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1.
Psychoeducational outreach programming by college counselors can be an effective service to meet students' needs; however, getting students to attend outreach programs on a college campus can be challenging. The authors describe a model of an outreach series and the strategies implemented to increase student attendance at the presentations. Information collected from students through focus groups, a survey, and presentation evaluation forms revealed factors that seem to be important to increasing attendance. 相似文献
2.
Cristobal Salinas Jr. Jacob R. Hidrowoh 《Community College Journal of Research & Practice》2018,42(5):330-339
Latino males across the country enroll in community colleges with the purpose of obtaining an educational degree, which could lead to accomplishing professional and personal aspirations. Even if Latino male students enroll in post-secondary education, they continue to be disenfranchised, vanished, and often rejected through the higher education pipeline. Research regarding access to education shows that money matters to the success of Latino students. Through a metasynthesis, this practice briefly identifies that there is little to no empirical research conducted that explores how Latino male community college students elicit, engage, and explore financial literacy programs. This paper makes recommendations for post-secondary institutions, practitioners, and policymakers to promote Latino males’ success at community colleges. 相似文献
3.
This study contributes to the literature on college students with multiple marginalized identities by investigating the experiences of queer Latino men as they created familial relationships during their time in college. Data from The National Study on Latino Male Achievement in Higher Education was used to elucidate how queer Latino men’s chosen family members fostered the community cultural wealth that helps them succeed at selective institutions. In addition to providing emotional and social support, chosen familia bolstered queer Latino college men’s navigational, aspirational, and resistant capital. By centering the stories of these participants using a narrative inquiry approach, this study offers important implications for staff and faculty at selective institutions as they seek to increase queer Latino men’s success in college. 相似文献
4.
《Australian Journal of Learning Difficulties》2013,18(1):23-31
Abstract Although students with learning disabilities (LD) are increasing in Australian universities (Smith, Carroll, & Elkins, 1999), limited data is available about this group and the services available to them. This paper reports the results of a 1996 survey of university outreach, transition and orientation programs to attract potential students with LD and assist them in adjusting to higher education study. The availability of generic and specialist support services and accommodations was also investigated. Universities promote awareness of disability support services widely in outreach to prospective students and at application and/or enrolment, although students with LD are seldom specifically targeted. Formal programs to assist students from equity groups or students with disabilities to consider tertiary study are most frequently directed at high school students; only one quarter of the universities had outreach programs which might include adults with LD. Most universities offer a comprehensive range of support to students with LD through both generic and disability services. Approaches to the documentation of diagnostic assessment and the establishment of need for accommodation are however variable, and raise issues of equity which are of concern to disability support staff. 相似文献
5.
Jill S. Goldsmith Sharon E. Robinson Kurpius 《The Journal of educational research》2018,111(5):564-573
Latinos, particularly Mexican immigrants, are the fastest-growing population in the United States but lag behind others in educational attainment. Parent involvement in their child's education has been linked to positive student academic outcomes, but few studies have focused specifically on Latino/a parents. To identify and promote culturally salient parent involvement approaches for Mexican immigrant parents, this qualitative strength-based study investigated motivations, actions, and culture of 11 Mexican immigrant parents of students who attended a selective college preparatory high school. The study found that a parent's effort to help their children succeed is not dependent on high levels of parent education or income. Rather, the home-based strategies, many of which are rooted in the Latino culture, and specific outreach by educators influenced parent involvement. 相似文献
6.
This essay aims to enhance our conceptual understanding of students with intersectional identities, specifically gay Latino men in college. We first explain how ethnic, gender, and sexual identities can act as compounding influences. Second, we review two distinct but complementary developmental theories. Conocimiento captures the disruptive, challenging path experienced by marginalized Latino youth. Self-authorship situates the broader developmental process in and beyond college. Our modified framework—conociéndose y escribiéndose—conceptualizes how college students navigate multiple marginalized identities. Finally, we discuss the implications of this intersectional framework for LGBTQ+ students and institutions seeking to enhance diversity, inclusion, and student success. 相似文献
7.
