scholarly journals The Relationship Between Undergraduate Hispanic Students' Choice of Living Arrangements and Retention, Academic Achievement and Graduation at a Hispanic-Serving Institution

2016 ◽  
Author(s):  
Lynn N Hendricks
Keyword(s):  
Academic Achievement ◽  
Living Arrangements ◽  
Hispanic Students ◽  
Hispanic Serving Institution ◽  
Hispanic Serving ◽  
The Relationship

Desire for Higher Education in First-Generation Hispanic College Students Enrolled in a Graduate Counseling Program

2014 ◽  
Vol 45 (1) ◽  
pp. 72-91 ◽  
Author(s):  
Tamara Olive
Keyword(s):  
Higher Education ◽  
First Generation ◽  
Hispanic Students ◽  
General Structure ◽  
Nonlinear Process ◽  
Counseling Program ◽  
Hispanic College Students ◽  
Hispanic Serving Institution ◽  
Hispanic Serving ◽  
Counselor Education Program

Abstract Motivation to seek higher education is rarely examined in Hispanic first-generation graduate students, those whose parents have not attended college, and there is less literature examining those whose desire for education extends to a master’s degree in counseling. The purpose of this study was to conduct a phenomenological examination of the desire to attend college among first-generation Hispanic students enrolled in a counselor education program. One-hour taped interviews were conducted with three volunteer participants enrolled in a graduate counseling program at a Texas university designated as a Hispanic-serving institution. Meaning units and constituents were extracted, and a general structure was developed using the Descriptive Phenomenological Method (Giorgi, 1985). The phenomenological analysis resulted in one structure that identifies the influence of respected others; resilience and self-efficacy; self-denial; a need for distinction and career satisfaction; spirituality; altruism; and a view of commitment to a counseling degree as a nonlinear process.

“‘I Was Gonna Go Off, but My Best Friend is White.”: Hispanic Students’ Co-Cultural Reasoning in a Hispanic Serving Institution

2019 ◽  
Vol 67 (2) ◽  
pp. 158-177 ◽  
Author(s):  
Amy Aldridge Sanford ◽  
C. Kyle Rudick ◽  
Keith Nainby ◽  
Kathryn B. Golsan ◽  
Stephanie Rollie Rodriguez ◽  
...  
Keyword(s):  
Hispanic Students ◽  
Best Friend ◽  
Hispanic Serving Institution ◽  
Hispanic Serving

The Buffering Effect of Intrinsic Value Orientation on the Relationship between Everyday Discrimination and Mental Health Symptoms among Hispanic/Latinx Undergraduates

2021 ◽  
pp. 153819272110062
Author(s):  
Dylan G. Serpas
Keyword(s):  
Mental Health ◽  
Adaptive Functioning ◽  
Intrinsic Value ◽  
Value Orientation ◽  
Mental Health Symptoms ◽  
Health Symptoms ◽  
Hispanic Serving Institution ◽  
Hispanic Serving ◽  
The Relationship ◽  
Everyday Discrimination

Discrimination, as a psychosocial stressor functions as one pathway in reduced mental health among Hispanic/Latinx undergraduates. Intrinsic value orientation is associated with adaptive functioning and may protect from mental health symptoms. From a strengths-based perspective, this study examined intrinsic value orientation as a buffer against adverse effects of discrimination on mental health among Hispanic/Latinx undergraduates enrolled in a Hispanic Serving Institution. Intrinsic value orientation buffered only against depressive symptoms. Hispanic/Latinx mental health implications are discussed.

scholarly journals Students at Hispanic-Serving Institutions (HSI) in Texas and New Mexico: An In-Depth Profile of Their Backgrounds, Commitments, and Perspectives

2021 ◽  
Vol 7 (2) ◽  
pp. 287-326
Author(s):  
Michael Preuss ◽  
Eric M. Sosa ◽  
Jason C. Rodin ◽  
Christine R. Dorsett
Keyword(s):  
New Mexico ◽  
Living Arrangements ◽  
First Generation ◽  
Hispanic Students ◽  
The United States ◽  
Instructional Planning ◽  
Hispanic Serving Institutions ◽  
College Course ◽  
Course Load ◽  
Hispanic Serving

