Environmental Factors Or Individual Characteristics? What is Needed to Get High Achieving Latino Youth to Successfully Apply to Four-year Colleges?
Environmental Factors Or Individual Characteristics? What is Needed to Get High Achieving Latino Youth to Successfully Apply to Four-year Colleges?

Author: Gwendelyn J. Rivera

Publisher:

Published: 2012

Total Pages: 150

ISBN-13:

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This study investigated how well environmental factors and individual characteristics predicted college-going behavior for Latino/as who were college eligible. The study addressed the following research questions; 1) Is there a relationship between individual characteristics (e.g. agency and self-efficacy) and college-going behavior (e.g. applied to college and took a college entrance exam before the onset of 12th grade) after controlling for environmental factors (e.g. peers and school practices)? 2) What are the relative contributions of self-efficacy and agency to college-going behavior while controlling for environmental factors? 3) If the individual characteristics (e.g. agency and self-efficacy) are correlated with college-going behavior among college-capable Latino/as, are those relationships independent of environmental factors (peers and school practices), or is there an interaction between individual characteristics and environmental factors? The participants for this mixed-methods study included 124 college-eligible Latino/a students from immigrant backgrounds and eight school counselors, all located within the same urban high school. Established and newly developed scales assessing individual characteristics (agency, self-efficacy, and help-seeking) and environmental factors (school college-going practices and peer resources) were utilized. The qualitative component of this study included interviews with the school counselors to contextualize and better understand the students' self-reported findings. Binary mediation analysis and modified grounded theory analysis were used to answer the research questions. Results demonstrated that for college eligible Latino/a seniors, agency and peer resources had a significant and positive relationship with applying to a four-year college. In addition, peer resources mediated the effect of agency on the likelihood of a student submitting a college application. These findings demonstrated that for any given student, the odds of submitting a college application is dependent on a combination of their agency scores and peer resources, with peer-resources serving a meditational role. While a direct link between the qualitative findings and the quantitative findings cannot be made, the findings from the counselor interviews provided insight into the role played by peer resources and individual characteristics for some students. Specifically, agency and peer resources may interact to have more utility for students enrolled in schools with a weak college-going environment. This finding suggests that the investigation of college-going cultures and processes might be enhanced by the consideration of individual resilience characteristics and peer resources. Implications for school and schools districts are also discussed.

High-Achieving Latino Students
High-Achieving Latino Students

Author: Susan J. Paik

Publisher: IAP

Published: 2020-03-01

Total Pages: 295

ISBN-13: 1648020127

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High-Achieving Latino Students: Successful Pathways Toward College and Beyond addresses a long-standing need for a book that focuses on the success, not failure, of Latino students. While much of the existing research works from a deficit lens, this book uses a strength-based approach to support Latino achievement. Bringing together researchers and practitioners, this unique book provides research-based recommendations from early to later school years on “what works” for supporting high achievement. Praise for High-Achieving Latino Students "This book focuses on an important issue about which we know little. There are many lessons here for both scholars and educators who believe that Latino students can succeed. I congratulate the authors for taking on this timely and significant topic." ~ Guadalupe Valdés, Ph.D., Bonnie Katz Tenenbaum Professor in Education, Stanford University. Author of Con Respeto: Bridging the Distances Between Culturally Diverse Families and Schools "This is a must-read book for leaders in institutions of both K-12 and higher education who want to better understand success factors of Latino students in the US. Using a strength-based framework to understand and support Latino achievement is a new paradigm that must be considered by all." ~ Loui Olivas, Ed.D., President, American Association of Hispanics in Higher Education "In addition to being the right book at the right time, these editors should be congratulated for giving us a stellar example of how a research-practice collaboration comes together to produce such a valuable and lasting contribution to the field of school reform and improvement. Those who work in schools, universities, think tanks and policymaking centers have been waiting anxiously for this kind of book, and it’s now here." ~ Carl A. Cohn, Ed.D., Former Executive Director, California Collaborative for Educational Excellence, CA State Board of Education member, and Superintendent "There may not be a silver bullet for solving the so-called problem of Latino underachievement, but well-conceived solutions do exist. This powerful book offers strength- and asset-based frameworks that demonstrate Latino achievement is possible. Read this text to not only get informed, but to also get nurtured and inspired!" ~ Angela Valenzuela, Ph.D., Professor in Education, University of Texas at Austin. Author of Subtractive Schooling: US-Mexican Youth and the Politics of Caring

