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Relevant bibliographies by topics / Hispanic American students – Education (Higher)

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Academic literature on the topic 'Hispanic American students – Education (Higher)'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Hispanic American students – Education (Higher)"

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Vázquez Cano, Esteban, and M. ª. Luisa Sevillano-García. "Ubiquitous Educational Use of Mobile Digital Devices. A General and Comparative Study in Spanish and Latin America Higher Education." Journal of New Approaches in Educational Research 7, no. 2 (2018): 105–15. http://dx.doi.org/10.7821/naer.2018.7.308.

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This study conducted a general and comparative analysis of how university students use mobile digital devices for educational purposes in various places and spaces both inside and outside university facilities in Spain and Latin America. It analyses a total sample of 886 students (442 Spanish and 444 Latin American) corresponding to five Spanish and five Latin American universities. The research methodology was based on factorial analysis and comparison between groups with parametric and nonparametric tests. The results show that educational use of mobile digital devices in the Hispanic world

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Velázquez-Ramos, Magdalys, Israel Sánchez-Cardona, and Cynthia García Coll. "Social Position Variables of Specific Learning Disabilities: A National Perspective." Hispanic Journal of Behavioral Sciences 40, no. 4 (2018): 504–15. http://dx.doi.org/10.1177/0739986318788562.

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This article examined the association between social position variables (i.e., Hispanic, health insurance coverage, and poverty rates) on the prevalence of specific learning disabilities (SLD) in students between 3 and 21 years of age. We used the 2012 to 2013 U.S. population data from the U.S. Department of Education, Office of Special Education Program, and the American Community Survey for the 50 states, Puerto Rico, and Washington, D.C. Results indicate that states with higher rates of Hispanics were related to higher rates of SLD, while lower rates of no health insurance coverage were rel

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Cornell, Dewey G., Marcia A. B. Delcourt, Marc D. Goldberg, and Lori C. Bland. "Achievement and Self-Concept of Minority Students in Elementary School Gifted Programs." Journal for the Education of the Gifted 18, no. 2 (1995): 189–209. http://dx.doi.org/10.1177/016235329501800206.

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Despite considerable interest in the identification of minority students for gifted programs, few studies have investigated minority students actually selected for gifted programs. The present study reports on the standardized achievement scores and self-concept levels of African-American (N = 299), Hispanic (N = 52), and white (N = 595) elementary school students placed in gifted or regular school programs. Results indicate that minority students identified for gifted programs scored significantly higher on achievement measures than minority students placed in regular classrooms, although whi

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Cade, Alfred R. "Affirmative Action in Higher Education." education policy analysis archives 10 (April 25, 2002): 22. http://dx.doi.org/10.14507/epaa.v10n22.2002.

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This study analyzed the variations of policies and practices of university personnel in their use of affirmative action programs for African American students. In this study, the policy topic is affirmative action and the practices used in admissions, financial aid, and special support services for African-American students. Surveys were mailed to 231 subjects representing thirty-two Missouri colleges and universities. Most of the survey respondents were male, white, and nearly two-thirds were above the age of forty. Ethnic minorities were underepresented among the professionals. Seventy-two p

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Lang, Marvel. "Student Retention in Higher Education: Some Conceptual and Programmatic Perspectives." Journal of College Student Retention: Research, Theory & Practice 3, no. 3 (2001): 217–29. http://dx.doi.org/10.2190/l0rl-328m-4vvg-wkub.

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Over the past two decades the attrition of students in higher education has raised grave concerns. These concerns were raised initially over the higher rates of attrition of minority students in the early 1980s following a decade of record rates of minority enrollment in higher education institutions during the 1970s. However, by the mid-1980s the rates of high attrition of African-American and Hispanic students had grabbed the attention of the academic community across the country. When scholars and higher education administrators began to take notice of the higher rates of attrition of minor

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Matsui, John, Roger Liu, and Caroline M. Kane. "Evaluating a Science Diversity Program at UC Berkeley: More Questions Than Answers." Cell Biology Education 2, no. 2 (2003): 117–21. http://dx.doi.org/10.1187/cbe.02-10-0050.

