Past research has established educational aspiration as an important factor leading to future planning and academic attainment, but there is a lack of scholarly attention to the role of educational […]
Employing Rendón’s theory of validation, the validating elements in Community College Puente are identified. Implications for promoting access, use of involvement and validation theory, and employment of learning theory for […]
The purpose of this exploratory study was to identify those factors that contribute to the forward transfer of Latino community college students. This purpose was accomplished by using qualitative methods […]
The concept of fitting in at a particular college has been linked to student persistence. Studies have identified habitus and cultural capital, psychosocial factors associated with a student’s fit at […]
This study reported in this article examined the transfer process for Latina/o students at Esperanza Community College. Esperanza is one of the 108 community colleges in California with one of […]
This article reports the special efforts of the largest community college district in the country to assist its largest ethnic group to succeed. The Los Angeles Community College District consists […]
The community college has historically functioned as a primary access point to postsecondary education for Latino students. This study, an investigation conducted through an analysis of the Transfer and Retention […]
This article reports barriers to transfer from the community college to bachelor’s degree—granting institutions encountered by Hispanic students in the Dallas County Community College District. These Hispanic students were enrolled […]
The objective of this study is to determine whether Hispanic students have a lower chance of earning a bachelor’s degree (B.A.) if they transfer from a community college.
This study examined the impact of a set of theoretically-derived predictor variables on the persistence and transfer of Hispanic community college students. Early models of student persistence have been validated […]
This study examines the influence of a conceptually valid mentoring experience on community college students’ persistence decisions. Participants were selected from a random sample of core courses offered in the […]
In most Western countries where English is the medium of instruction, there is a substantial gap in student success between immigrant English as a second language (ESL) students and non‐ESL […]
This article examines the factors that affect Latinos’ enrollment in community colleges that are Hispanic-serving institutions (HSIs). Compared with community colleges that are not HSIs, HSI community colleges are serving […]
The purpose of this correlational research was to examine the extent to which community college students’ experiences with validation by faculty (Rendon, 1994, 2002) predicted: (a) their sense of integration, […]
This case study examines why 2-year colleges struggle to increase the racial diversity of their faculty. Through interrogating hiring procedures and identifying reasonable expectations for diversity within a college faculty, […]
This study examines how interactions with institutional agents (faculty and academic counselors) and select student support programs influence success (i.e., grade point average) and intentions to persist to degree completion […]
The purpose of this study is to understand how different kinds of advising activities during the first three weeks for community college students who enroll for the first time relate […]
In this study we investigated the extent to which faculty interaction contributed to Latina/o student perceptions of their learning, using a sample of 10,071 Latina/o students who took the Community […]
Grounded in the academic momentum framework, this study explores course-completion patterns across the first two semesters of college among 1668 first-time students beginning in science, technology, engineering, and mathematics (STEM) […]
The study empirically examined the role of finances on college persistence by presenting a causal model that relied on several theoretical frameworks. A quantitative model was tested via linear structural […]
Student Support Services (SSS) is one of the largest federal TRIO programs designed to help disadvantaged students stay in and complete college. Through a longitudinal study of participants and comparable […]
This study analyzed the impact of specific types of financial aid on students’ college choice, with particular focus on racial differences. For overall student populations, the receipt of grants or […]
A sociocultural understanding of affordability is essential to understanding the college cost deliberations of low-income African American and Latino students and their families. Habitus shapes and informs college affordability decisions […]
Loans are a central component of college finance, yet research has generated a dearth of strong evidence of their effect on student choices. This article examines challenges to causal modeling […]
A surprising amount of litigation and legislation has erupted over undocumented college students. Victims at the federal level are the DREAM Act and immigration reform. Financial aid raises technical issues […]
Using event history modeling, this study explored to what extent loans, grants, institutional aid, and work-study affect timing to first departure for Latino college students. The goal is to understand […]
The main objective of this study is to identify differences in the freshman financial aid packages of low-income, high-achieving minority students in public and private institutions. Our results suggest that […]
While increasing numbers of students have gained access to higher education during the last several decades, postsecondary persistence and academic success remain serious concerns with only about half of college […]
The conceptual frameworks of “at-risk” and academic invulnerability were examined with 30 undergraduate Latino students enrolled in a highly selective university. Students were interviewed about their educational experiences to examine […]
The goal of this study is to bring the discussion of ethnic heterogeneity and the racial/ethnic classification of students for research purposes into the education policy arena. The relationship between […]
This article documents the experiences of a group of first-generation Latino college students who enrolled in 4-year institutions immediately after high school graduation. Students form part of a research intervention […]
Hispanics/Latinos are the fastest growing minority group in the US, and represent a diverse variety of ethnic groups with unique heritages. Yet educational and social research often analyzes this group […]
The primary purpose of this study was to examine if parental involvement had a significant influence on the educational aspirations of first-generation students as compared to the educational aspirations of […]
Hispanic females are a rapidly growing population and are now considered the largest group of ethnic minority girls in the United States. Yet research to guide their educational needs remains […]
Latino male students are “vanishing” from the American education pipeline, a trend that is especially evident at the secondary and postsecondary levels. The question of why Latino males are vanishing […]
