Making Education Work For Latinas in the U.S.

This study examines the existing knowledge base about promoting Latina educational success, defined as completing high school and then going on to secure a college degree. It also adds to existing research by examining two large data sets - one national, and one California-based for predictors of successful educational outcomes for representative samples of Latina youth who have recently been in high school and college. Finally, after identifying important predictors of success from the existing literature, and the examination of current data, the study incorporates case studies of seven young Latinas who illustrate pathways of women who are finding their way to educational success through high school, community college, and four year universities. Their stories provide a deeper understanding of the challenges that young Latinas encounter in our culture, as well as the promise they represent

Adjustment of Undergraduate Latino Students at a Southeastern University Cultural Components of Academic and Social Integration

College campuses in the southeast United States are striving to understand and serve their newly arriving Latino students to promote adjustment and academic success. The purpose of this article is to outline the cultural components of academic and social integration of Latino college students at one southeastern campus, based on descriptive survey results. Participant responses reflected relatively smooth academic integration but some complications in the social/cultural areas. Implications for student affairs professionals are discussed

ACTIVITIES NEGATIVELY INFLUENCING RETENTION OF AFRICAN AMERICAN COLLEGE STUDENTS AND LEADERSHIP STRATEGIES TO INCREASE RETENTION

The purpose of this study was to recognize the decrease in retention of African American college students. What are some of the reasons for a decrease in retention and what do the leaders do about it? Leadership can develop and implement to recruit and increase retention of some of these African American academic students. The college dropout rates on college campuses overall are 40%, with 30% of these students being freshman and sophomores. The theoretical framework for this study is based on the expectancy theory of motivation which is a process theory of motivation (Vroom, 1964). An individual\u27s motivation (Valence) is affected by how much they value any reward associated with an action. An individual\u27s motivation is affected by their expectations of the future and its bounty. The individual’s expectancy will motivate them to put more effort into something that they may perceive will be able to generate good results. The goal of this study is to increase the retention of African American college students through leadership strategies and practices. The study\u27s design and methodology instrument used for the findings were a theoretical framework based on the expectancy theory of motivation and a development theory of step-by-step reasoning toward motivation (Vroom, 1964). To help enlarge the scope of Activities Negatively Influencing Retention of African American College Students and Leadership Strategies to Increase Retention

Blurred Borders: Trans-Boundary Impacts & Solutions in the San Diego-Tijuana Border Region

Over the years, the border has divided the people of San Diego County and Tijuana over language, culture, national security, public safety and a host of other cross-border issues ranging from human migration to the environment. For some, the 'us' versus 'them' mentality has become more pervasive following the tragedy of September 11, 2001, with a growing number of San Diegans focusing greater attention on terrorism and homeland security, as well as the need to re-think immigration policy in the United States as a means of fortifying the international border. This is validated by a recent KPBS/Competitive Edge research poll that found 46% of English-speaking San Diegans desiring that the U.S. impose tighter restrictions on the border. Yet the question remains: if San Diegans and Tijuana are so different, why is our shared port of entry the most busily crossed international border in the world with over 56 million crossings a year? The answer is simple. Opposites attract. The contrasts and complementarities between San Diego and Tijuana are so powerful that residents, as well as visiting tourists and business people, endure post-9/11 traffic and pedestrian delays to cross the border for work, school, cultural enrichment, maintaining family ties or sheer economic necessity

Mediation of academic self-efficacy between emotional intelligence and academic engagement in physical education undergraduate students

The aim of this study was to analyze academic self-efficacy as a mediator between emotional intelligence and academic engagement. A non-experimental, cross-sectional, correlational-causal study was designed in which 1,164 Mexican students participated (Mage = 21.21; SD = 3.26) (30.0% female; 69.6% male; 0.4% other). The scales of emotional intelligence, academic self-efficacy and academic engagement were used, and a structural equation analysis with latent variables was conducted. The results obtained demonstrate that emotional clarity and repair have a positive and direct effect on academic self-efficacy. In addition, emotional repair predicts behavioral and emotional engagement. It was also found that academic self-efficacy is an excellent mediator between emotional clarity and repair, and the dimensions of academic engagement, as it substantially improves behavioral and emotional engagement while decreasing behavioral and emotional disaffectionUniversity Baja California (from 01 February 2023 to 16 Mach 2023

Student engagement scale: Development and the underlying factor structure

The purpose of this thesis show the strong effects attributed to student engagement on a range of educational issues, the need for a scale to measure the construct of student engagement is great

The effects of Mexican Americans, Chicanos parental involvement on schooling

This project examines the impact factors such as parent involvement and teacher support have on Mexican American students\u27 decisions about higher education

Latina/o Students in K-12 Schools: A Synthesis of Empirical Research on Factors Influencing Academic Achievement

The purpose of this systematic review is to provide a comprehensive synthesis and analysis of the empirical evidence to date on the factors related to Latina/o student academic achievement in the country’s increasingly Latina/o K-12 schools. Factors found to be related to academic achievement outcomes (e.g., grades, test scores, high school completion, college enrollment) for Latina/o students include a combination of (1) demographic variables, (2) sociocultural variables, (3) academic experiences, (4) psychological variables, and (5) school/institutional variables. In addition, this research synthesis identified several methodological trends in the research on Latina/o student success

Racial Microaggressions, College Self-Efficacy, And The Persistence Of Students Of Color In Predominantly White, 4 Year Institutions Of Higher Education

College students of Color face unique challenges and barriers in college settings (Allen, 1992; Harper & Hurtado, 2007) and many of these students are not able to effectively integrate into the academic and social realms of college life. This leads many students of Color to ultimately drop out of college (Fischer, 2007).The present study utilized a sample of 228 Freshman college students of Color to examine the influence of college self-efficacy and experiences of racial micro-aggressions on factors related to the persistence in college of racial and ethnic minority students. Structural equation modeling was utilized to test the direct and indirect relationships between racial microaggression experiences, college self-efficacy, college social integration, college academic integration, and persistence attitudes. Three measures were utilized to assess the variables in this study: the Racial and Ethnic Microaggressions Scale (REMS), Persistence / Voluntary Dropout Scale (P/VDDS), and the College Self-Efficacy Inventory (CSEI). College self-efficacy directly influenced academic and social integration, and indirectly influenced persistence attitudes through academic integration. Social integration influenced college persistence indirectly through academic integration, and academic integration directly influenced social integration and persistence attitudes. Racial microaggressions were not found to influence any of the variables in the study. Next steps in future research, clinical implications, and study limitations are discussed