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For the past three decades, much attention has been focused on developing diversity programs designed to improve the academic success of underrepresented minorities, primarily in mathematics, science, and engineering. However, ethnic minorities remain underrepresented in science majors and careers. Over the last 10 years, the Biology Scholars Program (BSP), a diversity program at the University of California (UC), Berkeley, has worked to increase the participation and success of students majoring in the biological sciences. A quantitative comparison of students in and out of the program indica

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Estrada, Gabriel, Maurice Dawson, and Jose Antonio Cárdenas-Haro. "Investigating Issues in Computing Education: Usability Factors for the Use of an Operating System Among African American and Hispanic American High School Students." International Journal of Information and Communication Technologies in Education 8, no. 1 (2019): 5–19. http://dx.doi.org/10.2478/ijicte-2019-0001.

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Abstract African Americans and Hispanic Americans historically have been underrepresented in U.S. jobs in the fields of STEM in large part because of the usability of technology. In this research, the goal was to discover the usability factors relative to operating systems that may limit African Americans and Hispanic Americans from pursuit of computer science higher education. For the purpose of this study, “usability” refers to the “appropriateness of purpose.” Categorized by three factors, appropriateness of purpose can be defined as (i) the effectiveness of the users’ ability to complete t

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Romero, Devan R., Minerva Gonzalez, Marisol Clark-Ibanez, and Kimberly D’Anna-Hernandez. "A Culturally Validated Model of Student Success Services and Academic and Curriculum Enhancements at a Hispanic-Serving Institution." Association of Mexican American Educators Journal 14, no. 3 (2020): 84–103. http://dx.doi.org/10.24974/amae.14.3.401.

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   Though college enrollment rates for Mexican-American students have increased over the past years, Mexican-Americans still have one of the lowest rates for degree completion. However, more work is recognizing the strengths of students of Mexican descent, particularly those related to culture such as familism, and calling for asset-based programs that validate the student to increase student retention and persistence. Programs infused with such an approach likely address aspects that improve performance amongst Mexican-American students; however, evidence-based assessment is

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Hibel, Jacob, Susan Faircloth, and George Farkas. "Unpacking the Placement of American Indian and Alaska Native Students in Special Education Programs and Services in the Early Grades: School Readiness as a Predictive Variable." Harvard Educational Review 78, no. 3 (2008): 498–528. http://dx.doi.org/10.17763/haer.78.3.8w010nq4u83348q5.

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In this article, Jacob Hibel, Susan Faircloth, and George Farkas investigate the persistent finding that American Indian and Alaska Native (AI/AN) students are overrepresented in special education. Using data from the kindergarten cohort of the Early Childhood Longitudinal Study, the authors compare the third-grade special education placement rate of AI/AN students to that of other racial/ethnic groups. They find that approximately 15 percent of AI/AN third-graders received special education services, a rate far higher than that of the other racial and ethnic groups. However,using multilevel r

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Boyce, Shanika, Mohsen Bazargan, Cleopatra H. Caldwell, Marc A. Zimmerman, and Shervin Assari. "Parental Educational Attainment and Social Environment of Urban Public Schools in the U.S.: Blacks’ Diminished Returns." Children 7, no. 5 (2020): 44. http://dx.doi.org/10.3390/children7050044.

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Background: Recent research has documented marginalization-related diminished returns (MDRs) of socioeconomic status (SES), defined as weaker effects of SES indicators, such as parental educational attainment, on securing tangible outcomes for the members of socially marginalized (e.g., racial and ethnic minority) groups, compared to privileged social groups (e.g., non-Hispanic Whites). Aims: To explore race/ethnic differences between non-Hispanic Blacks vs. non-Hispanic Whites who attend urban public schools on the effect of parental education on lower school environmental risk among American

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Dissertations / Theses on the topic "Hispanic American students – Education (Higher)"

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Haynes, Robert Michael Bush V. Barbara. "A predictive model of Hispanic participation in Texas Higher Education inferences drawn from institutional data in prevalent Hispanic states /." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-11036.

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Rodriguez, Eric. "Student loan debt implications for Hispanic students who have graduated from college." Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10133163.