The research questions guiding this analysis are: (1) What do we know and what do we need to know about the transition to college of EL and undocumented immigrant students? […]
This study explored how first-generation Latino sophomores in a public research university describe the influence of Chicano Studies classes on their college transition experiences. Students reported that taking Chicano Studies […]
Prior research has indicated that there are differences among the diverse Latino/a ethnic groups in their K-12 educational experiences, but little is known about variations in their postsecondary experiences. Drawing […]
Using a psychosociocultural (PSC) approach, we examined how self-beliefs, social support, and cultural fit influenced the academic persistence decisions of 115 Latina sorority members. Upper-division Latinas reported higher self-efficacy than […]
Our research examines the following question: For Hispanic women whose parents have limited educational attainment, what available sources of potential social capital do they identify, and by what means do […]
Despite improvements in the rates of college admission over the past few decades, college persistence, retention, and graduation rates continue to be problematic for underrepresented students—students of color and students […]
The theoretical framework of intersectionality shows much promise in exploring how multiple social identities and their relationships with interlocking systems of power influence educational equity, particularly for historically underserved groups […]
This study focused on understanding the factors of academic persistence for 10 undergraduate Hispanic nontraditional students enrolled at two Hispanic Serving Institutions (HSIs) in the southeast, each in their last […]
Little is known about the factors that contribute to Latino male success in higher education. In this qualitative study, Yosso’s (2005) community cultural wealth framework provides an asset-based perspective to […]
Not beginning college at a four-year institution has been demonstrated as one key obstacle to equitable rates of bachelor’s degree attainment among Hispanic individuals in the United States. Drawing on […]
This qualitative study examines how working influences students’ college experiences, extending the predominantly quantitative research in this area. Findings based on interviews with Latino first-generation students who work reveal three […]
Discourse about Latino male college students centers on their low enrollment, persistence, and graduation rates. Two asset-based theoretical frameworks were used to understand how 21 Latino males’ academic determination was […]
Using life history research methods, this study sought to understand how relationships with family and school personnel affect postsecondary opportunities for Latina students. The focus is on primary and secondary […]
How can K-16 partnerships enlist Latino parents as informed allies in support of their children’s college planning? This article draws on data from 3 years of participant observation to show […]
This longitudinal study examined the protective influence of psychological and family factors on academic achievement in 123 Latino college (101 Mexican American, 14 Central American, 8 mixed Mexican/Central American) students. Three cultural […]
This study explores Latino/a parents’ educational aspirations and parents’ perspectives on supporting educational attainment as a way to better understand the connection between high educational aspirations among Latino/a parents and […]
The critical role of significant others in status attainment continues to be interpreted mainly in functionalist terms. This article presents an alternative interpretation based on social reproduction theories and on […]
This study focuses on the help-seeking orientations of low-status Latino adolescents. Help-seeking orientation is defined as a person’s proclivity to resolve personal and academic problems through the seeking of social […]
This article reports on a 4-year study of High School Puente’s impact on program participants. Data include approximately 1,000 Puente students and 1,000 non-Puente students from18 high schools to test […]
A critical issue facing U.S. schools and one with broad social implication is the persistent disparity in educational achievement between racial/ethnic groups. The achievement gap may be particularly pronounced for […]
This exploratory study illustrates the differences in achievement between Latino college-bound students compared to their White counterparts with respect to key background and achievement variables. This research presents the gaps […]
The purpose of this case study is to investigate the decision-making processes of 12 high-achieving rural Mexican immigrant high school students. Ethnographic data are collected over 18 months, and the […]
Through interviews and focus groups with 106 high school juniors and seniors, this research examined the college choice process for Latina and Latino students in the greater Los Angeles basin. […]
This article focuses on understanding successful Latina/o college student retention at 4-year institutions. Deficit models fail to consider how Latina/o students use different forms of capital (i.e., social, cultural, economic, […]
In this article, Anne-Marie Nuñez uses data from a national longitudinal study of students enrolled in four-year public research universities to assess the effects of social capital and intercultural capital—the […]
This study examined the student and high school contextual factors associated with high school students’ enrollment in Hispanic-Serving Institutions (HSIs). The authors drew on a conceptual framework of college choice […]
Prior research has indicated that there are differences among the diverse Latino/a ethnic groups in their K-12 educational experiences, but little is known about variations in their postsecondary experiences. Drawing […]
Social network analyses, combined with qualitative analyses, are examined to understand key components of the college trajectories of 261 Latina/o students. Their social network ties reveal variation in extensity and […]
Findings from the study suggest revealed significant effects in relation to race, academic preparation, attitudes and dispositions toward math and science, college choice considerations, and postsecondary experiences. While no institutional […]
This article examines how high-stakes testing policies can constrain the way teachers at predominately Latina/o high schools teach literacy and subsequently influence the success of Latina/o students at college. It […]
Advanced mathematics and science coursetaking is critical in building the foundation for students to advance through the STEM pathway—from high school to college to career. To invigorate students’ persistence in […]
In this study, we examined racial/ethnic differences in grade point average (GPA) among students at a highly selective, private university who were surveyed before matriculation and during the first, second […]
This study predicts Latina/o student attrition at two phases in the college-going pipeline. Findings suggest that academic achievement mediates Latina/o students’ attrition from expectations to college application. Preparatory commitment behaviors […]
This material is based upon work supported by the National Science Foundation under Grant HRD-1834620 and No. 1551221. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.