This study chronicles important contributions made by Miguel A. Nevárez, an Hispanic model for social justice in higher education. An analysis of archival records and interviews shows how Nevárez brought about greater opportunities for South Texas students by institutionalizing campus initiatives and by playing a role in the birth of the South Texas Border Initiative and the expansion of the University of Texas System. By chronicling Nevárez’s actions, this study fills a gap in the historical record.
Research has shown the benefits of undergraduate research; however, few studies have examined mentors of undergraduate researchers. The purpose of this study was to investigate the practices of mentors who have successfully mentored Hispanic undergraduate researchers. Findings from this study suggested that mentors should focus on interacting with students, listen to and understand students’ interests, be organized, require students to be responsible, and monitor students’ work. Recommendations for practice and research have been provided.
While an abundance of literature addresses undergraduate students’ lack of success in engineering programs, fewer studies examine the persistence of minority females, especially of Latinas. This study employed a qualitative method of inquiry to gain insight into the reasons why Latina undergraduate engineering majors sought membership in student organizations. Data analysis emerged the following findings: (a) fulfilling academic and social needs, (b) seeking a sense of belonging, and (c) choosing not to coalesce on the basis of race. The categorization of the aforementioned broad themes provides greater insight into the reasons why Latinas sought membership in certain student organizations.
This article challenges the notion of underachievement of Latino male collegians by examining those who successfully enter higher education. Using in-depth interviews, we analyze the way three different institutional types contribute to the racial/ethnic identity salience of Latinos, looking specifically at the curricular and co-curricular structures available at a Hispanic Serving Institution (HSI) and emerging HSI in comparison with non-HSIs. Findings reveal differences in identity salience based on the college context.
An understudied topic is the social experiences of college Latinos. In this study, six men shared their experience of brotherhood or hermandad. Individual interviews yielded qualitative data that were subjected to inductive coding resulting in seven descriptive themes conveying the essence of brotherhood. The findings and implications are discussed in light of extant literature. Study limitations precede discussion on future scholarship that is focused on the postsecondary success of a highly underrepresented student population.
Data from a focus group of nine Latina parents, specifically mothers from a South Texas border region known as the Rio Grande Valley, were analyzed using a qualitative methodology. Grounded in the theory of social capital, the purpose of the study was to understand the perceptions and experiences of Latina parents related to accessing information and resources to aid their students in enrolling in postsecondary institutions. The study was an exploratory, descriptive, and qualitative one that used a naturalistic paradigm. Findings showed that Latina parents perceived gaining information and resources related to increasing their understanding of college readiness, college knowledge, and college access as challenging. In addition, findings indicate that despite challenges, the mothers did receive support along the way. As parents, they want to get their students not only to the college door but through the college door, declaring that their children will go to college. They recognize there are keys to helping guarantee access to college, and it is these keys that these mothers seek. Such findings are important because the national portrait of college enrollment and attainment of college degrees shows continuing inequalities based on class, race/ethnicity, and income, especially for Latina/o first-generation students. Yet, few studies have considered the perceptions and experiences of Latina/o parents related to accessing information and resources to support their students when preparing for, applying to, and enrolling in postsecondary institutions.
This study examined within-group differences in obesity-related dietary behaviors and the health status of 156 Latino students at risk for diabetes due to family history. Approximately 58% of students were overweight and/or obese, with female students reporting a greater risk for diabetes. Consumption of meats, fried potatoes, breads, and tortillas was associated with higher body mass index (BMI) and diabetes risk indices. Differences in dietary behaviors were found based on students’ college profile and sociodemographic characteristics. Implications for university-related intervention health initiatives are discussed.
The purpose of this single-case study was to understand the perceptions of Latino Spanish-speaking English learners on the efficacy of developmental education services at a Western U.S. community college. The primary data collection method was in-depth individual interviews of a purposeful sample of nine successful students. Findings indicated that participants relied on Spanish instruction for comprehensible context, but needed consistent education support services from a culturally responsive institution in a language they understood.
This study investigated the ways that mission statements from 70 Hispanic-serving community colleges communicated their commitment to their Hispanic-serving function. Reference specifically to the Hispanic-serving function was absent, but references to culture and access were relatively common. Findings describe the ways culture and access were used in the mission statements. The article suggests more explicit reference to the Hispanic-serving nature of the institution in materials readily available to the public.