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<p> This quantitative correlational non-experimental study examines some major implications of student loan debt that Hispanics face upon graduation from institutions of higher learning. It provides both descriptive and correlational statistics to help view how Hispanics differ from non-Hispanics graduate students in their plight to live the American dream of social mobility. Hispanics now represent over 50 million and are the fastest growing (43% between the 2000 and 2010 U.S. Census) segment of the U.S. population. </p><p> The belief that gaining a college degree will enhance social mobili

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Haynes, Robert Michael. "A Predictive Model of Hispanic Participation in Texas Higher Education: Inferences Drawn from Institutional Data in Prevalent Hispanic States." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc11036/.

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In Texas, Hispanic populations (people of Mexican, Puerto Rican, Cuban, Central or South American or other Spanish culture or origin, regardless of race) have increased from 6.7 million in 2000 to 7.4 million in 2005, or by approximately 10.5%. This growth trend is expected to continue with estimates that Hispanics will represent approximately 37% of the state's population by 2015. The problem this research addressed is that participation in higher education by Texas Hispanics is not keeping pace with the growth in the Texas Hispanic population. If allowed to continue, the state could be in da

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Delgado, Miriam G. "Experiences of DACAmented Students Studying Abroad." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10841352.

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<p> This qualitative study explores the experience of eight Mexican immigrant DACAmented students who have studied abroad in their country of origin in a study abroad program taking place through a California State University. Using a Latina/o critical race theory framework, the study explores the journey of participants navigating the immigration process, traveling, and studying abroad in their native country and finally returning back to the United States. Through Deferred Action for Childhood Arrivals, students petitioned for Advance Parole for educational purposes to participate in a progr

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Portillo, de Yudice Sandra. "Addressing Higher Education Issues of Latino Students in Greenville County, South Carolina." Thesis, Walden University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3742963.

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<p> Latino college enrollment rates in South Carolina do not reflect the overall increase in the Latino population in the state, which suggests that schools, colleges, and universities may be unprepared to serve the unique needs of Latino students. Consequently, Latino students are less likely to pursue opportunities in higher education than their non-Latino counterparts, which raises significant public policy concerns about equity and the potential economic contributions of the Latino communities. The purpose of this narrative policy analysis (NPA), based upon critical race theory, was to exp

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Lui, Catherine Johnston. "The Perceptual Learning Style Preferences of Hispanic Students in Higher Education." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6712.

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This paper addresses the question of whether higher education Hispanic students of different nationalities have different perceptual learning style preferences. Independent samples t-tests findings suggest the country of origin of a Hispanic student's parents has a statistically significant relationship (n=165, p<0.0073) with student's learning style preferences. ANOVA results also identified a statistically significant relationship between SES and group learning style (p<0.004,) and between visual learning style and two factors: age (p<0.011) and family education (p<0.033).

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Chavez, Ramirez Elba. "Making higher education accessible for documented and undocumented Latino students| A grant proposal." Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1527902.

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<p> The purpose of this project was to write a grant proposal for a program to help increase higher education enrollment and college degree attainment for documented and undocumented Latino students. This writer has selected grant writing as a means to develop a program intervention that could be tailored for Latino students enrolled in high schools in Long Beach, California. The proposed program aims to provide Latino students with education, guidance, and services, while simultaneously challenging and decreasing societal barriers that restrain Latino students from achieving upward mobility.

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Edmondson, Frederick Stephen. "Effects of a faculty mentoring program on African-American and Hispanic-American college students: Self-disclosure, self-esteem, solidarity, and academic achievement." Scholarly Commons, 1995. https://scholarlycommons.pacific.edu/uop_etds/2585.

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The purpose of this study was to examine self-disclosure, self-esteem, and solidarity in the mentoring relationship and the subsequent impact on academic achievement regarding African and Hispanic American college students. The Faculty Mentor Program is a component to meeting the challenge of improving retention and graduation rates for African and Hispanic Americans at California State universities. There were 287 subjects of which 83 responded to the survey. The subjects were members of a Faculty Mentor Program at a California State University. The survey consisted of the Wheeless Solidarity

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Blanco-Busam, Jessica. "Why Go to College? A Mixed Methods Multiphase Study of Latino Students in a Northeast State." Thesis, Johnson & Wales University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10276530.

