Variations Between Latino Groups in us Post-Secondary Educational Attainment*

Garcia, Lisette M.; Bayer, Alan E.

doi:10.1007/s11162-005-3363-5

Cited by 29 publications

(26 citation statements)

References 19 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…To begin with, academic success of Latina/o students in college can be intertwined with notions of equal access and differential instruction provided by K-12 schooling (Garcia & Bayer, 2005). To begin with, academic success of Latina/o students in college can be intertwined with notions of equal access and differential instruction provided by K-12 schooling (Garcia & Bayer, 2005).…”

Section: Conditions Influencing Latina/o Students: a Prereview Notementioning

confidence: 99%

Undergraduate Latina/o Students

Crisp

Taggart

Nora

2015

Review of Educational Research

116

View full text Add to dashboard Cite

A systematic review was conducted to produce an up-to-date and comprehensive summary of qualitative and quantitative evidence specific to the factors related to undergraduate Latina/o student academic success outcomes during college. The purpose of the study was to make sense of and provide critique to this rapidly growing body of research, as well as to direct future research efforts. Findings indicate that a combination

show abstract

Section: Conditions Influencing Latina/o Students: a Prereview Notementioning

confidence: 99%

Undergraduate Latina/o Students

Crisp

Taggart

Nora

2015

Review of Educational Research

116

View full text Add to dashboard Cite

show abstract

“…With more institutions developing MBA programs, concerns regarding the applicability of the degree to different cultures (Newell, 1999; Sturdy & Gabriel, 2000; Tiratsoo, 2004), increasing numbers of female applicants (MacLellan & Dobson, 1997; Simpson, 2006; Simpson, Sturges, Woods, & Altman, 2005), and non‐Caucasian ethnicities in and outside the U.S. (Gomez, 2003; Litrell & Nkomo, 2005) appear to be warranted. Because MBA programs are increasingly accepted by students who have a different background than that of male Caucasians in the U.S., there also is a need to examine how demographic shifts occurring in the U.S. (Florida, 2002; Garcia & Bayer, 2005) may require a more robust educational experience to assimilate the increasingly diverse range of perspectives.…”

Section: Introductionmentioning

confidence: 99%

Does the MBA Experience Support Diversity? Demographic Effects on Program Satisfaction*

Arbaugh¹,

Bento²,

Hwang³

2010

Decision Sci J Innov Edu

View full text Add to dashboard Cite

Using data provided by graduates from 128 MBA programs, we examined the extent to which age, gender, and ethnicity predicted student perceptions of the MBA experience. We found that women and minorities were more likely to see program costs and the availability of financial support as significant factors in their program enrollment decisions than were Caucasian males. The most consistent predictor of students' perceptions of their educational experience was whether the MBA program was full time or part time, with full-time programs generally perceived more favorably. Our findings suggest that because diversity measures of age, gender, and ethnicity were not consistent predictors across the different perception areas, at minimum, MBA programs presently do not consistently inhibit diversity. However, given the increasing percentage of women and minorities that comprise the undergraduate population, maintaining the present path in program accessibility may create enrollment problems for MBA programs perhaps in the very near future. Therefore, we conclude with a discussion of the changing demographics in higher education and their potential implications for MBA programs and suggestions for how MBA programs might respond.

show abstract

“…Introduction complete college at rates higher than their co-ethnic male peers (Garcia and Bayer 2005;NCES 2005), recent research has called into question whether there is a one-size-fits-all explanation behind the higher postsecondary attendance rates of females from different racial/ethnic backgrounds (Barajas and Pierce 2001;Perna 2000).…”

mentioning

confidence: 99%

More Girls Go to College: Exploring the Social and Academic Factors Behind the Female Postsecondary Advantage Among Hispanic and White Students

Riegle‐Crumb

2010

Res High Educ

View full text Add to dashboard Cite

This study examines the female postsecondary advantage in matriculation among Hispanic and white youth with the goal of exploring whether social capital, in addition to academic performance and orientation, function similarly to help explain females' higher likelihood of college attendance for each group. Utilizing data from the Texas Higher Education Opportunity Project (THEOP), results indicate that girls' higher academic performance in high school is an important factor behind their subsequent gender advantage in 4-year college attendance, particularly for Hispanic students. Additionally, compared to their co-ethnic male peers, Hispanic and white girls have greater levels of social capital, such as more academically-focused friendship groups in high school, that are associated with higher rates of college attendance. However, girls' greater frequency of discussion with high school counselors about college appears to contribute to the female advantage in matriculation only for Hispanic students. For both groups, the analyses suggest that all of the factors considered explain substantially less of the female advantage in 2-year college matriculation than they do for the female advantage in 4-year matriculation. In general, the results underscore the need for more research considering the complex processes through which gender and race/ethnicity intersect in shaping individuals' paths to college.

show abstract

Variations Between Latino Groups in us Post-Secondary Educational Attainment*

Cited by 29 publications

References 19 publications

Undergraduate Latina/o Students

Undergraduate Latina/o Students

Does the MBA Experience Support Diversity? Demographic Effects on Program Satisfaction*

More Girls Go to College: Exploring the Social and Academic Factors Behind the Female Postsecondary Advantage Among Hispanic and White Students

Contact Info

Product

Resources

About