Widely accepted definitions of academic success are neither adequate nor meaningful for many ethnic minority students. Using ethnographic research with high-achieving Latina college students in Oklahoma, student experiences in a collegiate Hispanic beauty pageant were analyzed. These successful Latina students negotiated academic achievement through pageant performances of gender and ethnicity. Student understandings of "making it," shaped by familial approval, adherence to gender norms, and ethnic identity, suggest that a rethinking of "academic success" is necessary.
We examined how character strengths and family importance influenced Mexican American college students’ life satisfaction. Using multiple regression analysis, findings indicated that optimism, grit, and gratitude were significant predictors of life satisfaction. We provide a discussion regarding the importance of these findings as well as recommendations for future research.
This study examines the relationship between academic undermatch theory and the college-going decisions, experiences, and aspirations of first-generation, rural Hispanic community college students in the new destination meatpacking town of Winstead, Kansas. Ethnographic data from rural high school guidance counselors, community college faculty, and students suggest a need to emend the theory to address dynamic contextual factors such as proximity to home, familismo, place attachments, social networks, geographic location, sense of belonging, and academic validation.
A growing number of colleges and universities in the United States offer Spanish classes intended to meet specific needs of heritage speakers. In predominantly White institutions, beyond the language focus, these classes can also provide Latino students with a unique place on campus to strengthen their sense of belonging in ways that might not be possible in other classroom settings. This article examines the role of service-learning as a culturally relevant pedagogy for supporting heritage students.
This mixed-methods study examined the experiences of undocumented students at a 4-year Hispanic Serving Institution. Barriers identified by these students included a lack of resources and minimal career opportunities after graduation. Faculty and staff perceived this historically underserved population as exhibiting high levels of optimism and resilience relative to educational endeavors and challenges related to students’ undocumented status. Study findings include student, faculty, and staff recommendations for improving undocumented student experiences at a specific Hispanic Serving Institution.
This study examines Latina/o students’ remedial math needs and outcomes. Data were drawn from a national sample of Latina/o students. Hierarchical generalized linear modeling techniques were used to predict three successful remediation outcomes. Results highlight the importance of providing financial aid and academic support to Latina/o students, especially those who have the highest remediation needs. Findings also have direct implications for policy and practice by providing a means for targeting developmental students who are at greatest risk.
Growth of Latino students in postsecondary education merits an examination of their resources/challenges. A community cultural wealth model provided a framework to examine unacknowledged student resources and challenges. A mixed method approach found that first- and second-generation college students report equal numbers of sources of support/challenges. Understanding student needs can assist with program development to increasing college completion rates.
This mixed methods study used a survey by Frost and Kersten to answer the following questions: (a) Do principals of predominantly Hispanic schools perceive themselves as having adequate knowledge in special education? (b) Which areas are these principals most involved in with special education teachers? (c) What suggestions do these principals have for principal preparation programs? Their most frequent recommendation was instruction in the area of special education laws, Section 504, and Response to Intervention.
Understanding the challenges of Latino undocumented students in high school is crucial to improving their success rates in college. Based on interviews with 60 Latino undocumented youths, I explore the barriers to proper educational guidance for this population. Results indicate that undocumented youths often lack accurate information about college, and that schools can provide negative contexts of bureaucratic incorporation. As a result, undocumented youths devise their own ad hoc strategies for gaining access to college.
This article examined a group of Latina students studying abroad. It highlighted ways in which identity manifests itself for Latinas in different contexts. It used counterstories, stories of historically marginalized groups in education. Primary findings were cultural dissonance; a reflection of past, present, and privilege; and the critical consumption of knowledge. Institutional suggestions to increase participation of students of color in study abroad programs and recommendation of effective practices are provided.
This study investigated preservice teachers from two teacher education programs, elementary generalists and bilingual generalists (who will teach all subjects in both English and Spanish), about their instructional design abilities via examination of their ability to integrate interdisciplinary-themed activities into mathematics lessons. The findings illustrate the value provided by differentiating teacher preparation for preservice bilingual teachers—especially for challenging STEM-related (science, technology, engineering, and mathematics) subjects such as mathematics—based on their distinctive pedagogical, cognitive, and linguistic requirements.
This article examined the effect of elements within Latina/o students’ institutional context on Latina/o student success outcomes. Findings highlight the significant role institutional contexts play in Latina/o success. Specifically, it was found that student success was lower for students enrolled at regional campuses and campuses that serve high proportions of students of color and higher for students at campuses with higher proportion of faculty of color. Implications for policy and practice are discussed.