AN INVESTIGATION OF CRITICAL MASS: The Role of Latino Representation in the Success of Urban Community College Students 总被引：3，自引：0，他引：3
Linda Serra Hagedorn Winny Chi Rita M. Cepeda Melissa McLain 《Research in higher education》2007,48(1):73-91
The community college has historically functioned as a primary access point to postsecondary education for Latino students.
This study, an investigation conducted through an analysis of the Transfer and Retention of Urban Community College Students
(TRUCCS) project, focuses on Latino students enrolled in urban “minority-majority” community colleges, where Latino students
have a high representation. The specific interest of this research is the role and effect of the level of representation of
Latino community college students on their academic outcomes. The relationship between the level of representation of Latinos,
and the levels of academic success are analyzed in concert with other variables, such as, the level of representation of Latino
faculty on campus, student age, attitude, academic integration, English ability and aspiration. Findings indicate a relationship
between academic success of Latino community college students and the proportion of Latino students and faculty on campus.
The findings thus suggest that a critical mass of Latinos may be a positive influence encouraging “minority” students to higher
academic performance. 相似文献
8.
Anne-Marie Nuñez 《Journal of Education for Students Placed at Risk》2013,18(3):226-237
Migrant students are among the most disadvantaged of any groups in the United States, yet little is understood about factors that facilitate their college access. College access outreach programs rarely collect data on whether and where their students go to college. This longitudinal study tracked the college-going behaviors of migrant students who participated in the Migrant Student Leadership Institute (MSLI), a program whose goals include increasing migrant students' 4-year college access. The program emphasizes developing students' capacity for critical thinking about sociopolitical conditions, as well as their academic preparation for, and knowledge about, college. Results from analyses using an equivalent comparison group suggest that the program positively affected participants' application rates to, and enrollment rates in, more selective California public higher education institutions, including campuses of the University of California (UC) system. This article addresses factors that potentially accounted for these outcomes. 相似文献
9.
Blanca E. Arteaga 《Community College Journal of Research & Practice》2013,37(8):708-726
Latino students represent the fastest-growing population in the state of California, the United States, and the California Community College (CCC) system. Unfortunately, compared to other ethnic groups, Latino community college students continue to lag academically. Given the importance of counseling services and the scarce research related to community college students and community college counseling services, this study explored how 26 first-generation, low-income, Latino community college students perceived, negotiated, and developed a relationship with their community college counselor. Using a qualitative grounded theory research design, participants’ counseling experiences were captured through face-to-face semistructured in-depth interviews, and a theoretical model was developed. This study extended the literature on the importance of community college counseling services in assisting and motivating students to reach transfer and graduation and emphasized students’ positive and negative counseling experiences. The research findings suggest a need to improve community college counseling services. Thus, based on the research findings and other published research, this study proposes a set of the following: (a) guidelines for applying cultura (culture) to community college counseling that can assist relationship building between students and counselors; (b) questions that can be included in students’ evaluation of counselors; (c) counselor interview questions that may elicit behavioral response and assess cultural competence; and (d) community college students’ preferred counselor characteristics that may be used by hiring committees. 相似文献
10.
《Equity & Excellence in Education》2013,46(3):270-279
This paper reports on one component of a school-university collaborative in El Paso, Texas, to create pathways to college and the teaching profession for Latino and Latina high school students. As part of the Institute for Educational Inquiry's “Diversity in Teaching and Teacher Education” initiative (1997–2000) at The University of Texas—El Paso, the authors developed a program of mentoring, professional development, college socialization, and research activities with high school students and teachers at Riverside High School's Socratic Institute (SI), an innovative, predominately Latino teacher training magnet school. This article reports on a part of the school-university collaborative that brought university faculty and Latino doctoral students into contact with high school SI students in organized research. Through surveys and semi-structured interviews, Socratic student participants reveal what they know about teaching, how they assess and make sense of teaching practice, and how they take on and articulate their identity and emerging teaching personae. Responses reveal why these Latino students choose teaching as a career, and point to the Socratic Institute as an important pre-pre-service model for the recruitment of Latino/a students to the teaching profession and college. 相似文献
11.
