderate levels of external regulation persisted longer in their first semester of community college. Implications for understanding the complex motivations of Hispanic community college students are discussed. ResumenDiferencias motivacionales y persistencia en educación superior entre estudiantes hispanos con competencia en inglés limitada (LEP) y estudiantes hispanos sin esta limitación. Se midieron varias formas de aprovechamiento. Hallazgos sugirieron que

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Section: Discussionmentioning

confidence: 99%

Motivation for Staying in College

Fong

Krause

Acee

et al. 2016

Journal of Hispanic Higher Education

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“…Institutions of secondary and higher education should look into ways to increase these mentor opportunities for Latino and other working class students. As research has shown that mentees are able to more easily relate to mentors who are the same gender, race, and ethnicity as they are, institutions should look to increase the number of Latino teachers and counselors who serve in schools with a primarily Latino student population mentorships (De La Cruz, 2008).…”

Section: Discussionmentioning

confidence: 99%

“…Although a growing number of studies exist examining which factors played a role in the success of academically successful Latinos, very few of these studies are quantitative in nature. The vast majority of the studies that have been conducted use a qualitative design and involve interviews of students which ask students to recall the factors that had the greatest impact on their education (Arellano & Padilla, 1996;Conchas, 2001;De La Cruz, 2008;Gonzales, 2010;Olivo, 2009;Sanchez, Reyes, & Singh, 2005;Stanton-Salazar & Spina, 2003). Some of these studies do involve surveys as part of their investigations; however these surveys tend to serve as a means of gathering demographic information and participant opinions rather than as tools to measure academic achievement (Arellano & Padilla, 1996;Kimura-Walsh et al, 2009;Olivo, 2009;Stanton-Salazar & Spina, 2003).…”

Section: Discussionmentioning

confidence: 99%

Understanding the Role of Social Capital and School Structure on Latino Academic Success

González

2013

lux

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Many American schools in urban areas are made up largely of students who are defined by a variety of risk factors (Mehan et al., 1996). Yet despite the presence of multiple risk factors, not all students at urban public high schools do fail. There are thousands of students throughout these schools who despite their risk factors are able to achieve success similar to that of the most privileged. Are these students successful simply because they work harder than their peers? Are their peers failing because they chose not to study? Or is there something else contributing to these successes and failures that we are failing to notice?Recent research on academically successful minority youth has found that relationships with school personnel and college-bound peers can play an important role in the lives of students (Stanton-Salazar, 2001). In particular these relationships can serve as sources of information and support that provide the resources necessary for minority youth to achieve levels of academic success that are on par with the some of the most privileged members of society. Yet in order for these relationships to develop, minority youth must be in close contact with these individuals. Throughout the country, schools create structures that either allow or deny access to these individuals. It is through the structuring of programs and classes that youth are given the access to these institutional agents and high achieving peers who are so critical to college access for minority youth. PurposeThe purpose of this paper is to provide a review of the literature on previous explanations for the academic failure of Latinos and why these explanations are unable to explain the academic success of some Latino students. In order to better understand Latino academic success, this paper will explore the role of social capital on the achievement of Latino students.

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“…Another way in which scholars described immigrants positively within the U.S. higher education context was by demonstrating that this population often has high levels of motivation and resilience, despite structural inequalities and other barriers that they face in pursuing higher education (De La Cruz, 2008;Luna & Prieto, 2009;Morales et al, 2011;Tauriac & Liem, 2012). Similarly, articles focused on college access discussed immigrants having high college going and career aspirations (Arbelo-Marrero & Milacci, 2016;Griffin et al, 2012).…”

Section: Positive Depictionsmentioning

confidence: 99%

Immigrant Identity and Experiences in U.S. Higher Education Research: A Systematic Review

Mwangi

Mansour

Hedayet

2021

IJME

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As immigrant students continue to enter the U.S. educational pipeline at growing rates, it has become increasingly important for researchers, practitioners, and policymakers to understand these students’ pathways into and through college as well as the factors impacting their success. Using a systematic review, this analysis provides a comprehensive understanding of how global mobility shapes and is shaped by U.S. higher education, particularly in how immigrant identity and immigrants’ experiences are depicted in U.S. higher education scholarship.

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Who Mentors Hispanic English Language Learners?

Cited by 5 publications

References 9 publications

Motivation for Staying in College

Motivation for Staying in College

Understanding the Role of Social Capital and School Structure on Latino Academic Success

Immigrant Identity and Experiences in U.S. Higher Education Research: A Systematic Review

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