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1.
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 of Urban Community College Students (TRUCCS) project, focuses on Latino students enrolled in urban “minority-majority” community colleges, where Latino students have a high representation. The specific interest of this research is the role and effect of the level of representation of Latino community college students on their academic outcomes. The relationship between the level of representation of Latinos, and the levels of academic success are analyzed in concert with other variables, such as, the level of representation of Latino faculty on campus, student age, attitude, academic integration, English ability and aspiration. Findings indicate a relationship between academic success of Latino community college students and the proportion of Latino students and faculty on campus. The findings thus suggest that a critical mass of Latinos may be a positive influence encouraging “minority” students to higher academic performance.  相似文献   

2.
This study contributes to the literature on college students with multiple marginalized identities by investigating the experiences of queer Latino men as they created familial relationships during their time in college. Data from The National Study on Latino Male Achievement in Higher Education was used to elucidate how queer Latino men’s chosen family members fostered the community cultural wealth that helps them succeed at selective institutions. In addition to providing emotional and social support, chosen familia bolstered queer Latino college men’s navigational, aspirational, and resistant capital. By centering the stories of these participants using a narrative inquiry approach, this study offers important implications for staff and faculty at selective institutions as they seek to increase queer Latino men’s success in college.  相似文献   

3.
Recent studies show that many college instructors still believe that Latino students lack the “school smarts” for academic success. This essay challenges the notion of school smarts in order to highlight Latino students’ numerous strengths. I share my model for a mentorship program that facilitates better student–faculty communication and deepens a student-centered learning environment in a large general education course. Establishing the program led me to reflect on how the enduring belief in school smarts affected my own academic training. Directly challenging deficit thinking, I argue that Latino students contribute to a transformative educational process in which faculty are also learners.  相似文献   

4.
This Grounded Theory study utilized Self-determination Theory to analyze the interview results of 18 community college African American and Latino males. The goal was to learn what helped participants to succeed and persist in developmental and transfer-level writing courses despite the obstacles that they faced. Three major themes emerged: (a) Male students of color continued to take and complete English courses because they were determined to achieve their academic goals; (b) they sought assistance and guidance from their English professors, from the writing lab attached to the basic skills course and from the writing tutoring staff; and (c) when they felt overwhelmed and considered dropping their English classes, their determination to achieve their goals and the assistance they received from faculty and other writing staff ultimately kept them from doing so. Therefore, first, community colleges should encourage students’ ability to be autonomous. Second, they can help students develop a sense of relatedness by providing a better sense of belonging. Third, institutions should develop strong faculty networks within the college to increase student motivation and self-determination by providing mentoring opportunities. Finally, institutions should consider utilizing faculty and other institutional agents to help students by providing information regarding various student support services that may help address issues students may be encountering.  相似文献   

5.

African American students and former students from a predominantly white institution (PWI) were interviewed to understand their perceptions regarding the impact of their families on their academic achievement and persistence. The characteristics of families that students perceived to support and hinder their academic success at college are described along with implications for improving African American college student retention theory and practice.  相似文献   

6.
In this article, we report on the articles published in Community College Journal of Research and Practice (CCJRP) from 1990 to 2000 regarding Latinos at community colleges. Although research published in CCJRP has produced important findings, we contend there is a need for a richer account of the experiences and understandings of Latinos at American community colleges. We propose a new line of research to investigate cultural barriers that undermine Latino success as community college students, faculty, staff, and campus leaders. We refer to these cultural barriers as "la tercera frontera". We conclude the article with discussion of heterogeneity and homogeneity, two key concepts that we believe are central to understanding la tercera frontera.  相似文献   

7.
ABSTRACT

Recent national attention on college completion poses unique challenges and opportunities for community colleges. Moving underprepared students through basic skills educational courses to degree attainment represents an ongoing challenge. With more than 60% of community college students enrolled in remedial education, 2-year institutions must explore innovative approaches aimed at underprepared student completion. One community college did just that and partnered with a 4-year institution to expand postsecondary pathway options for underprepared first-year students. By establishing the Tiger Gateway Program, these two institutions collaborated to address student college readiness gaps using a summer bridge model. Seventy-five percent of participants self-reported as Hispanic/Latino with the remaining 25% identifying as African American or Black. Outcomes indicate participants who completed the program, 23 of 26, made gains in intellectual, academic, and social development. Findings support scholarship attesting that highly structured, meaningful, well-defined collaboration particularly benefits students from low-socio-status and underserved populations.  相似文献   

