Latino student transition to college: Assessing difficulties and factors in successful college adjustment

Hurtado, Sylvia; Carter, Deborah Faye; Spuler, Albert

doi:10.1007/bf01730113

Cited by 346 publications

(303 citation statements)

References 17 publications

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“…Parental involvement in higher education includes engagement in the college choice process, paying for college, offering support to students, and negotiating relationships with campus personnel (Daniel, Evans, & Scott, 2001). Research suggests that this engagement, encouragement, and support is associated with positive 326 outcomes like adjustment to college, academic achievement, persistence, healthier parent-child interactions, decreased stress, emotional health and well-being, and higher educational expectations among college students (Barnett, 2004;Herndon & Hirt, 2004;Hurtado, Carter, & Spuler, 1996;Kalsner & Pistole, 2003;Kenny & Stryker, 1996;Maton, Hrabowski, & Greif, 1998;Ratelle, Larose, Guay, & Senecal, 2005;Rodriguez, Mira, Myers, Morris, & Cardoza, 2003;Trusty, 1998;Wintre & Yaffe, 2000).…”

Section: Introductionmentioning

confidence: 99%

Parental Engagement and Contact in the Academic Lives of College Students

Wolf¹,

Sax²,

Harper³

2009

NASPA Journal

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Section: Introductionmentioning

confidence: 99%

Parental Engagement and Contact in the Academic Lives of College Students

Wolf¹,

Sax²,

Harper³

2009

NASPA Journal

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“…The following three blocks-institutional characteristics, student major field, and major field climate-reflect college environments. Based on the findings from research that students' field of study (Astin 1993;Astin and Holland 1961;Smart et al 2000) and perceptions of campus cultural environments (Ancis et al 2000;Colbeck et al 2001;Hurtado 1992;Hurtado et al 1996) may significantly affect their college experiences and outcomes, this study employed students' major fields and major field climate as part of college environment variables along with institutional characteristics. The last block of control variables includes college experiences and captures a student's direct experience and involvement during college.…”

mentioning

confidence: 99%

Student–Faculty Interaction in Research Universities: Differences by Student Gender, Race, Social Class, and First-Generation Status

2009

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This study examined whether the effects of student-faculty interaction on a range of student outcomes-i.e., college GPA, degree aspiration, integration, critical thinking and communication, cultural appreciation and social awareness, and satisfaction with college experience-vary by student gender, race, social class, and first-generation status. The study utilized data on 58,281 students who participated in the 2006 University of California Undergraduate Experience Survey (UCUES). The findings reveal differences in the frequency of student-faculty interaction across student gender, race, social class and first-generation status, and differences in the effects of student-faculty interaction (i.e., conditional effects) that depended on each of these factors except first-generation status. The findings provide implications for educational practice on how to maximize the educational efficacy of student-faculty interaction by minimizing the gender, race, social class, and first-generation differences associated with it.Keywords Student-faculty interaction Á Research university Á Conditional effects Á Gender Á Race Á Social class Á First-generationInteracting with faculty-whether in the classroom, the laboratory, office hours, or other venue-is one of the key college experiences associated with student development. Positive and close interactions between undergraduates and their professors precipitate students' favorable educational experiences as well as their greater academic and personal development (Lau 2003;Pascarella and Terenzini 2005). Two higher education studies, Pascarella (1980) and Pascarella and Terenzini (2005), provide a comprehensive and 123Res High Educ (2009) 50:437-459 DOI 10.1007 critical literature review on student-faculty interaction and its relationship with college outcomes. Pascarella (1980) summarizes a number of studies, conducted prior to 1980, on the effects of informal (out-of-class) student-faculty interaction on various college student outcomes that are grouped into five categories: career plans and educational aspirations, satisfaction with college, intellectual and personal development, academic achievement, and college persistence. Based on his intensive analysis of the literature, Pascarella suggests that statistically significant positive associations exist between student contact with faculty and these five categories. He maintains that these associations are valid even after controlling for a broad range of student input characteristics and, in a few studies, other college experiences. In How College Affects Students, Pascarella and Terenzini (2005) reinforce Pascarella's early findings by including formal (in-class) student-faculty interaction, as well as the informal (out-of-class) interaction, and by adding a number of studies from the 1980s through 2000s. In line with Pascarella (1980), they demonstrate that the amount and quality of student-faculty interaction positively affect various student outcomes, including subject matter competence, cognitive skills and i...

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“…While others have tried to identify issues that first-generation Latino students have faced their freshman and second years in college (Hurtado et al 1996), they did so with a sample of Latino students who were coveted by universities across America, many of them private, because of their high "potential for academic success" (p. 140). In contrast, students who attend Pacific Northwest University come from a wide range of backgrounds and abilities.…”

Section: Chapter 3: Methodologymentioning

confidence: 99%

First-Generation Latinos at Pacific Northwest University: Their Adjustment and Experience during Freshman Year

Aguirre

2000

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This thesis details the lived experiences of ten first-generation Latino students at a large public university in the Pacific Northwest. Their experience and adjustment reveal that they relied on their friends and family, especially their parents for the male participants, for support and encouragement. The help these students received in the form of caring and social capital from faculty and staff during their freshman year ensured that they made a successful adjustment to college. Participants cite influential people and programs that motivated them to succeed and become comfortable in the college student role.i ACKNOWLEDGEMENTS

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Latino student transition to college: Assessing difficulties and factors in successful college adjustment

Cited by 346 publications

References 17 publications

Parental Engagement and Contact in the Academic Lives of College Students

Parental Engagement and Contact in the Academic Lives of College Students

Student–Faculty Interaction in Research Universities: Differences by Student Gender, Race, Social Class, and First-Generation Status

First-Generation Latinos at Pacific Northwest University: Their Adjustment and Experience during Freshman Year

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