This study examined how Latina/o undergraduate students’ graduate and professional degree aspirations change during college. Using longitudinal data from the Cooperative Institutional Research Program, a multinomial logistic regression analysis was conducted to examine factors associated with aspiring to earn a degree beyond a baccalaureate. Findings show that many students change their initial aspirations and several college experiences, such as higher college GPA and faculty interactions, are associated with Latinas/os’ graduate and professional degree aspirations.
AllisonP. D. (2001). SAGE University Papers Series on Quantitative Applications in the Social Sciences: Missing data (Series No. 07–136). Thousand Oaks, CA: SAGE.
2.
AllisonR.RalstonM. (2018). Gender, anticipated family formation, and graduate school expectations among undergraduates. Sociological Forum, 33, 95-117.
BaumS. R.KuroseC.MaJ. (2013). How college shapes lives: Understanding the issues. New York, NY: The College Board.
6.
BergG. A.TollefsonK. (2014). Latina/o student perceptions of post-baccalaureate education: Identifying challenges to increased participation. Journal of Latinos and Education, 13, 296-308.
7.
CarterD. F. (2002). College students’ degree aspirations: A theoretical model and literature review with a focus on African American and Latino students. In SmartJ. (Ed.), Higher education: Handbook of theory and research (Vol. 17, pp. 129-171). New York, NY: Agathon Press.
8.
CuellarM. (2015). Latina/o student characteristics and outcomes at four-year Hispanic-Serving Institutions (HSIs), emerging HSIs, and non-HSIs. In NúñezA. M.HurtadoS.Calderón-GaldeanoE. (Eds.), Hispanic-serving institutions: Advancing research and transformative practice (pp. 101-120). New York, NY: Routledge.
9.
EnglishD.UmbachP. D. (2016). Graduate school choice: An examination of individual and institutional effects. The Review of Higher Education, 39, 173-211.
10.
HansonJ. M.PaulsenM. B.PascarellaE. T. (2016). Understanding graduate school aspirations: The effect of good teaching practices. Higher Education, 71, 735-752.
11.
HosmerD. W.LemeshowS. (2000). Applied logistic regression (2nd ed.). New York, NY: John Wiley.
12.
HurtadoS.SáenzV. B.SantosJ. L.CabreraN. L. (2008). Advancing in higher education: A portrait of Latina/o college freshmen at four-year institutions, 1975-2006. Los Angeles: Higher Education Research Institute, University of California, Los Angeles .
13.
KaoG.TiendaM. (1998). Educational aspirations of minority youth. American Journal of Education, 106, 349-384.
14.
LitzlerE.LorahJ. (2018). Degree aspirations of undergraduate engineering students at the intersection of race/ethnicity and gender. Journal of Women and Minorities in Science and Engineering, 24, 165-193.
15.
MarlinoD.WilsonF. (2006). Career expectations and goals of Latina adolescents: Results from a nationwide study. In DennerJ.GuzmanB. L. (Eds.), Latina girls: Voices of adolescent strength in the United States (pp. 123-137). New York: New York University Press.
16.
McFarlandJ.HussarB.de BreyC.SnyderT.WangX.Wilkinson-FlickerS.. . . HinzS. (2017). The condition of education 2017 (NCES 2017-144). Washington, DC: National Center for Education Statistics, U.S. Department of Education. Retrieved from https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2017144
17.
MillettC. M. (2003). How undergraduate loan debt affects application and enrollment in graduate or first professional school. The Journal of Higher Education, 74, 386-427.
18.
PascarellaE. T.WolniakG. C.PiersonC. T.FlowersL. A. (2004). The role of race in the development of plans for a graduate degree. The Review of Higher Education, 27, 299-320.
19.
PernaL. W. (2004). Understanding the decision to enroll in graduate school: Sex and racial/ethnic differences. The Journal of Higher Education, 75, 487-527.
20.
SolórzanoD.Delgado BernalD. (2001). Examining transformational resistance through a critical race and Latcrit theory framework: Chicana and Chicano students in an urban context. Urban Education, 36, 308-342.
21.
TiendaM.ZhaoL. (2017). Institutional and ethnic variations in postgraduate enrollment and completion. The Journal of Higher Education, 88, 561-592.
22.
WeilerW. C. (1993). Post-baccalaureate educational choices of minority students. The Review of Higher Education, 16, 429-460.
23.
YossoT. J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race Ethnicity and Education, 8, 69-91.