Academic Achievement of First-Generation Mexican American Males in a Community College
Academic Achievement of First-Generation Mexican American Males in a Community College

Author: Carlos C. Peña

Publisher: Universal-Publishers

Published: 2012-12

Total Pages: 142

ISBN-13: 1612339522

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The purpose of this study was to examine the complexities of successful attainment and achievement of 10 Mexican American males in a rural Southwest community college. This study strives to offer insights concerning the questions: (a) what behavioral patterns of current family, peers, and conditions in school have influenced the educational decisions of these Mexican American males? and (b) what social conditions motivate these Mexican American males to seek and achieve higher education despite adversity? This qualitative research was also aimed at establishing and understanding how a selected number of Mexican American males have achieved academic success. The researcher chose 10 men with either an associate of arts or an associate of science degrees for an in-depth interview and used a semi-structured interview guide in an effort to prompt oral discourse. The interviewer posed questions concerning academic conditions, family impact, college environment, and financial issues. The responses to the questions led to similar themes involved in these students' course completion and graduation. The researcher used a theoretical framework using Bandura's Social Learning Theory (1977) in which he suggests that not only environmental factors, but motivational factors along with self-regulatory mechanisms affect an individual's behavior. This research illustrated the conditions that facilitated reaching the participant's educational goal and mission, which was to complete a two-year degree at the community college. The inquiry examined the behavioral patterns that have been an influence on the educational decisions of these Mexican American males, and what social conditions have motivated them to seek and achieve higher education despite adversity.

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

Factors that Impede and Promote the Success of Mexican-American College Students
Factors that Impede and Promote the Success of Mexican-American College Students

Author:

Publisher:

Published: 2012

Total Pages: 228

ISBN-13:

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Nationwide, Latino students are entering college, yet are not completing a four-year degree at the same rate when compared to other ethnic groups. Between 1992 and 2007, only five percent of Latinos successfully earned a four-year college degree, and that number is lower than any other ethnic group (College Board, 2007). California Community College Chancellor's Office [CCCCO] (2010) revealed that 50% of students drop out of college after their first semester; furthermore, the California Community College [CCC] system houses the largest percentage of Latino students in the state. In short, these statistics are staggering in terms of showing the underachievement of Latinos in higher education. Policy makers, administrators, faculty and staff need to find better ways to effectively help increase the academic success of the Latino student population. This lack of academic success among Latinos is a serious problem, especially considering the implications it could have for the state and national economies. Latinos represent 56 percent of the nation's population growth, and Mexicans represent the largest sub-group among Latinos (United States Census Bureau [Census], 2010). If the Latino population continues to fall further behind in educational attainment compared to other groups, while continuing to increase at a faster rate than other ethnic groups, then this might have negative implications for the U.S. economy and society, especially in states like California. The conceptual framework used for this study was based on Laura I. Rendon's (1993) Theory of Validation. This theory was used to examine factors that are perceived to have the greatest effect on impeding and promoting the success of first-year Mexican-American community college students. Factors include faculty and student interaction within and outside the classroom, learning opportunities and instructional strategies, counseling and student interaction, and support services utilized by students. These factors were examined from the perspectives of students and faculty representing various disciplines using a qualitative methods approach. Grounded theory was the research foundation used in the study (Creswell, 2009). The researcher unraveled and compared data, themes emerged and patterns were identified. This method was intended to compare data from different groups to identify the similarities and differences of faculty and students perception regarding academic success of Mexican-American college students. The community college where the participants were drawn from is a single college district with a student enrollment of 22,000. This Hispanic serving public institution (HSI) is located in Southern California. The three research questions addressed were (1) What institutional factors are perceived to promote the academic success of first-year Mexican-American community college students? (2) What institutional factors are perceived to impede the academic success of first-year Mexican- American community college students? (3) How do the perception of students and faculty compare concerning the academic success of first-year Mexican-American students. The research consisted of seven structured interviews with tenured faculty members, seven focus groups and two student interviews, for a total of 26 student participants. A total of eight themes and sub-themes emerged from the data. The themes were categorized into effective methods and ineffective methods. The sub-themes were "instructional strategies," "instructor/student relationships," "instructor behaviors," and "student support services." There was a high degree of congruence between faculty and student respondents on the factors that enhance and impede the academic success of Mexican-American college students. Based on the study findings, recommendations for research and practice were made in order to increase the success of first year Mexican-American college students.

