Trends in Hispanic Academic Achievement: Where Do We Go From Here? (original) (raw)
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Helping Hispanic students to complete high school and enter college
The Urban Review, 1985
Demographically, mainland Hispanic Americans constitute a population that is eco ically and educationally diverse. Nonetheless, a cluster of related findings indicates that Hispanic students are more poorly prepared for college than non-Hispanic White students. More Hispanic high school seniors than White non-hispanics are enrolled in vocational or general programs than academic programs, and fewer take the standardized college admissions tests. Lack of interest in the courses offered by high schools, alienation, poor teaching, and differences in family life are among the reasons for the lesser tendency of Hispanic students to be adequately prepared for or interested in applying to college. Studies suggest that teachers' cultural stereotypes act negatively on their expectations for Hispanic students, and that language, UAL CIA ET OF EDUCATION NATIO"41. wisuruira OF EDUCATION EOUGA I 10.AL RESOURCES INTURNIATION CENTER (ERIC! 1 That Mamma ha been mixednced as Pecansed team tear pima Of giowectition otonahng Pinot chows two boon mode to outwore toorodoction wady r..
Helping Hispanic Students to Complete High School and Enter College. ERIC/CUE Digest Number 20
1984
Demographically, mainland Hispanic Americans constitute a population that is eco ically and educationally diverse. Nonetheless, a cluster of related findings indicates that Hispanic students are more poorly prepared for college than non-Hispanic White students. More Hispanic high school seniors than White non-hispanics are enrolled in vocational or general programs than academic programs, and fewer take the standardized college admissions tests. Lack of interest in the courses offered by high schools, alienation, poor teaching, and differences in family life are among the reasons for the lesser tendency of Hispanic students to be adequately prepared for or interested in applying to college. Studies suggest that teachers' cultural stereotypes act negatively on their expectations for Hispanic students, and that language, UAL CIA ET OF EDUCATION NATIO"41. wisuruira OF EDUCATION EOUGA I 10.AL RESOURCES INTURNIATION CENTER (ERIC! 1 That Mamma ha been mixednced as Pecansed team tear pima Of giowectition otonahng Pinot chows two boon mode to outwore toorodoction wady r..
Descriptive Analysis of Graduate Enrollment Trends at Hispanic-Serving Institutions: 2005-2015
Descriptive Analysis of Graduate Enrollment Trends at Hispanic-Serving Institutions: 2005-2015, 2019
Hispanic-Serving Institutions (HSIs) are postsecondary institutions that enroll 25% Latinx undergraduate students, with little emphasis on graduate enrollment. Graduate enrollment was explored at HSIs, looking at trends over 10 years. Descriptive analyses and data from the Integrated Postsecondary Education Data System (IPEDS) were used, shedding light on enrollment inequities between Latinx undergraduate and graduate students. This study has implications for graduate HSIs, which can become primary educators of a diverse, highly educated future workforce. Resumen Instituciones de Servicio a Hispanos (HSIs) son instituciones de educación superior que inscriben veinticinco porciento de estudiantes universitarios latina/os, pero que tienen poco énfasis en inscripciones de posgrado. Se exploraron inscripciones de posgrado en HSIs, revisando tendencias de más de diez años. Se usaron análisis descriptivo e información del Sistema de Información de Educación Superior Integrada (IPEDS), los cuales iluminaron las desigualdades de inscripciones entre estudiantes latina/os de pre y posgrado. Este estudio tiene implicaciones para HSIs de posgrado, las cuales pueden convertirse en educadoras primarias de una fuerza de trabajo futura altamente educada y diversa.
International Journal of Research in Education and Science, 2021
Hispanic-Serving Institutions (HSI) educate nearly two-thirds of the Hispanic/Latinx students who attend college. Yet little is known about the student populations they serve. Findings from two NSF-funded surveys completed with students at 14 HSIs in Texas and New Mexico in 2018 and four HSIs in TX in 2019 are presented. The combined sample was 1,293 students. A description of the backgrounds, commitments, experiences, and preferences of students at HSIs and differences found between responses from Hispanic/Latinx and non-Hispanic students are discussed. Primary topic areas are demographics, first-generation student standing, cultural orientation, primary language and fluency in Spanish, family and work commitments, relationship status, family support, living arrangements, means of financing college, course load, STEM identity, annual income of household of origin and of personal household, locus of control orientation, familism, and experience in college. The result is a thorough and up-to-date profile of the HSI student population in TX and NM. Statistical analysis revealed multiple significant differences between Hispanic/Latinx and non-Hispanic students attending the HSIs and the presence of several significant predictors for forms of activity and patterns of commitment. The findings are immediately applicable to process, program, student support, and instructional planning, implementation, and evaluation for over 120 HSIs in the region and, by extension, to hundreds more across the United States.
