Sage Journals: Discover world-class research

Abstract

By examining Hispanic students both currently and formerly enrolled at a private, Hispanic-serving Institution located in the Southwestern region of the United States, this study attempts to understand the factors that lead to Hispanic undergraduate persistence to graduation. Adapting Bronfenbrenner’s theoretical approach, this study explores three dimensions that are critical to understanding Hispanic undergraduate persistence to graduation: (a) the role of the student context (b) the role of the university context in the student’s decision to persist; and (c) the interaction between the two contexts.

A través de examinar estudiantes Hispanos inscritos actual y previamente en instituciones de servicio a hispanos localizadas en la región suroeste de los Estados Unidos de América, este studio trata de entender los factores que dirigen la persistencia para graduarse. Adaptando el modelo teórico de Bronfenbrenner, este estudio explora tres dimensiones que son críticas para entender la persistencia y graduación en estudiantes de pregrado: 1) el papel del contexto del estudiante 2) el papel del contexto universitario en la decisión del estudiante para persistir; y 3) la interacción entre los dos contextos.

Keywords

persistence retention Hispanic students undergraduate students qualitative Hispanics serving institutions (HSI)

Get full access to this article

View all access options for this article.

References

Bronfenbrenner, U. ( 1979). The ecology of human development: Experiments by nature and design. Cambridge, MA: Harvard University Press.

Castellanos, J. , & Gloria, A.M. ( 2007). Research considerations and theoretical application for best practices in higher education: Latina/os achieving success. Journal of Hispanic Higher Education, 6, 378-396.

Castillo, L.L. , Conoley, C. , Choi-Pearson, C. , Archuleta, D. , Phoummarath, M. , & Van Landingham, A. (2006). University environment as a mediator of Latino ethnic identity and persistence attitudes. Journal of Counseling Psychology, 53, 2.

Elkins, S. , Braxton, J. , & James, G. ( 2000). Tinto’s separation stage and its influence on first-semester college student persistence. Research in Higher Education , 41, 251-268.

Fry, R. ( 2004). Latino youth finishing college: The role of selective pathways. Washington, DC: Pew Hispanic Center.

Garcia, L. , & Bayer, A. ( 2005). Variations between Latino groups in U.S. post-secondary educational attainment. Research in Higher Education, 46, 511-533.

Gloria, A.M. , Castellanos, J. , Lopez, A. , & Rosales, R. ( 2005). A psychosociocultural examination of academic persistence of Latina/o undergraduates. Hispanic Journal of Behavioral Sciences, 27, 202-223.

Gloria, A.M. , Castellanos, J. , & Orozco, V. ( 2005). Perceived educational barriers, cultural congruity, coping responses, and psychological well-being of Latina undergraduates. Hispanic Journal of Behavioral Sciences, 27, 161-183.

Gloria, A.M. , Castellanos, J. , Scull, N. , & Villegas, F.J. (2009). Psychological coping and well-being of male Latino undergraduates: Sobreviviendo la Universidad. Hispanic Journal of Behavioral Sciences, 31, 317-339.

10.

Gonzales, K. ( 2002). Campus culture and the experiences of Chicano students in a predominately white university. Urban Education, 37, 193-219.

11.

Lacy, W. ( 1978). Interpersonal relationships as mediators of structural effects: College students’ socialization in a traditional and an experimental university environment. Sociology of Education, 51, 201-211.

12.

Laird, T.F. , Bridges, B.K. , Morelon-Quainoo, C.L. , Williams, J.M. , & Holmes, M.S. ( 2007). African American and Hispanic student engagement at minority serving and predominately White institutions. Journal of College Student Development, 48(1), 39-56.

13.

Lohfink, M. , & Paulsen, M. ( 2005). Comparing the determinants of persistence for first-generation and continuing-generation students. Journal of College Student Development, 46, 409-428.

14.

Moustakas, C. ( 1994). Phenomenological research methods. Thousand Oaks, CA: SAGE.

15.

Perna, L. ( 2000). Differences in the decision to attend college among African Americans, Hispanics, and Whites. Journal of Higher Education , 71, 177-204.

16.

Pew Hispanic Center. (2002). National educational longitudinal survey (NELS). Retrieved from http://www.pewhispanic.org

17.

Rendón, L. , Lee, W. , Castillo, E. , & Tobolowsky, B. (2007). Shattering Barriers. Affirming Diversity in Higher Education. Education Policy and Practice Perspectives, 3.

18.

Saunders, M. , & Serna, I. ( 2004). Making college happen: The college experiences of first-generation Latino students. Journal of Hispanic Higher Education, 3, 146-163.

19.

Tinto, V. ( 1993). Leaving college: Rethinking the causes and cures of student attrition (2nd ed.). Chicago, IL: University of Chicago Press.

20.

Tinto, V. ( 2000). Looking at university through different lenses. About Campus, 4(6), 2-3.

21.

Tinto, V. , & Goodsell-Love, A. (1993). Building community. Liberal Education, 79(4), 16-21.

22.

U.S. Department of Education. (2008). National Center for Education Statistics. Integrated Postsecondary Education Data System (IPEDS). Graduation Rates component.

23.

Woodruff, S.D. ( 2007). Husserl. New York, NY: Routledge.

24.

Yin, R. ( 1994). Case study research: Design and methods (2nd ed.). Thousand Oaks, CA: SAGE.

Indicators of Persistence for Hispanic Undergraduate Achievement: Toward an Ecological Model

Abstract

Keywords

Get full access to this article

References