Increasing Latina/o Students' Baccalaureate Attainment

Abstract

Notwithstanding years of retention efforts, graduation rates of Latinas/os remain alarmingly low. The purpose of this review is threefold. First, the authors go beyond traditional theory and highlight those scholars who shed new information on retention for Latina/o students. Second, they summarize factors that specifically affect Latina/o students. Third, promising practices for effectively retaining Latina/o students in higher education institutions are highlighted.

The reliability and validity of the cultural congruity and university environment scales with Chicana/o community college students

“…Cultural congruity, or a match of one's cultural or personal values with those of the university (Gloria & Robinson Kurpius, 1996), is used to understand Latina/o undergraduates' academically-related experiences. Cultural congruity is also significantly predictive of educationally-emphasized constructs such as academic resilience (Castellanos & Gloria, 2007) and achievement (Cerezo & Chang, 2013); persistence decisions (Oseguera et al, 2009);and etic (Gloria, Castellanos, Lopez, & Rosales, 2005a;Gloria, Castellanos, Scull, & Villegas, 2009) and emic (Segura-Herrera, 2008) well-being.…”

“…For instance, Latina/o students are often pressured to give up their values as means of navigating higher education and coping (Gloria, Castellanos, Segura-Herrera, & Mayorga, 2010). In relation to working cultures of many higher education institutions (e.g., Castillo et al, 2006), Latina/ o college students often report feeling disconnected to the campus (Delgado-Guerrero & Gloria, 2013); misunderstood by White peers (Cabrera & Padilla, 2004); or disengaged from faculty (Oseguera et al, 2009) due to their cultural values and emphasis on collectivism (Castillo, Conoley, & Brossart, 2004). Clearly, cultural-related experiences play a critical role in understanding the various dimensions and complexities of Latina/o educational experiences (Cerezo & Chang, 2013).…”

Supplemental Instruction and Academic Success and Retention in Science Courses at a Hispanic-serving Institution

“…Traditional retention theory has been discussed and implemented in many institutions of higher education, yet the gap between White college students and minority, low-income students remains wide (Oseguera, Locks, & Vega, 2009). With the increase of minority and low income students on college campuses, it is imperative to bridge the gap between White students and minorities in order to meet future challenges our country faces both globally and economically (McGlynn, 2008, p 42).…”

“…While there has been much research done in the area of retention that has contributed to our understanding of student drop out behavior, there has been limited success with minority students due to attempts of fitting the White student experience into all other student experiences (Oseguera et al, 2009). One of the factors that make a difference in minority retention rates is the attention placed in knowing and understanding these students (McGlynn, 2008).…”

“…One of the factors that make a difference in minority retention rates is the attention placed in knowing and understanding these students (McGlynn, 2008). In the past, researchers have held social context, ethnic identity, and gender as controlled variables when examining retention instead of focusing on these significant areas that influence educational outcomes (Oseguera et al, 2009). …”