The purpose of this case study is to explore the association between implementing the competency-based approach (CBA) in graduate programs and the student’s perception about the aforementioned approach. The research was conducted with 504 graduate students from Universidad Tecnologica de Panama and Universidad Tecnologica Oteima in the Republic of Panama to explore their perception about the CBA. The research is descriptive and the results show that 84% of participants will benefit in their future professional development through the CBA. Authors conclude that the CBA has had an international coverage and can be replicated in local scenarios as Latin American Alfa Tuning Project (2004-2007) has been implemented in universities from Panama.
California’s Early Assessment Program is designed to notify students about their college readiness, encouraging them to take action to improve their skills during their senior year. The author uses qualitative methods and applies sense-making theory to examine how students attending majority Latino, low-income high schools make sense of the information the program provides. The findings suggest that participants’ limited prior knowledge of the program and shared views of standardized assessments influenced students’ perceptions of the program.
This study problematizes the common discourse that rapid and widespread Latina/o demographic growth in the United States is a driving force in realizing higher education equity gains. Using equity indices for students, faculty, and administrative leaders at the state level, we present a portrait of changes in Latina/o participation in higher education over the last decade and propose a classification scheme for understanding variation across states at the intersection of changes in both demographics and equitable participation.
The study investigated motivational differences and higher education outcomes between limited English proficiency (LEP) Hispanic students compared with non-LEP Hispanic students. With a sample of 668 Hispanic community college students, we measured various forms of achievement motivation informed by self-determination theory, grade point average (GPA), and first-semester and 1-year persistence outcomes. Using ANCOVA and logistic regression, we found that LEP students had significantly higher retention rates and levels of external regulation, or motivation out of compliance or extrinsic rewards. Moreover, LEP students with moderate levels of external regulation persisted longer in their first semester of community college. Implications for understanding the complex motivations of Hispanic community college students are discussed.
The purpose of this study was to evaluate the effectiveness of the synergetic approach to research education for graduate students in a Hispanic-Serving Institution (HSI). A group of cross-disciplinary faculty members developed a series of graduate-level research methods-related workshops for pre- and in-service teachers. The investigators conducted pre–post tests and survey methods to evaluate all the initiative’s workshops. The findings indicated that student learning was increased and that the synergetic approach was effective.
This study examines unique patterns of college engagement and outcomes among Latino undergraduate students attending highly selective institutions in comparison with those from other racial/ethnic groups. The study also identifies predictors of select college outcomes—that is, cognitive, affective, and civic outcomes—for this population. Findings did reveal not only the unique patterns of college experiences and outcomes among Latino college students but also student background characteristics and college environments that contribute to their college outcomes.
This study examined the experiences of 17 Latina/o students who participated in a university mentoring program that included academic and cultural resources, involvement, and leadership opportunities. The goal was to understand their lived experiences and their own perceptions of their academic success and persistence. An interpretive phenomenological analysis was used with one-on-one interviews, revealing the following emergent themes: (a) common experiences providing benefits of mentoring, (b) common challenges, and (c) lessons learned.
Public health data have shown higher rates of unplanned pregnancy and sexually transmitted infections for Hispanic individuals as compared with White individuals in the United States. This study compared sexual health behaviors and sexual outcomes between Hispanic and White college students (N = 1,008) at a Hispanic serving institution. Using chi-square, Mann–Whitney U, and Brown–Forsythe tests, few differences between the groups were found. Possible causes for this non-difference and implications for college health professionals and campus administrators are discussed.
Lack of financial resources to pay for postsecondary education—perceived and actual—has been cited as a barrier to student access and persistence, particularly for Latino students. This study investigates the following question: "To what extent does financial aid affect the educational attainment of Latinos enrolled in Associate’s degree programs, and how do these effects change over time?" We find receiving aid of any type was positively associated with degree completion, though the effect declined over time.
The present study examines whether the recognition of stereotypes undermines the academic performance of Hispanic students, a phenomenon known as stereotype threat. With regard to race, stereotype threat has been examined predominately between African American and White students, yet limited research has investigated how Hispanic students respond to negative racial stereotypes. This study utilizes a t test to explore whether the presence of negative racial stereotypes influences the academic performance of Hispanic students on standardized tests. Data from the study suggest that racial stereotypes inside the classroom have a negative influence on the academic performance of Hispanic college students on standardized exams.