Community College retention of Hispanic students: The study of an orientation course
Journal of College Orientation and Transition, 2005
Retaining minority students is extremely important because of the steady increase in their enrollment, and is a topic of concern for community colleges and higher education in general (Brotherton, 2001; “Hispanics Trail,” 1994; “Kettering Minority,” 1999; Magner, 1989; Martinez, 1998; “Officials Look,” 2000; Perdomo, 2003, Ross, 1991; Valladares, 2003; Watson, 1998; Wild & Ebbers, 2002). The most salient factors influencing student retention are students’ field of study, residential hall living, institutional size, high school class rank, part-time on-campus employment, and time of application in the admission process (Astin, 1984, 1997; Reisberg, 1999). Minority students face additional retention barriers, identified as financial difficulties, academic under-preparedness, social acculturation, and campus socialization. Financial difficulties often are cited as the cause of minority student dropout (Brotherton, 2001; Chenoweth, 1999; “Hispanics Trail,” 1994; “Kettering Minority,” 1999; “Officials Look,” 2000; Ross, 1991; Valladares, 2003) as they leave higher educational institutions because of insufficient funding to continue, and because their family lacks basic economic resources. The main challenge surrounding financial difficulties is convincing minority students to focus on the long-term gains of education versus the short-term gains of obtaining employment and making money in the present (Chenoweth, 1999). Remedial education is the focus of many minority retention programs (Brotherton, 2001; Congos & Schoeps, 1997; Finley, 2002; “Kettering Minority,” 1999; Magner, 1989; Martinez, 1998; Parker, 1999; Perdomo, 2003; Reisberg, 1999; Roach, 1999; Snell & Makeis, 1993). Martinez (1998) and Reisberg (1999) discuss the misconception that curricula should be “watered down” to better serve underprepared students. Lastly, minority student attrition is influenced by inadequate campus acculturation and socialization (Brotherton, 2001; “Hispanics Trail,” 1994; “Kettering Minority,” 1999; Magner, 1989; “Officials Look,” 2000; Perdomo, 2003; Ross, 1991; Valladares, 2003; Martinez, 1998; Watson, 1998; Wild & Ebbers, 2002), feeling isolated (“Officials look,” 2000; Watson, 1998; Wild & Ebbers, 2002), and feeling unwelcome on campus (Magner, 1989; Ross, 1991; Watson, 1998). Inadequate social and campus acculturation and feeling unwelcome and isolated hinder minority students’ building of necessary bridges with faculty and staff who could offer role modeling, guidance, and navigational assistance on campus.
Hispanic Studies: Enrollment, Retention, and Graduation Rates in Texas Post-Secondary Education
2019
Hispanics are trapped in a vicious cycle that entails many social injustices, mysticism regarding higher education, and a lack of educational opportunity. This research will discuss what the current education situation is in the State of Texas and what resolutions could be presented to help this phenomenon. Using IPEDS to create a quantitative data set, this research will be formulated to better understand how Hispanics could be prepared to succeed in universities as well as resolutions to help raise the graduation rates, which in return will hopefully help bring awareness to and help the Hispanic population and every constituent affected.
Association of Mexican American Educators Journal, 2020
Though college enrollment rates for Mexican-American students have increased over the past years, Mexican-Americans still have one of the lowest rates for degree completion. However, more work is recognizing the strengths of students of Mexican descent, particularly those related to culture such as familism, and calling for asset-based programs that validate the student to increase student retention and persistence. Programs infused with such an approach likely address aspects that improve performance amongst Mexican-American students; however, evidence-based assessment is limited. This paper will detail an asset-based program that uses a culturally validated model of student success services and academic and curriculum enhancements at a Hispanic-Serving Institution to increase overall Latinx student retention and persistence. The program infuses Validation Theory (Rendon, 1994) to address cultural strengths of students and validate their life experiences as first-time freshmen, by creating a culturally relevant curriculum, enhancing culturally relevant student support services, and promoting education equity. Students involved in this program report a high level of belongingness at the university as well as have higher pass rates in their culturally validated courses. Recommendations are discussed for implementation of such a comprehensive program at other institutions as well as implications for higher education.