A Psychosociocultural View of Hispanic First-Generation College Students’ Graduation Rates

Abstract

First-generation college students (FGCS), nearly 50% of which identify as Hispanic, are an underserved population. The psychosociocultural theoretical framework posits that individual, environmental, and cultural factors contribute to the academic success of Hispanic students. This study examined the relationship between these factors (i.e., demographics, academic self-efficacy, meeting with professors, and attending cultural programming) to 6-year bachelor’s degree attainment and time to bachelor’s degree attainment among Hispanic students at a Hispanic Serving Institution ( n = 358). Being better prepared academically, being female, and having greater academic self-efficacy were positively related to bachelor’s degree attainment; FGCS status was negatively related. Among students who graduated ( n = 208), entering college being better prepared academically, and having greater academic self-efficacy were related to quicker bachelor’s degree attainment; FGCS status was not significantly related. Practitioners may pay more attention to Hispanic students’ academic self-efficacy and the success of Hispanic male students.

Latino Men’s Sense of Belonging Experiences in a Community College Developmental Mathematics Classroom

“…First-generation college students face the highest risk for persistence and retention during their first year in college (May et al, 2021). Nearly half of first-generation students identify as Hispanic and are “an underserved population” (Latino et al, 2021, p. 1). In addition, students from underrepresented groups tend to have a higher placement rate in developmental courses (Acevedo-Gil et al, 2015; Nora & Crisp, 2012).…”