Latino Associate Degree Completion

Gross, Jacob P. K.; Zerquera, Desiree D.; Inge, Brittany; Berry, Matthew

doi:10.1177/1538192714531293

Cited by 10 publications

(5 citation statements)

References 40 publications

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“…Specifically, the findings make it possible to state that students who entered university immediately or a maximum of one year after finishing high school were more likely to graduate on time than those who entered later. This finding is consistent with previous studies that indicate that students who begin university at a more advanced age may be more vulnerable to not graduating due to opportunity costs and other responsibilities [17,70].…”

Section: Discussionsupporting

confidence: 93%

“…Regarding gender and residing with parents during university life, our findings are consistent with the existing literature on gender inequalities and the importance of family containment in higher education. In particular, it was found that being a woman is related to better performance during the first semester at university [17,38,69,70], as is living with parents, which underscores the importance of family containment during the university stage, especially in emotional and financial matters [25,69].…”

Section: Discussionmentioning

confidence: 99%

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Profiles of University Students Who Graduate on Time: A Cohort Study from the Chilean Context

Moraga-Pumarino

Salvo-Garrido

Polanco-Levicán

2023

Behavioral Sciences

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Graduating from higher education on time is an important topic, given its relation to students’ academic success and the efficiency of the institutions. However, a low percentage of university students finish their studies on time, which poses a challenge that requires the identification of the factors that account for this phenomenon. This study aimed to identify and characterize profiles of students who graduate on time. The population is 514 university students (45% men, 55% women), with an average age of 19.5 years (SD= 1.9) studying business at a university in Chile who belong to four cohorts entering between 2011 and 2014. The results obtained from the Classification and Regression Tree (CART) technique demonstrate eight student profiles constructed considering different variables at the pre-university, transition-motivation, and university levels. As the primary outcome, the profile of the student who graduates on time is characterized by a good performance in the first year of university, enters university right after high school, and takes advantage of institutional support by participating in academic tutoring. These findings suggest that institutions can implement specific strategies from the beginning of the university journey to promote on-time graduation.

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Section: Discussionsupporting

confidence: 93%

Section: Discussionmentioning

confidence: 99%

Profiles of University Students Who Graduate on Time: A Cohort Study from the Chilean Context

Moraga-Pumarino

Salvo-Garrido

Polanco-Levicán

2023

Behavioral Sciences

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“…Crisp and Delgado (2014),Gross et al (2014), LaSota and Zumeta (2016) † Higher GPAs correlate positively with student outcomes. Chen and Soldner (2013) † , Griffin (2010), Gross et al (2014), LaSota and Zumeta (2016) † , Laugerman and Shelley (2013) † , Laugerman et al (2015) † , Marra et al (2015) † , Mooring and Mooring (2016), Nutting (2011) Higher high school GPAs correlate positively with student outcomes.…”

mentioning

confidence: 99%

Factors influencing the academic success of Latinx students matriculating at 2-year and transferring to 4-year US institutions—implications for STEM majors: a systematic review of the literature

et al. 2020

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This systematic review identifies factors that prior studies have identified as supporting the academic success of Latinx transfer students, who matriculate at 2-year institutions with respect to earning a 4-year baccalaureate degree in a STEM field. Since the students matriculate at a 2-year institution, they must, at some point in their academic career, transfer to a 4-year institution to earn the baccalaureate degree. Search and screening procedures identified 59 qualifying studies describing factors supporting persistence, transfer, or graduation of Latinx students matriculating at 2-year institutions. To synthesize findings, we coded the 31 quantitative, 22 qualitative, and six mixed methods studies according to unified themes. Nearly half the quantitative studies explored student characteristics alone, while some qualitative studies explicitly sought to identify assets Latinx students bring to higher education. None of the quantitative students utilized assets-based frameworks such as Yosso (Race Ethn Educ 8:69–91, 2005) to guide their analysis. All types of studies contributed to the conclusion that quality interactions with peers and staff support success of Latinx STEM transfer students. Specific details and strategies for institutions and their staff to support these interactions are described.

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“…Community colleges in general have not always been successful in finding ways to engage and retain Latinx students. This is a detriment when many of these students aspire to attain a four-year degree but are not successful while at a two-year institution (Gross et. al, 2014;O'Connor, 2009).…”

Section: Hispanic-serving Community Collegesmentioning

confidence: 99%

“…Like their non-HSI and 4-year HSI counterparts, Hispanic-Serving community colleges have not been any more successful at retaining Latinx students or increasing their graduation rates (Garcia, 2012). This is detrimental considering that many of these students enter community colleges with the hope of transferring to a 4-year institution (Gross, Zerquera, Inge & Berry, 2014;O'Connor, 2009). Murphy (2013) states that there are several areas that Hispanic-Serving Institutions must engage to increase the completion rates and educational attainment of Latinx students such as financial aid literacy and stronger transfer pathways.…”

Section: Supportive Environments For Latinx Students At Hsccsmentioning

confidence: 99%

Latinx institutional agents: a narrative inquiry of how they employ their community cultural wealth at hispanic-serving community colleges in New England

Morales-Diaz

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Latinx institutional agents' contribution to the development of a student-ready and relationship-centered campus environment is integral to the academic success of Hispanic-Serving Institutions in general, and for this study, Hispanic-Serving community colleges. The presence of Latinx institutional agents is a reflection of an institutional culture that is committed to working with, supporting, and serving the increasing Latinx student population on their campus. Furthermore, the ability of the Latinx institutional agents to employ their community cultural wealth during their interactions with students help improve an institution's retention, persistence, and completion rate of this student population. More importantly, Latinx institutional agents' use of their community cultural wealth as well as support for their work signals that the HSI federal designation is more than a moniker, but that it emphasizes its identity as a serving institution. This study will focus on how, when and where Latinx institutional agents employ their community cultural wealth, an act that is often unconscious, yet rooted in their own experiences. It is does experiences that provide Latinx students access to the resources and acquisition of the tools and knowledge needed to navigate social institutions with which they are not familiar.

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Latino Associate Degree Completion

Cited by 10 publications

References 40 publications

Profiles of University Students Who Graduate on Time: A Cohort Study from the Chilean Context

Profiles of University Students Who Graduate on Time: A Cohort Study from the Chilean Context

Factors influencing the academic success of Latinx students matriculating at 2-year and transferring to 4-year US institutions—implications for STEM majors: a systematic review of the literature

Latinx institutional agents: a narrative inquiry of how they employ their community cultural wealth at hispanic-serving community colleges in New England

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