Education Commons^™

Latina/O Students In Community College: Institutional Actions And Persistence, Yvette V. Huerta

Open Access Theses & Dissertations

The purpose of this study is to examine the institutional actions related to Latina/o student success at a two-year institution in the southwest on the United States-Mexico border. Research has shown that institutional actions play a role in student persistence and completion and thus contribute to student success outcomes. Determining the institutional actions that contribute to student success will add to the limited higher education Latina/o research on institutional factors and provide information to community college leaders to improve student outcomes. The study examines three institutional actions and their relationship with three student persistence and achievement efforts.

“Estamos Aquí Pero No Soy De Aqui”: American Mexican Youth, Belonging And Schooling In Rural, Central Mexico, Eric Ruiz Bybee, Erin Feinauer Whiting, Bryant Jensen, Victoria Savage, Alisa Baker, Emma Holdaway

Faculty Publications

This article explores notions of belonging and citizenship for “American Mexican” students— Mexican-heritage youth born in the United States who return to Mexico with their families. Our findings reveal belonging as a sociocultural practice that participants negotiated spatially and relationally, chiefly by making their US-born status more and less visible within particular spaces at school. The experiences of American-Mexican youth reveal the crucial roles of migration and belonging in shaping civic identities and future potentials in a transnational world.

Undergraduate Latina/O Students: A Systematic Review Of Research Identifying Factors Contributing To Academic Success Outcomes, Gloria Crisp, Amanda Taggart, Amaury Nora

Teacher Education and Leadership Faculty Publications

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 of (a) sociocultural characteristics; (b) academic self-confidence; (c) beliefs, ethnic/racial identity, and coping styles; (d) precollege academic experiences; (e) college experiences; (f) internal motivation and commitment; (g) interactions with supportive individuals; (h) perceptions of the campus …

Navigating The Waves Of Social And Political Capriciousness: Inspiring Perspectives From Dream-Eligible Immigrant Students, Amanda Morales, Socorro Herrera, Kevin Murry

Department of Teaching, Learning, and Teacher Education: Faculty Publications

This article examines the psychological and sociological impacts of the proposed Development, Relief, and Education for Alien Minors (DREAM) Act and instate tuition legislation on DREAM-eligible students in the Midwestern United States. The researchers sought to capture the lived experiences of undocumented immigrant students through their rich interpretations of current immigration policy and how participants described their situation, their identity, and their dreams in relation to the volatility of their external environment.

Resumen: Este manuscrito examina el impacto psicológico y sociológico del propuesto Acto de Desarrollo, Asistencia, y Educación para Menores Extranjeros (DREAM) y la ley de educación para …