High-Achieving Latino Students
High-Achieving Latino Students

Author: Jeremiah J. González

Publisher:

Published: 2020-02-28

Total Pages: 296

ISBN-13: 9781648020117

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High-Achieving Latino Students: Successful Pathways Toward College and Beyond addresses a long-standing need for a book that focuses on the success, not failure, of Latino students. While much of the existing research works from a deficit lens, this book uses a strength-based approach to support Latino achievement. Bringing together researchers and practitioners, this unique book provides research-based recommendations from early to later school years on "what works" for supporting high achievement.

Low-income, First-generation, African American and Latino Students' Perceptions of Influencing Factors on Their Successful Path to Enrollment in a Four-year College
Low-income, First-generation, African American and Latino Students' Perceptions of Influencing Factors on Their Successful Path to Enrollment in a Four-year College

Author: Gerard J. Rooney

Publisher:

Published: 2008

Total Pages: 259

ISBN-13:

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?Pub Inc This qualitative study utilized a grounded theory approach to understand first-generation students' perceptions of influences on their successful journey to a four-year college. Twenty low-income, first-generation, African American and Latino students, were interviewed in order to understand who or what influenced them in developing aspirations to college, and at the various stages of the college search and selection process. These students were the first members of their immediate family to attend college. Findings centered around five major influence areas: influences at home, influences at school, influences in the search and choice process, the continuing influence of cost of attendance, and the influence of courage as a necessary virtue for students who are the first members of their families to negotiate their path to college. The home environment provided students with expectation, support, and stability. Parents and/or grandparents were the primary influence for students in the development of an aspiration to attend college. Stability in their elementary and secondary schooling experiences was a contributing influence in their success. Their school environments provided guidance, structure, and recognition. The availability of guidance counselors was essential to the success of the students in making their way to college. Also, teacher recognition and an in-school focus on college preparation activities were key influences for students as they progressed toward college. Distance from home and cost of attendance were overarching considerations in a student's search for a particular college. The availability of a state grant led many students to consider only in-state colleges and universities. Many students considered going away to college as a natural part of the college experience. In the end, distance from home was a more important factor for Latina students and was generally more of an influence for female students than male students. Campus visits were limited to those colleges that provided visit opportunities, typically at no cost to the student. Selection of a particular college was almost universally determined by where students received the best financial aid package. Families seldom spoke of how they would pay for college until a decision had to be made about a particular school. Students expected to take a lead role in paying for college. Students felt ongoing confusion about how they would pay for college and expressed a lack of understanding about how much they and their parents were borrowing to attend college. Students ultimately were responsible for translating their parents' expectation into an aspiration to attend college. Their individual initiative and focus allowed them to progress through high school and prepare themselves for college. A sense of self-advocacy and personal motivation were important qualities that helped students get the necessary assistance they needed to achieve their destination: college.

From Here to University
From Here to University

Author: Alexander Jun

Publisher: Psychology Press

Published: 2001

Total Pages: 172

ISBN-13: 9780415932363

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First Published in 2002. Routledge is an imprint of Taylor & Francis, an informa company.