Factors Affecting Academic Performance of Latino Male Students in Community Colleges
Factors Affecting Academic Performance of Latino Male Students in Community Colleges

Author:

Publisher:

Published: 2011

Total Pages: 196

ISBN-13:

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There are pervasive disparities among Latino students' academic achievement in higher education. Although the percentage of Latino students enrolling in post-secondary education has significantly increased every decade since the 1970s, an achievement gap exists among Latino students and other racial/ethnic groups. In addition to the achievement gap between these two groups, there are significant differences in the retention and persistence within the population of college-bound Latinos. Latino male students continue to lag behind Latino females in post-secondary degree attainment. Previous studies have examined the academic achievement of Latino students and a limited number has studied Latino male students. However, most studies have focused on Latinos attending four-year institutions and these studies tended to focus on students' perspectives. Little is known about faculty's perspectives of the academic performance of Latino students, particularly Latino male students in community colleges. Thus, there are still gaps in our understanding of this phenomenon. The purpose of this study was to explore community college faculty members' perceptions of Latino male students' academic performance. The study employed qualitative research methods and a phenomenological approach. The theoretical framework for this study was based on Alexander Astin's Student Involvement Theory and Laura Rendón's Validation Theory. Seventeen full-time faculty members were recruited from Bay Community College (BCC) in Southern California. Individual face-to-face interviews, journal notes, demographic information questionnaires and one focus group were conducted to address the following three research questions: (1) What factors contribute to the academic performance of Latino male students in community colleges?, (2) How are faculty members involved in Latino male students' academic and social activities?, and (3) How do faculty members view the institution's role in validating Latino male students' academic achievement? All interviews and focus group were audiotaped and transcribed verbatim. Interview and focus group transcripts were analyzed using the methods of content analysis and discourse analysis. Data triangulation, respondent checking, and peer debriefing were employed to ensure credibility, dependability, and trustworthiness of the data and the interpretation. Analysis of the research yielded the following themes pertaining to faculty perceptions of the academic achievement of Latino male students. For research question number one, three themes emerged from the data: Becoming a College Student, Student Engagement, and Identity of Latino Male Students. For research question number two, one theme emerged: Interactions between Faculty and Latino Male Students. For research question number three, the theme Validation and Sense of Belonging surfaced describing the institutions role in validating Latino Male Students. Based on the study findings, implications and recommendations for research and practice were made in order to address the academic success of Latino male students at Bay Community College.

Promoting Academic Resilience in Multicultural America
Promoting Academic Resilience in Multicultural America

Author: Erik E. Morales

Publisher: Peter Lang

Published: 2004

Total Pages: 180

ISBN-13: 9780820467634

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Promoting Academic Resilience in Multicultural America combines biographical sketches of resilient students, examples of effective programs designed to encourage resilience, recent research in the field, and their own experiences of resilient academics of color. The book illustrates exactly how academic success occurs within traditionally challenged learning environments. The authors focus most closely on the crucial transition between high school and college. The individuals spotlighted and programs outlined cross racial, gender, socioeconomic, and ethnic lines, and include African American, Hispanic, and white students. In part, the authors conclude that there are specific multidimensional protective factors that work collaboratively to enable the success of these exceptional students. It is the detailed exploration of these phenomena that lie at the heart of this work and that has the potential to help all children excel. Among other uses, this book could be a valuable addition to a college freshmen seminar series, a foundations of education course, a course on multiculturalism in America and/or any course focused on basic educational psychology.