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<p> Latinos across the country drop out of high school at higher rates and attain college degrees at lower rates than their peers (National Center for Education Statistics [NCES], 2015b, 2015c). Consequently, they face socioeconomic struggles as adults (NCES, 2016). Understanding and supporting Latino college enrollment may improve educational and socioeconomic outcomes for Latinos. </p><p> The research questions were: 1. How does a mixed methods multiphase study provide an enhanced understanding of Latino college enrollment motivation? (MM) a. How do Latino students describe their motivatio

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Ortega, More Jorge Enrique. "A case study of undocumented students transition to higher education in Massachusetts." Thesis, University of Phoenix, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3648301.

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<p> The purpose of this qualitative case study was to investigate the transition to higher education for undocumented immigrant students as part of the social investment in human capital. Each year, approximately 65,000 undocumented students in the United States graduate from public schools and only a low percentage pursue higher education. The study conducted in Massachusetts presents evidence of social transformation as participants were also affiliated with SIM (Student Immigrant Movement), to advocate for higher education opportunities for undocumented students, and change social perceptio

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Books on the topic "Hispanic American students – Education (Higher)"

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Guerrero-Avila, Juan B. Hispanic experience in higher education: Mexican Southern Baptists' attitudes toward higher education. University Press of America, 2001.

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Vernez, Georges. Goal: To double the rate of Hispanics earning a bachelor's degree. Rand Education, Center for Research on Immigration Policy, 2001.

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Achieving equity for Latino students: Expanding the pathway to higher education through public policy. Teachers College Press, 2011.

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The struggle of Latino/a university students: In search of a liberating education. Routledge, 1997.

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Hispanic-serving institutions in American higher education: Their origin, and present and future challenges. Stylus Publishing, 2015.

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Program, American College Testing, ed. Equity of higher educational opportunitity for women, black, Hispanic, and low income students. American College Testing Program, 1991.

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Sarabia, Jenny. Educational challenges & opportunities faced by Latinos in Indiana--Indianapolis as a case study. Indiana Commission on Hispanic/Latino Affairs, 2004.

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Hispanic-serving institutions: Advancing research and transformative practice. Routledge, 2015.

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Americans by heart: Undocumented Latino students and the promise of higher education. Teachers College Press, 2011.

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California. Legislature. Assembly. Committee on Higher Education. Informational hearing on "underrepresented minorities in higher education". Assembly Committee on Higher Education, 2002.

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Book chapters on the topic "Hispanic American students – Education (Higher)"

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Vega, Blanca E., and Elizabeth Iris Rivera Rodas. "Centering Central American Students in Higher Education Research." In Studying Latinx/a/o Students in Higher Education. Routledge, 2021. http://dx.doi.org/10.4324/9781003008545-11.

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Tan, Tian, and John C. Weidman. "Chinese Graduate Students’ Adjustment to Academic Demands in American Universities." In Transnational Higher Education in the Asian Context. Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137034946_8.

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Carter, Deborah Faye. "College Students’ Degree Aspirations: A Theoretical Model and Literature Review With a Focus on African American and Latino Students." In Higher Education: Handbook of Theory and Research. Springer Netherlands, 2002. http://dx.doi.org/10.1007/978-94-010-0245-5_3.

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Atterberry, Adrienne Lee. "Pathways to U.S. Higher Education: Capital, Citizenship, and Indian Women MBA Students." In Understanding International Students from Asia in American Universities. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-60394-0_3.

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Ogren, Christine A. "Sites, Students, Scholarship, and Structures: The Historiography of American Higher Education in the Post-Revisionist Era." In Rethinking the History of American Education. Palgrave Macmillan US, 2008. http://dx.doi.org/10.1057/9780230610460_8.

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Bevis, Teresa Brawner. "Summer Tramps: American Students in the Middle East." In Higher Education Exchange between America and the Middle East in the Twenty-First Century. Palgrave Macmillan US, 2016. http://dx.doi.org/10.1007/978-1-137-56863-2_3.

