Success Factors Contributing to College Enrollment Among Latino Migrant Students
Success Factors Contributing to College Enrollment Among Latino Migrant Students

Author: Araceli Leon

Publisher:

Published: 2016

Total Pages: 168

ISBN-13:

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This 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.

Higher Education Access and Choice for Latino Students
Higher Education Access and Choice for Latino Students

Author: Patricia Perez

Publisher: Routledge

Published: 2015-04-10

Total Pages: 285

ISBN-13: 1317512618

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Now the largest and fastest-growing ethnic population in the U.S., Latino students face many challenges and complexities when it comes to college choice and access. This edited volume provides much needed theoretical and empirical data on how the schooling experiences of Latino students shape their educational aspirations and access to higher education. It explores how the individual and collective influence of the home, school and policy shape the college decision-making process. This unique collection of original scholarly articles offers critical insight on educational pathways that will help families, educators and policy makers intervene in ways that foster and sustain college access and participation for Latino students. It considers destination preferences and enrollment selections, elementary and secondary school experiences, and intervention programs that shed light on how practitioners can promote participation and retention. This multi-conceptual, multi-methodological volume offers directions for future research, programming and policy in Latino education.

College Completion for Latino/a Students: Institutional and System Approaches
College Completion for Latino/a Students: Institutional and System Approaches

Author: Melissa L. Freeman

Publisher: John Wiley & Sons

Published: 2015-12-21

Total Pages: 120

ISBN-13: 1119193826

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Latino/as are the fastest growing demographic in the United States. Despite recent gains in postsecondary enrollment, the Latino/a population is severely underrepresented when it comes to baccalaureate attainment. Hispanic-serving institutions (HSIs) will play a critical role in turning the tide, but there is little existing research about these institutions. This volume synthesizes: Existing research on HSIs, emerging HSIs, as well as research about Latino/a students themselves, A wide range of best practices across institutional types, and Examples of service to undocumented students in states where they do and do not quality for in-state tuition benefits. Topics include Latino/a undergraduate student success, graduate student success, community colleges, four-year institutions, financial aid, and undocumented students. This is the 172nd volume of the Jossey-Bass quarterly report series New Directions for Higher Education. Addressed to presidents, vice presidents, deans, and other higher education decision makers on all kinds of campuses, it provides timely information and authoritative advice about major issues and administrative problems confronting every institution.

Latinos College Access: Effect of Cultural, Social, and Human Capital on Enrollment Within the Metropolitan Area
Latinos College Access: Effect of Cultural, Social, and Human Capital on Enrollment Within the Metropolitan Area

Author: Carissa Rutkauskas

Publisher:

Published: 2016

Total Pages:

ISBN-13:

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€œAre you prepared for college?†is multifaceted question for high school students across the United States. Some have had college planned for them in embryo, while others do not consider a post-secondary education until their high school graduation day or later. Strong human, social, and cultural capital, including academic preparedness, navigation through the school selection and application processes, and understanding of the financial aid system are necessary skills in achieving admission to colleges and universities. Retention (Fry 2011; Swail et al.), transition between a two-year and a four-year school (Fry, 2005; Gonzalez, 2012), and graduation follow, and success in each of these areas vary across racial and ethnic subgroups. The challenges of each of these steps lead to a progressively more and more uneven playing ground in Bachelor’s degree attainment. Latino youth are most notably affected by each of these factors. A college degree is often described and necessary for success (Swail, Cabrera, Lee, 2004) in the modern U.S. workforce and while Latinos do feel a college education is important, and desire to aspire to a four-year degree, many do not achieve it (O’Connor; Hammack, Scott, 2010; Fry, 2005; Roderick, Coca, Nagaoka, 2011). As the fastest growing and largest minority group in the U.S., with approximately 1 out of every 4 elementary school children being Latino (Fry, 2011), addressing educational disparities for the Latino population not only affects the Latino population, but the entire population of the United States. Shaped by their environment, children learn from their family, community and primary and secondary school peers and teachers. They are actively and passively gathering the knowledge and steps necessary for a successful relationship with an Institution of Higher Eduation (IHE), including the pre-enrollment steps. This paper focuses on the question of access to college enrollment. In particular, it examines if a student enrolls or does not enroll based on access in the form of cultural, social, and human capital. Specifically, how does physically living in a metropolitan area (MA) with a high concentration of capital in the form of college enrollment history affect future college enrollment in any IHE? Enrollment is not constrained to local IHEs. This thesis gives special attention to Latino students by examining if Latinos are more sensitive to the enrollment rates in metropolitan areas as a form of access to IHEs than non-Latinos.

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.

Latinx College Students
Latinx College Students

Author: Jose? Miguel Maldonado

Publisher: IAP

Published: 2024-02-01

Total Pages: 206

ISBN-13:

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Counselors and educators are advocates for understanding ourselves, multiculturalism, and diversity in a societal climate of division. Provided the recent political coup and exclusion ideology, Latino Male students are marginalized because of cultural identity (Machismo) and cultural values. Due to the controversial nature of Machismo, masculinity, and language with Latino Males, multicultural educators are constantly silenced in universities by political correctness and censorship. Specifically, Latino Males are a direct target for incidences of racism, microaggressions, and oppression in our society. Colleges, universities, and counseling field has been moving forward slowly in its scope of “inclusion advocacy” for Latino Male students. There is a dearth in the empirical research on Latino Male experiences of otherness, indifference, and exclusion. The proposed textbook will establish viable, strategies to deepen cultural competence and inclusion advocacy. A competent framework for engagement is desperately needed in areas of inclusion, advocacy, and social justice for Latino Males. The convergence of sociopolitical views on diverse relationships has ignited an era of unrest, exclusion ideology, and remnants of mental distress and trauma in Latino communities. The textbook/reader will specifically address the issues of Latino Male Machismo in colleges and universities. The authors will produce a variety of important readings (chapters) about Latino Male students, Otherness, and strategies for cultural inclusion of identity, values, and practices. The potential contributions from this research will provide a foundation for implementing innovative, inclusion programs for Latinx students as well. To further add content, critical incidences of bias, discrimination, otherness, and exclusion will be addressed in a manner that promotes a new form of connectedness for Latino Males in colleges and universities. The intended audience for this textbook/reader are counselor educators, student affairs professionals, counselors, and university counselors.

Facilitating Educational Success For Migrant Farmworker Students in the U.S.
Facilitating Educational Success For Migrant Farmworker Students in the U.S.

Author: Patricia Perez

Publisher: Routledge

Published: 2017-02-10

Total Pages: 206

ISBN-13: 1315413795

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Grounded in empirical research, this timely volume examines the challenges to academic success that migrant farmworker students face in the U.S. Providing an original framework for academic success among migrant farmworker students and applying a diverse range of methodological approaches, chapter authors address a range of topics, including English Language Learner development; support for educators who work with migrant farmworker students; promotion of migrant family involvement; and college access. This book provides pragmatic strategies and interventions and considers practical and policy implications to increase migrant student academic achievement and support migrant farmworker students and families.

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

The Latino Education Crisis
The Latino Education Crisis

Author: Patricia C. Gandara

Publisher:

Published: 2010

Total Pages: 428

ISBN-13: 0674047052

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Drawing on both extensive demographic data and compelling case studies, this book reveals the depths of the educational crisis looming for Latino students, the nation's largest and most rapidly growing minority group.

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.