8.
The academic outcomes for African American students continue to lag behind their White, Latino, and Asian American counterparts. Culturally responsive pedagogy has been purported to be an intervention that may help to reverse the persistent under performance for African American students. This article highlights findings from a three-year study of an intervention program designed to increase college going rates for African American students. The authors document the manner in which overall student outcomes, graduation rates, and college going rates increased when culturally responsive pedagogical practices were used. Finally, this work calls for academic rigor to be a more germane characteristic of the culturally responsive pedagogical framework.  相似文献   

9.
This study examines factors associated with community college transfer rates. Regression models are developed using community college data at the institution level. The analyses employ two different definitions of the transfer rate and two different time spans over which to observe transfer behavior. Holding constant other factors expected to influence differences in transfer rates, the results reveal disparities in transfer rates according to the racial/ethnic composition of the student body. Community colleges with higher percentages of either Latino or African American students have lower 6-year transfer rates. The findings also confirm the results of other studies: community colleges with higher transfer rates tend to have younger student populations, students with higher socioeconomic status and better academic preparation, and a greater focus on academic programs. The important policy implications of these findings for states where the percentages of students of color are increasing are discussed.  相似文献   

10.
Latino males across the country enroll in community colleges with the purpose of obtaining an educational degree, which could lead to accomplishing professional and personal aspirations. Even if Latino male students enroll in post-secondary education, they continue to be disenfranchised, vanished, and often rejected through the higher education pipeline. Research regarding access to education shows that money matters to the success of Latino students. Through a metasynthesis, this practice briefly identifies that there is little to no empirical research conducted that explores how Latino male community college students elicit, engage, and explore financial literacy programs. This paper makes recommendations for post-secondary institutions, practitioners, and policymakers to promote Latino males’ success at community colleges.  相似文献   

11.
This ethnographic case study examined first-year, first-generation, low-income Latino/a college students’ social experiences and familial support during their transition from a charter high school to four-year universities. Through interviews and observations, we found that maintaining communication and building relationships among high school and college peers, high school faculty and staff, and college professors were essential to navigating the educational system; also, having a family that supported their academic work to allow students to only focus on their coursework was important.  相似文献   

12.
The purpose of this study was to share findings from semistructured qualitative interviews with 9 African American and 12 Latino men about their ideas on how university personnel could better support their needs. Stressing the need for African American men to learn self–reliance to counter microaggressions, African American participants offered recommendations to students rather than personnel. Latino participants discussed the need for personnel to provide critical information about college resources.  相似文献   

13.
In an attempt to explain the lower Latino college graduation rate, the current study focuses on collectivism in kin and nonkin helping situations. The sample comprised 60 students at a 4-year college in the southwestern United States. Results revealed significance between ethnicity and nonkin collectivism: Latino American college students were significantly more collectivistic toward nonkin groups compared to their non–Latino American counterparts. The use of various support systems may shed some light on the necessary remedy for Latinos’ lower college graduation rate. Implications are discussed for cultural sensitivity training and program development to foster the experience and success of Latino American college students.  相似文献   

14.
Research has often found that, when high school grades and SAT scores are used to predict first‐year college grade‐point average (FGPA) via regression analysis, African‐American and Latino students, are, on average, predicted to earn higher FGPAs than they actually do. Under various plausible models, this phenomenon can be explained in terms of the unreliability of predictor variables. Attributing overprediction to measurement error, however, is not fully satisfactory: Might the measurement errors in the predictor variables be systematic in part, and could they be reduced? The research hypothesis in the current study was that the overprediction of Latino and African‐American performance occurs, at least in part, because these students are more likely than White students to attend high schools with fewer resources. The study provided some support for this hypothesis and showed that the prediction of college grades can be improved using information about high school socioeconomic status. An interesting peripheral finding was that grades provided by students’ high schools were stronger predictors of FGPA than were students’ self‐reported high school grades. Correlations between the two types of high school grades (computed for each of 18 colleges) ranged from .59 to .85.  相似文献   

15.
This study explores the various factors that promote positive interactions across race for African American, Asian American, Latino, and White college students. A longitudinal survey was administered to all incoming students at nine public institutions (with a follow-up survey given at the end of their second year), examining activities related to cross-racial interaction and outcomes. This knowledge will be useful for college administrators, institutional researchers, and faculty as they work to meet the challenge of preparing students for a pluralistic society. The results of this study begin to delineate the conditions under which positive intergroup relations can be fostered in college and the key factors that inhibit or restrain the benefits such interactions bring to the development of students for a diverse workplace and pluralistic democracy.  相似文献   

