Peer Coaching Program Development: A Framework of First-Year Latina/o Student Persistence Pursuing STEM Pathways at a Hispanic Serving Institution

Abstract

This study developed and examined the implementation of an intrusive peer-to-peer coaching program model at a private 4-year master’s degree granting Hispanic Serving Institution (HSI) located in South Texas. The coaching program provided support and promoted increased persistence among Latina/o students entering first-year science, technology, engineering, and mathematics (STEM). Findings positively indicated that first-year Latina/o STEM students can achieve academic success in college when they are matched and supported by culturally similar upperclassmen peer coaches.

Exploring Latinx College Students' Experiences With High School Counselors

“…The Latinx population is one of the fastest growing groups in the United States (U.S. Census Bureau, 2020), with the potential to positively influence the economic workforce in upcoming years (Cruz et al, 2021). Increased growth among the Latinx population means more individuals will seek enrollment in higher education institutions because a college degree is linked with economic mobility, community stability, and the ability to create “economically sustainable Latino communities” (Contreras & Contreras, 2015, p. 152).…”

“…Increased growth among the Latinx population means more individuals will seek enrollment in higher education institutions because a college degree is linked with economic mobility, community stability, and the ability to create “economically sustainable Latino communities” (Contreras & Contreras, 2015, p. 152). However, Latinx students’ college persistence and graduation rates lag those of their non-Latinx peers (Cruz et al, 2021). Shak (2019) reported that 17% of young Latinx individuals earned a bachelor’s degree or above compared with 40% of White individuals.…”

Exploring Latine students’ perceptions of their high school counselors’ capitalization of community cultural wealth

“…As one of the fastest‐growing groups in the United States (U.S. Census Bureau, 2020), the Latine population has the potential to influence the higher education landscape positively (Cruz et al., 2021). Because a college degree is linked with economic, family, and community stability (Contreras & Contreras, 2015; Vela, Guerra, et al., 2023), understanding factors that help Latine students access and succeed in higher education institutions is important.…”

“…Because a college degree is linked with economic, family, and community stability (Contreras & Contreras, 2015; Vela, Guerra, et al., 2023), understanding factors that help Latine students access and succeed in higher education institutions is important. However, Latine students’ college persistence and graduation rates continue to fall behind their non‐Latine peers (Cruz et al., 2021; Perez Huber et al., 2015). Excelencia in Education (2023) reported that (a) 28% of Latino adults earned an associate degree or higher when compared to 48% of White adults and (b) the 4‐year college graduation rate for Latino students is 52% when compared to 65% for White adults.…”

Reasons for Course Selection and Academic Satisfaction among Master’s Degree Students

“…Thus a relationship has been found between satisfaction and teaching methods the type and quality of student-teacher relationships (Silva et al, 2019; Tinto, 2017). Other topics are the university’s educational culture (Figuera Gazo & Torrado Fonseca, 2019a; Griffioen et al, 2018; Vela, 2015); the type of master’s degree (face-to-face, blended or virtual: Figuera Gazo, Llanes Ordóñez, et al, 2019; Filak & Nicolini, 2018); and organizational aspects of the curriculum (Cassuto, 2015; Xu, 2014) and university facilities (Cruz et al, 2019; Gordon, 2016; Silva et al, 2019). Lastly, external factors such as class atmosphere, peer relationships (Figuera Gazo & Torrado Fonseca, 2019b; Rienties et al, 2014) and socialisation processes (Hardré et al, 2019; Tompkins et al, 2016), variables that are particularly important for international students (Hennebry & Fordyce, 2017), have also been investigated.…”