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Author: Socorro Rocha Padilla
Publisher:
Published: 2010
Total Pages: 270
ISBN-13:
DOWNLOAD EBOOKAuthor: Araceli Leon
Publisher:
Published: 2016
Total Pages: 168
ISBN-13:
DOWNLOAD EBOOKThis study aims to identify the factors that assisted migrant Latino college students in pursuing higher education when they were in high school. Researchers hypothesized that the study findings on challenges and protective factors for the students would be consistent with those in the literature. Study findings failed to give evidence to support those challenging factors identified in the literature review. They, however, confirmed and showed consistency with the protective factors identified. The study employed of a self-administered survey completed by 42 students enrolled in the College Assistance Migrant Program (CAMP) at the California State University, Sacramento. The survey contains 50 items, encompassing both quantitative and qualitative data. All study participants are first-generation college students. A significant amount of students reported their parents had less than a high school education. Scholarships and grants are students' major source of funding for college. Mobility, language, financial instability, and the need of having a job were not perceived by them as challenges throughout high school. Important protective factors in high school included family, peers, and mentors. Qualitative findings show that having a mentor or a significant person who are caring and reassuring often inspired students to get a college degree. This connection is their top motivating factor in moving towards their academic goals. Supportive services in high school for migrant students and services such as CAMP have found to be extremely helpful in facilitating students to pursue and to remain in their college education. It is crucial for social workers to work closely with the Latino community, parents, and students through effective education, counseling, and other supportive programs to promote students' academic and personal successes in high school and in college.
Author: Laura Figueroa
Publisher:
Published: 2015
Total Pages: 198
ISBN-13:
DOWNLOAD EBOOKThe focus of this study is to examine 1) how first generation Latino/a students are able to achieve academically and obtain a college degree and how they overcame the challenges they faced. It will look at 2) in what ways cultural norms and/or expectations can impact the levels of parental involvement, 3) how society defines and challenges first generation Latinos/as experience during their undergraduate years at a four-year university. This study will discuss the importance of understanding college requirements and terms, as well as how to navigate the college preparation process, and the support systems that helped the students overcome them. This study will document how low-income or minority parents' knowledge of college-related issues and navigation processes influence the rates at which their students apply to and enroll at four-year universities and complete their college degree at a four year university. Lastly, this paper will look at the impact that a parent's level of education and SES may have on historically disadvantaged student's desire to consider or actually pursue post-secondary education. It seeks to uncover factors that motivate or hinder Latino/a students' desire to attend and graduate from a four-year university. Specifically the research seeks to address the following questions: 1. What were the challenges faced by first generation Latino/a students while going to a four-year university? 2. What were Latino/a students' families' expectations and/or support while attending a four-year college? 3. What were the difficulties that Latino/a students faced with their parents cultural, level of education and SES? 4. How were they able to overcome these challenges while attending college? This was a qualitative study which was concluded on six first-generation Latino/a students who successfully graduated from California State University, Sacramento. The researcher analyzed the collected data in order to determine the common themes and experiences that the six Latino/a participants experienced in college. All of the interviews were conducted in a public place that was convenient for the participants. This study concluded that the six Latino/a students who successfully graduated from California State University, Sacramento, shared certain characteristics and experience They experienced obstacles and challenges in knowledge of higher education, financial support, parental awareness on higher education and academic support in college; which, appeared to be key to their academic success. Five out of the six participants were involved in a fraternity or sorority, which helped them academically throughout college. All participants worked throughout college since some did not receive financial aid or their parents were not able to help them financially. Being a first generation Latino/a student in higher education was difficult in college, but they were all able to overcome these obstacles by graduating.
Author: Cidhinnia M. Torres Campus
Publisher:
Published: 2003
Total Pages: 372
ISBN-13:
DOWNLOAD EBOOKAuthor: Jeremiah J. González
Publisher:
Published: 2020-02-28
Total Pages: 296
ISBN-13: 9781648020117
DOWNLOAD EBOOKHigh-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.