Acculturation, Academic Achievement, and School Attitude Among Latino College Students
Acculturation, Academic Achievement, and School Attitude Among Latino College Students

Author: Yacihuilca Moní

Publisher:

Published: 2016

Total Pages: 182

ISBN-13:

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Latinos are among the fastest growing ethnic groups in the US (Pew Hispanic Center, 2010). Nevertheless, for decades, Latinos have trailed behind other ethnicities academically. Latinos also have a high risk of dropping out of high school and are less likely to enroll in four-year colleges (Ryan & Siebens, 2012; A stronger America, 2012). There are a number of factors that may influence this gap in academic achievement. For example, people who have more positive school attitudes appear to consistently perform better in school (Colangelo et al., 1993; McCoach, 2001). Thus, one of the factors that may affect academic achievement among Latinos is their attitude toward school. Another factor that may influence both school attitude and academic achievement is that of acculturation. Acculturation refers to the psychological and behavioral changes that the individual experiences as a result of being exposed to a new culture or group (Berry, 1987). In 1987, Berry proposed a bidimensional model that incorporates four different acculturation strategies: Integration, assimilation, marginalization, and separation. Individuals who use the integration strategy tend to maintain the heritage culture while adapting to the host culture. Individuals who use the assimilation strategy typically discard the heritage culture and fully immerse themselves in the host culture. In the separation strategy, individuals engage with the heritage culture and reject the host culture. Finally, in the marginalization strategy, individuals disconnect from both the heritage and host cultures. Assimilation and integration are believed to be associated with more positive outcomes, while separation and marginalization are believed to be associated with more negative outcomes (Berry 1997). In addition to acculturation, other studies have suggested that variables such as depression, anxiety, substance use, and perceived discrimination are negatively associated with academic outcomes (Alamilla, Kim, & Lam, 2010; Berry, 1997; Eccles et al., 2006). Thus, this thesis posits that these variables may mediate the relationship between acculturation and academic outcomes (including both school attitude and academic achievement). The results of this study indicate that acculturation was not related to academic achievement. However, it was related to the degree to which a student feels satisfied with teachers, class material, and academic related activities or services. In other words, acculturation was related to school attitude. Participants who reported a higher level of integration had a more positive school attitude, while participants who scored higher on assimilation had a more negative school attitude. Acculturation was also related to substance use, depression, anxiety, and perceived discrimination. Students who scored higher on separation were more likely to experience high levels of depression, anxiety, and perceived discrimination. Students who scored higher on assimilation were more likely to engage in higher levels of substance use, but were less likely to experience perceived discrimination. Students who scored high on integration were slightly less likely to report symptoms of depression. Depression meditated the relationship between the use of the separation acculturation strategy and school attitude. Substance use mediated the relationship between integration and school attitude. The thesis demonstrates the importance of acculturation strategy in understanding academic outcomes among Latino college students. These factors include acculturation, depression, anxiety, substance use, and perceived discrimination. It also discusses the implications of these findings for educators and programs targeting the academic success of Latino college students.

Latino Educational Opportunity
Latino Educational Opportunity

Author: Catherine L. Horn

Publisher: Jossey-Bass

Published: 2006-04-21

Total Pages: 100

ISBN-13:

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The studies presented in this volume of New Directions for Community Colleges aim to foster a better understanding of the ways in which community colleges provide Latino students with educational access and opportunity. State and federal policy has increasingly looked to the community college to educate Latinos—the largest minority group in the United States—and other students traditionally underrepresented in higher education. Indeed, Latinos enroll in community colleges at rates higher than those for any other racial or ethnic group. Although research has been done to study the influence of various contributors to Latino opportunity, such as immigration policy, language, and academic opportunity, the profound and confounding influence of these factors remains underexplored. This volume provides and underscores the importance of serious scholarship towards this vital set of institutions and their students.