Students from farmworker families are often cited as having deficits that prohibit completion of undergraduate degree program. Statistics regarding graduates of the College Assistance Migrant Program in a southwestern university have shown graduation rates that are similar to the general population of graduates at that university. This qualitative pilot study reveals some possible implications for how alleged deficits for completing college can be converted into assets.
Abstract
Using data from the Cooperative Institutional Research Program from University of California Los Angeles (n = 523), this study investigates curricular and co-curricular experiences that influence the odds of volunteering for Latina/o students who attend private institutions. Results show that Latinas/os who rated themselves highly on leadership ability, attended religious services, voted in a student election, had taken an Ethnic Studies course, and/or participated in study abroad had significantly higher odds of volunteering while in college. The implications of these results are relevant to policy and practice, as colleges provide opportunities that shape civic attitudes and behaviors.
Resumen
Este estudio investiga experiencias curriculares y co-curriculares que influencian la posibilidad de que estudiantes latina/os que estudian en instituciones privadas se ofrezcan de voluntarios. Resultados indican que latina/os que se autocalifican como altos en habilidades de liderazgo, asisten a servicios religiosos, votan en elecciones estudiantiles, toman clases de Estudios Étnicos, y/o participan en estudios en otros países tienen posibilidades más altas de ofrecerse de voluntarios durante sus estudios universitarios. Las implicaciones de estos resultados son relevantes en políticas y prácticas, cuando las universidades proporcionan oportunidades de moldear actitudes y conductas cívicas.
Abstract
Ecuador’s higher education system is undergoing dramatic changes. The National Constitution of 2008 and the Higher Education Law of 2010 have changed the way Ecuador’s universities are funded, administered, and accredited. The importance of research was elevated and drastic changes were made to the academic qualifications and employment conditions of full-time faculty. This article describes the attempt to raise the level of Ecuador’s system of higher education and its impact on faculty and administrators.
Resumen
El sistema de educación superior de Ecuador está teniendo cambios dramáticos. La Constitución Nacional del 2008 y la Ley de Educación Superior del 2010 han cambiado la forma en que las universidades ecuatorianas se fondean, administran y acreditan. La importancia de la investigación se elevó y cambios drásticos fueron hechos a los grados académicos y condiciones de empleo de profesores de tiempo completo. Este manuscrito describe el esfuerzo de elevar el nivel del sistema ecuatoriano de educación superior y su impacto en profesores y administradores.
Abstract
The literature describes various approaches that community colleges use to achieve institutional effectiveness; however there is no information about how Hispanic Serving Institutions (HSIs) go about this process. The purpose of this article is to review some principles and processes of accountability and to describe the strategic review and planning process undertaken by one HSI. The article concludes with "lessons learned" that may be helpful to other HSIs as they undertake strategic review and planning.
Resumen
En la literatura se describen varios enfoques que los colegios comunitarios utilizan para lograr la eficacia institucional, sin embargo, no hay información acerca de cómo Instituciones de Servicio a Hispanos (HSI) ir sobre este proceso. El propósito de este artículo es revisar algunos de los principios y procesos de rendición de cuentas y para describir la revisión estratégica y el proceso de planificación llevado a cabo por uno HSI. El proceso de revisión estratégica de la universidad fue motivada por una crisis presupuestaria y una próxima visita de acreditación dentro de dos años. Informe de auto-estudio de la universidad se utilizó para identificar los puntos fuertes de la universidad, debilidades, oportunidades y amenazas y sugerir maneras de construir sobre las fortalezas identificadas. El documento concluye con las "lecciones aprendidas" que pueden ser útiles a otros HSI ya que se comprometen revisión estratégica y planificación.
Many Latina students overcome multiple obstacles to earn university degrees. Five married Latina women with children and seasonal farmworker backgrounds are the focus of this study which is analyzed through resiliency theory to understand factors contributing to their academic resilience. Variables connected to academic success are explored and include supportive familial networks, self-efficacy, and participants’ desires to instill the value of education in their children. Implications for future research and practice are discussed.
Abstract
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 is based on a year and a half study of seven Latina/o students making transition from a high school to a community college or university on the U.S.–Mexico border.
Resumen
Este manuscrito examina como políticas de pruebas de alto rendimiento pueden limitar la forma en que maestros en preparatorias predominantemente latinos enseña alfabetismo y subsecuentemente influencian el éxito universitario de estudiantes latinos/as. Está basado en un estudio de año y medio de siete estudiantes latina/os que pasan de preparatoria a colegio comunitario o universidad en la frontera México– Estados Unidos de América.