Author: Manuel J. Brenes
Publisher:
Published: 2012
Total Pages: 165
ISBN-13:
DOWNLOAD EBOOKIn public schools about one fourth of the students identify themselves as Latinos or of Hispanic origin. Unfortunately of those Latino children who began at the elementary level, only 40 per cent of them will graduate from high school and about 11 percent of high school graduates will go on to postsecondary school. In order to improve these numbers, educators and policymakers cannot ignore the needs of this marginalized population. This study focused on protective and risk factors that influence Latino students academic success and continuation into postsecondary school. This study furthermore explored how the Success Case Method an evaluation technique used primarily in the business world, can be successfully applied in the field of education to study a marginalized population. Key findings from this study reveal slightly different factors from traditional studies on the risks and protective factors of Latino students academic success. The findings from this study indicated that personal motivation, personal pride, parental support, adequate school programs and the impact of peers were, in that order, the reasons participants indicated as positive factors in their success. On the other hand, the study revealed that the lack of personal motivation and limited educational aspirations of young Latinos are primary risks factors for young Latinos lack of educational success. The family was identified to be a risk factor due to inadequate parental skills and having a detrimental effect to their success. Another risk factor was the lack of school involvement, an unsympathetic school environment where the needs of Latino students are not being met. Lastly, the study revealed that peer acceptance was a strong risk factor for young Latinos. In their desire to please their friends, school and academic goals turned out to be less important. If Latinos are going to succeed in their educational aspirations and overcome their academic failures, a collective and early effort among students, parents, and schools is required. This study concludes by offering recommendations for future research investigating the Latino educational plight and for educators whose day to day behavior influences these young students.
Author: Joseph A. Sandoval
Publisher:
Published: 2018
Total Pages: 175
ISBN-13: 9781085593687
DOWNLOAD EBOOKThis 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.
Author: Zelene Molina
Publisher:
Published: 2016
Total Pages: 250
ISBN-13:
DOWNLOAD EBOOKScholars have found that half the students entering college are unsuccessful in accomplishing their aspirations of earning a college degree (Swail, Redd, & Perna, 2003). Student retention and persistence, especially among underrepresented students, continues to be a challenge for institutions of higher education. For instance, the Latino population is rapidly growing in the U.S., and more Latino students are enrolling in institutions of higher education, but their educational attainment continues to lag. The literature demonstrates that student success has a variety of definitions and that student engagement can contribute to student success. Educational researchers have studied the effects of student engagement in colleges across the nation. Astin (1999) claimed the greater a student's involvement is, the greater their learning and development will be. Since more Latino students are seeking a post-secondary education, researchers have explored the outcomes of their engagement. A multitude of factors contribute to the persistence of students in higher education. Involvement in campus activities enhances a student's educational experience. Research shows that student participation in extracurricular activities while in college plays a significant role in academic achievement (Astin, 1999); however, further research needs to examine the impact that student engagement has on the college persistence of Latinos. This study investigated Latino student engagement in campus activities and the impact on student success. The methodology used for this study was both quantitative and qualitative. Undergraduate Latino students participated in an online questionnaire conducted through Qualtrics, an Internet-based survey tool. University administrators and faculty that work closely with this population of students participated in semi-structured interviews. The researcher utilized mixed methods to gain a better understanding of the impact that Latino student engagement has on student success. The data gathered from the 14 undergraduate students, three faculty members, and two university administrators suggest that there are positive outcomes to Latino student engagement. According to the findings, the majority of students that become involved on campus are able to build friendships and develop personal and professional skills and engagement helps them in their pursuit of obtaining a college degree. The findings also indicate that there are factors that may prevent Latino students from participating in campus activities. Based on these findings, a recommendation is that professionals in higher education incorporate a variety of programs to encourage student participation.
Author:
Publisher:
Published: 1994
Total Pages: 84
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DOWNLOAD EBOOKAuthor: Lisa H. Dyer
Publisher:
Published: 1996
Total Pages: 140
ISBN-13:
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