16.
To remain globally competitive and increase the number of young people completing two- and four-year college degrees, America needs to expand access to higher education and focus attention on the success of those who enroll. Expertise in Science, Technology, Engineering and Mathematics (STEM) will be particularly important for maintaining a thriving economy and in developing innovative solutions to global challenges. However, only 6 percent of 24-year-olds in the United States hold first degrees in these fields, placing the country 20th in a comparison group of 24 industrialized countries. Many American students initially interested in STEM areas select other fields after they begin college: only 33 percent of white students, 42 percent of Asian American students, and about 20 percent of black, Latino, and Native American students who aspire to complete a STEM major succeed. This paper examines strategies developed at the University of Maryland, Baltimore County (UMBC) and elsewhere that have created an atmosphere of inclusive excellence and are allowing more students of all backgrounds to succeed in STEM areas and other disciplines. Culture change at UMBC began 25 years ago with the development of the Meyerhoff Scholars Program for high-achieving minority students interested in STEM research careers. Lessons learned from that program have motivated University-wide changes as faculty, staff, and students have pursued broad initiatives to redesign courses, build community, and support and engage students.  相似文献   

17.
Despite decades of precollege science education programs, African Americans, Latinos, and Native Americans remain critically underrepresented in science and health professions. This report describes college and career outcomes among graduates of the Stanford Medical Youth Science Program (SMYSP), a 5-week summer residential program for low-income high school students among whom 97% have been followed for up to 21 years. Approximately 24 students are selected annually, with participation limited to low-income students who have faced substantial personal hardships. Undergraduate and medical students provide key program leadership and training. The curriculum is based on science inquiry education and includes hospital internships, anatomy practicums, research projects, faculty lectures, college admissions/standardized test preparation, and long-term college and career guidance. A total of 476 high school students participated between 1988 and 2008, with 61% from underrepresented ethnic minority groups. Overall, 78% of African American, 81% of Latino, and 82% of Native American participants have earned a 4-year college degree (among those admitted to college, and excluding those currently attending college). In contrast, among 25–34-year old California adults, 16% of African Americans, 8% of Latinos, and 10% of Native Americans earn a 4-year college degree. Among SMYSP’s 4-year college graduates, 47% are attending or have completed medical or graduate school, and 43% are working as or training to become health professionals. SMYSP offers a model that expands inquiry-based science education beyond the classroom, and recognizes the role of universities as “high school interventionists” to help diversify health professions.  相似文献   

18.
This study aimed to better understand college students’ decisions to participate in short-term study abroad programs and to identify influential factors. Our constructive interview data with traditional and nontraditional students from three mid-Atlantic community colleges identified (a) the interplay between individual, social, and institutional factors, and (b) distinctive decision factors related to students attending community colleges. Notable factors included opportunity of a lifetime, academic transfer prospects, personal timing, cost affordability, faculty encouragement, family support, honors program, and group affinity. Moreover, students in this study shared how they were able to navigate and overcome their familial and vocational challenges (e.g., funding and concerns about academics–life balance) to engage in a study abroad program. Finally, we discuss the results with continuing applicability to educational practice at community colleges as well as policy implications for community college students.  相似文献   

19.
美国高校在录取新生时非常看重学业成绩等学术因素,但也关注且近年来日益强调学生的个性特征等非学术品质。这主要是由于美国的两项重要研究,即个性特征等非学术品质与大学学业成功关系密切。另外,美国高校日益强调多样性、国际化等办学理念,这也对高校录取工作产生了重要影响。近年来,对处境不利背景学生以及挑战不利处境的能力等品质的日益关注,使高校在录取时对学生的家庭背景、社会经济背景等非学术因素也日益重视起来。美国高校录取工作中关于非学术因素的地位、价值与使用方面的研究与实践,值得我们关注、深入研究与有选择地借鉴。  相似文献   

20.
Race shapes many aspects of students’ high school experiences that are relevant to the college admissions process. We examine the racially-specific effects of high school course of study on college selectivity. Using NELS 1988–1994, we test how race and track interactively predict the prestige of the first post-secondary institution attended. We find support for a “redemptive equity model” of college prestige for Latinos, who attend more selective colleges than White students, net of background and academic variables. Asian American students also attend more selective institutions than White students. Results for African-American students are more complicated, in that the colleges they attend are not significantly different from those of Whites, on average. When we exclude students who attend historically Black colleges and universities, however, African-American students attend significantly more prestigious universities than Whites, net of other factors. We also find racially-specific effects of high school course of study, with Latinos, Asian Americans, and African-Americans appearing to benefit more from taking more rigorous academic courses than Whites.  相似文献   

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