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Kim, Dongbin, Jin-young Roh, and Erinn Taylor de Barroso. "To Stay or Not to Stay: A Decision to Make upon Completion of Doctoral Degrees Among Asian International Doctorates in U.S. Higher Education Institutions." In Understanding International Students from Asia in American Universities. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-60394-0_11.

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Börjesson, Mikael, and Pablo Lillo Cea. "World Class Universities, Rankings and the Global Space of International Students." In Evaluating Education: Normative Systems and Institutional Practices. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7598-3_10.

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AbstractThe notion of World Class University suggests that this category of universities operates at a global and not national level. The rankings that have made this notion recognised are global in their scope, ranking universities on a worldwide scale and feed an audience from north to south, east to west. The very idea of ranking universities on such a scale, it is argued here, must be understood in relation to the increasing internationalisation and marketisation of higher education and the creation of a global market for higher education. More precisely, this contribution links the rankings of world class universities to the global space of international student flows. This space has three distinctive poles, a Pacific pole (with the US as the main country of destination and Asian countries as the most important suppliers of students), a Central European one (European countries of origin and destination) and a French/Iberian one (France and Spain as countries of destination with former colonies in Latin America and Africa as countries of origin). The three poles correspond to three different logics of recruitment: a market logic, a proximity logic and a colonial logic. It is argued that the Pacific/Market pole is the dominating pole in the space due to the high concentration of resources of different sorts, including economic, political, educational, scientific and not least, linguistic assets. This dominance is further enhanced by the international ranking. US universities dominate these to a degree that World Class Universities has become synonymous with the American research university. However, the competition has sharpened. And national actors such as China and India are investing heavily to challenge the American dominance. Also France and Germany, who are the dominant players at the dominated poles in the space, have launched initiative to ameliorate their position. In addition, we also witness a growing critique of the global rankings. One of the stakes is the value of national systems of higher education and the very definition of higher education.

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Williams-Watson, Stacey A. "Minority STEM Students' Perspectives on Their Persistence in College." In Accessibility and Diversity in the 21st Century University. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2783-2.ch010.

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The United States needs to increase the number of science, technology, engineering, and math (STEM) graduates to remain competitive in the global market and maintain national security. Minority students, specifically African American and Hispanic, are underrepresented in STEM fields. As the minority population continues to grow, it is essential that higher education institutions improve minority students' persistence in STEM education. This chapter addresses existing research focused on student retention and obstacles and barriers related to minority students. However, there is little evidence that researches have actually addressed the issue by uncovering the minority students' perspectives. Consequently, the aim of this chapter is to provide a window into the minority student's persistence in STEM programs through a theoretical framework of student retention and the students' experiences.

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Stoesz, David. "Up$tart." In Building Better Social Programs. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190945572.003.0012.

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Up$tart bundles applications for social benefits—Pell Grants, the Earned Income Tax Credit, and the Supplemental Nutrition Assistance Program—in order to generate income for poor students, increasing their likelihood of graduating from college. In addition to increasing student income, Up$tart indirectly raises significantly revenues for financially stressed institutions of higher education. Because poverty afflicts minorities of color disproportionately, Up$tart promises to accelerate the upward mobility of African American, Hispanic, and Native American students. Bundling benefit applications is also applicable for other fields of activity where silo programs impede benefit take-up rates.

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Conference papers on the topic "Hispanic American students – Education (Higher)"

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Hurtado, Jairo A., and Yenny A. Real. "Collaborative creation between students and teachers for the development of an evaluation gameboard in class." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9499.

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Prehispanopolis is the result of a pedagogical, dynamic and innovative proposal for teaching, learning and evaluation of students through the creation of a board game developed between teacher and students. As part of the activities of evaluation, the students are proposed to create a game that involves the subjects and concepts of the course, and it can later be used as an evaluation tool.The pilot test was conducted in the subject called Arquitectura Hispanoamericana (Hispano-American Architecture) of the Architecture program and limited to pre-Hispanic architecture and urbanism, hence the o

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Mansour, Deena Mohammad. "Using COCA to Foster Students’ Use of English Collocations in Academic Writing." In Third International Conference on Higher Education Advances. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5301.