Previous research suggests that racial and ethnic disparities in postsecondary STEM outcomes are rooted much earlier in the educational pipeline. One possible remedy to these disparities is participation in early STEM enrichment programs. We examine the impact of MESA, which is an early program that targets socioeconomically disadvantaged students, on outcomes that may lead students down the path to STEM. We analyze three waves of restricted nationally-representative data from the High School Longitudinal Study that trace the STEM progress of more than 25,000 students throughout high school and into their postsecondary careers. Propensity score matching models reveal that MESA participation increases students’ odds of taking AP STEM courses in high school and their aspirations for declaring a STEM major in college. However, these effects are driven primarily by black and white students, respectively. Latino and Asian students remain largely unaffected. A formal sensitivity analysis concludes that these findings are moderately robust to unobserved confounding. The results are also robust to alternative matching schemes. Collectively, the findings suggest that MESA may improve black students’ high school STEM engagement but may have little impact on black and Latino students’ STEM outcomes in college. 相似文献
12.
This article explores an urban partnership and service-learning project deliberately created to improve literacy and strengthen learning communities in an urban, Latino neighborhood of Chicago. The project aligns activities and objectives with resources and needs of university participants, a Latino community organization, and local public schools. The needs addressed include (a) improving literacy achievement in Latino students, (b) improving literacy instruction, (c) expanding students’ awareness and engagement with social injustices, and (d) exploring barriers to literacy access in students’ homes and community. This project serves as a model for developing partnerships and outreach between higher education institutions and the community. 相似文献
13.
Wormstead Sherri J. Becker Mimi Larsen Congalton Russell G. 《Journal of Science Education and Technology》2002,11(3):277-287
Student–teacher–scientist partnership (STSP) programs are cooperative relationships in which students, with the support of their teachers, participate in and contribute to the research of scientists. This paper examines one of the world's largest STSPs—an international environmental science education program called GLOBE (Global Learning and Observations to Benefit the Environment)—and proposes recommendations to scientists about how they can get the most out of their research and teaching relationship with students and their teachers. GLOBE is an international K–12 STSP that engages students in Earth's Systems investigations. Extensive training is needed for students to collect and report accurate data to scientists, and special preparatory curricula are needed to make their partnership effective and motivating. Recognizing these issues, this research was conducted specifically to identify and recommend a set of training material design criteria for implementation of STSPs in the elementary and middle school levels. The conclusions—the result of background research, extensive interviews and consultation with teachers—provide guidance to GLOBE and other STSP programs to enhance the development of effective and engaging training materials. 相似文献
14.
Akiko Yasuike 《Journal of Latinos & Education》2019,18(1):42-52
Based on 29 in-depth interviews with undocumented Latino college students and graduates in Southern California, this study explores how academic high achievers obtain the information, resources, and emotional support they need to achieve college-student status. The study highlights the importance of the programs offered by schools and nonprofit organizations to compensate for undocumented Latino students’ lack of social capital and their parents’ lack of human capital. Forging a trusting relationship with teachers and/or counselors remains crucial for navigating the unique application process for undocumented students and for identifying private funding sources. 相似文献
15.
Dr. William F. Brazziel 《Research in higher education》1978,9(1):1-13
This study examined the patterns and outcomes of 76 colleges and universities actively engaged in efforts to plan and mount policy initiatives dealing with impending shifts in traditional pools of college applicants. Demographic data indicate that dwindling birth rates will result in reductions of up to 20 percent in high school graduation classes and potential college freshman applicants.Data were solicited on the amount of emphasis accorded selected policy initiatives by means of a Likert-type scale. A rank ordering of the ratings by the officials in the sample indicated that the principal strategies employed to deal with the these shifts and a secondary problem of tight labor markets for graduates were expansion of internship programs; expansion of business, health sciences, and other high demand programs; expanded admissions contacts, and expansion of efforts to tap new markets—older, women and minority students. 相似文献
16.