Ensuring the Success of Latino Males in Higher Education
Ensuring the Success of Latino Males in Higher Education

Author: Victor B. Sáenz

Publisher: Taylor & Francis

Published: 2023-07-03

Total Pages: 192

ISBN-13: 1000977277

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Latino males are effectively vanishing from the American higher education pipeline. Even as the number of Latinas/os attending college has actually increased steadily over the last few decades, the proportional representation of Latino males continues to slide relative to their Latina female counterparts. The question of why Latino males are losing ground in accessing higher education—relative to their peers—is an important and complex one, and it lies at the heart of this book. There are several broad themes highlighted, catalogued along with the four dimensions of policy, theory, research, and practice. The contributors to this book present new research on factors that inhibit or promote Latino success in both four-year institutions and community colleges in order to inform both policy and practice. They explore the social-cultural factors, peer dynamics, and labor force demands that may be perpetuating the growing gender gap, and consider what lessons can be learned from research on the success of Latinas. This book also closely examines key practices that enable first generation Latino male undergraduates to succeed which may seem counterintuitive to institutional expectations and preconceived notions of student behavior. Using narrative data, the book also explores the role of family in persistence; outlines how Latino men conceptualize fulfilling expectations, negotiate the emasculization of the educational process, and how they confront racialization in the pursuit of a higher education; uncovers attitudes to help-seeking that are detrimental to their success: and analyzes how those who succeed and progress in college apply their social capital – whether aspirational, navigational, social, linguistic, familial, or resistant.While uncovering the lack of awareness at all levels of our colleges and universities about the depth and severity of the challenges facing Latino males, this book provides the foundation for rethinking policy; challenges leaders to institutionalize male-focused programs and services; and presents data to inform needed changes in practice for outreach and retention.

Factors that Influence the Success of First-generation, Low Income Latino Community College Students
Factors that Influence the Success of First-generation, Low Income Latino Community College Students

Author: Joseph A. Sandoval

Publisher:

Published: 2018

Total Pages: 175

ISBN-13: 9781085593687

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This doctoral dissertation studied the various factors that influence the success of first generation, low income, Latino, community college students in transferring to four-year colleges and universities. The participants in this study were eight first-generation, low-income Latino male, EOPS community college students. This qualitative inquiry used a descriptive case study methodology and explored the actual and lived experiences of these students through a brief questionnaire and semi-structured interviews. Validation Theory (Rendon) and Community Cultural Wealth Theory (Yosso) were used to analyze the participants' stories who have overcome many personal, family and financial hardships to achieve their goal of a college education and who have successfully navigated the transfer admissions process to a four-year college or university. Significant findings indicated that family, faculty/mentors, peers/classmates, ganas/determination, individual/personal attributes, giving back to their family & community and becoming positive role models were the foremost factors that influenced their success in college completion amongst other things. These factors helped the participants successfully navigate the transfer admission to a four-year college or university.

Latino Students in American Schools
Latino Students in American Schools

Author: Valentina Kloosterman

Publisher: Bloomsbury Publishing USA

Published: 2003-08-30

Total Pages: 192

ISBN-13: 0313096120

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The purpose of this book is to provide a comprehensive historical and contemporary view of the education of Latinos in the United States. It is unique in that it provides readers with accurate information that will deepen their understanding and knowledge about Latinos from preschool to higher education, as well as in special education, gifted education, and migrant and urban education. Topics such as bilingualism and teacher preparation are an integral part of this thorough and eloquent book. Among culturally and linguistically diverse groups in the United States, the Latino population is the largest and fastest growing. Thus, to prepare for the growing numbers of Latino children and to make the most of their education, educators, researchers, and policymakers must recognize and build on the invaluable resource represented by Latino students. The information provided is based on current research and practice in the field. Our school system continues to underestimate the cognitive and socioemotional potential of Latino students by its limited awareness and representation of the Latino cultural characteristics, social dynamics, interests and abilities, bilingualism, as well as confronting socioeconomic challenges and educational needs. This situation clearly demonstrates a need for a reformulation of educational practice at all grade levels and for the provision of accurate information to assist practitioners and researchers in their knowledge and practice.