Hispanic-Serving Institutions (HSI) educate nearly two-thirds of the Hispanic/Latinx students who attend college. Yet little is known about the student populations they serve. Findings from two NSF-funded surveys completed with students at 14 HSIs in Texas and New Mexico in 2018 and four HSIs in TX in 2019 are presented. The combined sample was 1,293 students. A description of the backgrounds, commitments, experiences, and preferences of students at HSIs and differences found between responses from Hispanic/Latinx and non-Hispanic students are discussed. Primary topic areas are demographics, first-generation student standing, cultural orientation, primary language and fluency in Spanish, family and work commitments, relationship status, family support, living arrangements, means of financing college, course load, STEM identity, annual income of household of origin and of personal household, locus of control orientation, familism, and experience in college. The result is a thorough and up-to-date profile of the HSI student population in TX and NM. Statistical analysis revealed multiple significant differences between Hispanic/Latinx and non-Hispanic students attending the HSIs and the presence of several significant predictors for forms of activity and patterns of commitment. The findings are immediately applicable to process, program, student support, and instructional planning, implementation, and evaluation for over 120 HSIs in the region and, by extension, to hundreds more across the United States.

Loyalty to Ethnic Heritage and Hispanic College Student Engagement

2017 ◽  
Vol 17 (4) ◽  
pp. 332-346 ◽  
Author(s):  
Renelinda Arana ◽  
Steve Blanchard
Keyword(s):  
College Student ◽  
Student Success ◽  
Undergraduate Students ◽  
Hispanic Students ◽  
Hispanic Student ◽  
Campus Engagement ◽  
Hispanic Serving Institution ◽  
Hispanic Undergraduate Students ◽  
Hispanic Serving ◽  
Survey Responses

This study examined Hispanic undergraduate students’ campus engagement at a private Hispanic Serving Institution. Through an analysis of survey responses of 84 students, a new measurement of ethnic loyalty is utilized. This study found that students who are more ethnically loyal are more likely to partake in campus resources than other students. In exploring Hispanic students’ background in a novel way, this study contributed to efforts to promote integration and Hispanic student success.

scholarly journals 137 Impact of Career Development Events on motivation to major in animal science

2019 ◽  
Vol 97 (Supplement_1) ◽  
pp. 80-80
Author(s):  
Steven Chumbley ◽  
Mark R Russell ◽  
Sarah Garza
Keyword(s):  
Career Development ◽  
Hispanic Students ◽  
Sample Population ◽  
Animal Science ◽  
Hispanic Serving Institution ◽  
Nutrition Course ◽  
Instrument Measuring ◽  
Hispanic Serving ◽  
Career Development Events ◽  
The Impact

Abstract Previous research has shown that motivated youth typically select activities that incorporate existing interests and may influence their career choices. Involvement in the National FFA provides opportunities for youth to develop skills and knowledge through events known as Career Development Events (CDEs). These events are designed to motivate students and encourage leadership and career development. The purpose of this study was to determine the impact of participation in CDEs on student motivation and preparation to major in animal science. The study was guided by a researcher-developed instrument, measuring motivation and preparation on a Likert-type scale of 1–5. The sample population was junior (13%) and senior (87%) animal science majors at a southern Hispanic serving institution, enrolled within an advanced animal nutrition course. The instrument had a Cronbach’s alpha posttest reliability of .883, with inter-reliability of .610 for preparation and .887 for motivation. The sample population consisted of 24 students, of which 50% identified as Hispanic and 31% as Caucasian. Out of the 24, 16 had participated in CDEs, resulting in a response rate of 67%.The overall mean scores for motivation were 3.85 (SD= 1.20) and 3.79 (SD = 0.72) for preparation (Scale of 1–5). The highest mean scores were found within the motivation statements, “Competing in CDEs influenced my decision to major in animal science” (M = 4.0) and “Competing in CDEs motivated me to attend college” (M = 3.94). The highest scores for preparation were found within the statement “Competing in CDEs prepared me to be successful in my chosen career” (M = 4.13). Females were found to have higher mean scores overall, with students identifying as Caucasian having a higher mean score over Hispanic students and Seniors scoring slightly higher. Overall the scores were moderate and showed a need for continued study in this area.

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