The purpose of this study was to provide further evidence on potential determinants of college student involvement in curricular and cocurricular campus activities, particularly on the importance of student enrollment in three academic programs. The study focused on how students in two special academic programs—an honors program and a transition program to assist academically disadvantaged students adjust to college—as well as students in the regular curriculum become engaged in a variety of experiences and how their quality of effort (involvement) in the activities is related to student growth and development. The relationship between level of student activity and achievement supports the claims of previous research that involvement contributes to students' development and gains in intellectual and interpersonal areas. However, the strength of relationship between student effort and gain varied for the three groups. Overall, the honors and transition students appeared to get more for their effort than did the regular students. 相似文献
17.
Yuying Tsong Jennifer T. Young Jane Duong Killer Mary Ann Takemoto Brad Compliment 《Journal of College Student Psychotherapy》2019,33(2):131-144
With the high prevalence of college students experiencing psychological distress, it is becoming increasingly important to provide prevention and early intervention programs in addition to traditional psychological counseling services. This study examined the effectiveness of a suicide prevention program led by peer educators/trainers on a diverse college campus. Twenty-five suicide prevention workshops were conducted with 479 attendees. Preworkshop and postworkshop assessments revealed significant improvements in participants’ knowledge of suicide and resources. Recommendations for campus-wide suicide prevention efforts using diverse peer educators that reflect the students’ demographic and cultural background, recruitment strategies, and utilization of outreach programming in suicide prevention. 相似文献
18.
Juan F. Carrillo 《Educational Studies A Journal of the American Educational Studies Association》2016,52(1):20-37
This study explores how 3 Latino male college students who attended rural, K–12 North Carolina schools use their conceptions of home to fight against oppressive forces in the southern United States. Specifically, through the use of life history data, I unpack both the challenges that they face and the agency-laden decisions that they make to navigate various tensions related to their Latin@ identities. This work extends current literature on men of color in schools, which largely omits the experiences of Latino male students that come of age in rural, southeastern, US settings. 相似文献
19.
Evaluation of the Long-Term Impact of a University High School Summer Science Program on Students' Interest and Perceived Abilities in Science 总被引：1，自引：2，他引：1
Many biomedical research universities have established outreach programs for precollege students and teachers and partnerships with local school districts to help meet the challenges of science education reform. Science outreach programs held in university research facilities can make science more exciting and innovative for high school students and can offer them much more insight into the nature of science and laboratory research than is available in most high school science courses. This paper describes a long-term follow-up study of high school students enrolled in the Summer Science Academy program at the University of Rochester to investigate the program's impact on students' perceived abilities in higher level science courses, on participation in extracurricular science programs, as well as the program's impact on student interest in pursuing a career in science. Students' exposure during SSA to advanced laboratory techniques and their participation in authentic science investigations provided them with a very positive hands-on experience. Students who attended the program indicated that it provided a positive influence on their performance in advanced science courses, as well as their decision to participate in other science programs and their desire to pursue a career in science. 相似文献
20.
Linda G. Castillo 《International journal for the advancement of counseling》2009,31(4):245-254
The purpose of this article is to examine how intragroup marginalization has a potential impact on Latino college students’
psychological adjustment. The concept of intragroup marginalization in this context relates to the perceived rejection of
students by persons of their heritage culture group in response to the students’ acculturation efforts in regard to the college
culture. Counselors can facilitate college success of Latino students by addressing acculturative stressors. Intragroup marginalization
and its relationship to Latino college student adjustment is illustrated and discussed through a vignette. 相似文献