The Effects of Institutional Culture on Study Strategies of Hispanic Students as Measured by the Inventario de Comportamiento de Estudio, the Spanish Version of the Study Behavior Inventory

Abstract

The Inventario de Comportamiento de Estudio, the Spanish version of the Study Behavior Inventory (SBI), was administered to 322 Hispanic students at Miami-Dade Community College (MDCC). Results were compared with data obtained from Mexican universities and U.S. students using the SBI. MDCC students responded similarly to Mexican public university students. The investigators concluded that study behaviors were determined by students’ socioeconomic characteristics, which affected institutional culture.

The Experiences of Cuban American Women Attending a Hispanic Serving Institution and the Influences on Identity Development

“…I have been working at FIU for 8 years, and in that time I have had the opportunity to understand what it means to be a member of such a diverse community. Most research on Hispanics has been done at 2-year community colleges (e.g., Bliss & Sandiford, 2003) and PWIs (Torres, 1999(Torres, , 2003(Torres, , 2004aTorres & Baxter Magolda, 2004), and research focusing specifically on Cuban American women college students is almost non-existent. Because FIU is located in Miami, Florida, this also lends itself to be a unique environment based on the political and cultural climate of the city.…”

“…In the late 80s and early 90s enrollment of students of color increased over 35% at community colleges as compared to their 4-year college counterparts at 29% (Laden, 1998). The issue is not only about enrollment but also the low rates of degree attainment, which are not in accordance with the numbers (Bliss & Sandiford, 2003). Hispanic students are not completing college at rates similar to majority students.…”

Admisión, Apoyo y Retención de Estudiantes no Tradicionales en Carreras Universitarias

“…Estudiantes de diferentes orígenes culturales desarrollan patrones de estudio y lecto-escritura que impactan de manera significativa su desempeño académico (Bliss y Sandiford, 2003;Purdie y Hattie, 1996;Snow-Andrade, 2006). La literatura antes mencionada indica la necesidad de identificar estrategias de lecto-escritura y estudio para alumnos nativos y foráneos que son cultural y lingüísticamente diversos, con atención especifica a las desventajas y retos particulares para cada una de esas poblaciones -y subgrupos dentro de las mismas-enfrentan al navegar la vida académica universitaria.…”

“…Las características socioeconómicas afectan los hábitos de estudio de los estudiantes, que a su vez tienen un impacto de largo plazo en las culturas estudiantiles de las instituciones a las que asisten. Bliss and Sandiford (2003) compararon los comportamientos de estudio de estudiantes hispanos asistiendo a colegios comunitarios en los Estados Unidos con los de poblaciones similares asistiendo una universidad mejicana pública grande. Factores socioeconómicos, tales como que la mayoría de los estudiantes que eran de tiempo parcial y que tenían empleos, parecen tener una fuerte influencia en la forma en la que esos estudiantes encaran la vida universitaria.…”