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Using Corpora in foreign language teaching is on of the very efficient ways in proposing solutions for pedagogical issues, either through adopting a corpus-based teaching approach or through using the corpus in developing material. Developing academic writing competence is a challenging pedagogical issue for English teachers as well as learners. Second language learners come across considerable challenges as they are developing their academic writing competence. One of these challenges is the use of English collocations since that learning about collocations is of a crucial importance. Hence,

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Fisher, Dara R. "Pedagogy and content evolution in cross-border higher education: Evidence from an American-Singaporean cross-border partnership." In Third International Conference on Higher Education Advances. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5284.

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Reflecting larger trends in business, economics, and communications, the field of higher education has undergone a rapid period of globalization and internationalization over the last half century. While much scholarship has been devoted to the policies and practices of cross-border higher education work, little research has examined the mechanisms by which educational practices and approaches are modified and adapted when moved across cultural contexts. This paper addresses this gap by examining the processes by which foreign and local partners adapted and modified American educational approa

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Strenger, Natascha, Dominik May, Tobias Ortelt, Daniel Kruse, Sulamith Frerich, and A. Erman Tekkaya. "Internationalization and Digitalization in Engineering Education." In Third International Conference on Higher Education Advances. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5289.

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Digital, virtual and E-learning elements have increasingly become a part in higher education and, most recently, the high potential of digitalization for processes of strategic internationalization of higher education institutions is coming into focus. The collaborative project of three German universities, XYZ, is working on strategies for the internationalization and virtualization of engineering education. While these topics used to be different key areas of the project, a combination of both distinguished itself as a potential new working field. This paper introduces two pilot concepts tha

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Wolff-Boenisch, Domenik. "A case study on student perception of online lecturing." In Seventh International Conference on Higher Education Advances. Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12710.

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This case study looks at implications of transitioning live to recorded lectures, a subject that has acquired an acute importance given COVID19 and the unexpected need to move lectures online. Over a period of six years, from 2015 to 2020, a questionnaire was handed out at the end of a ‘unit’ on environmental geoscience; a ‘unit’ at Australian universities represents a ‘course’ in the European and American tertiary system. This is a 2nd semester, 3rd year core unit of an Applied Geology course meaning that (most of) the polled students were about to acquire a bachelor of science finishing thei

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Eklics, Kata, Eszter Kárpáti, Robin Valerie Cathey, Andrew J. Lee, and Ágnes Koppán. "Interdisciplinary Medical Communication Training at the University of Pécs." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9443.

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Medical communication training is being challenged to meet the demands of a more internationalized world. As a result, interdisciplinary simulation-based education is designed to advance clinical skill development, specifically in doctor-patient interactions. The Standardized Patient Program has been applied in American Medical Schools since the 1960s, implementing patient profiles based on authentic cases. At the University of Pécs, Medical School in Hungary, this model is being adapted to facilitate improving patient-interviewing, problem-solving, and medical reporting skills. The interdisci

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DeFanti, Mark. "Introducing a Cross-Course Teaching Innovation to Enhance Group Project Performance." In Third International Conference on Higher Education Advances. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5399.

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Marketing educators and students recognize the benefits derived from group assignments. Nonetheless, serious problems that occur frequently in student groups are diminished effort by some free-riding team members or disassociation from the group by lone wolf team members. In a highly innovative manner, the American Marketing Association’s integrated marketing plan international competition was concurrently adopted by Principles of Marketing, Marketing Research and Advanced Advertising courses in an attempt to leverage the many benefits of team projects while minimizing their drawbacks.

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Sandoval-Bringas, Andres, Francisco Alvarez-Rodriguez, and Monica Carreno-Leon. "Analysis of the use of M-Learning Environments in Higher Education from the Perspective of Students from the Academic Department of Computer Systems at the Autonomous University of Baja California Sur, Mexico." In 2018 XIII Latin American Conference on Learning Technologies (LACLO). IEEE, 2018. http://dx.doi.org/10.1109/laclo.2018.00024.

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Zhou, Yong, Cheng-Chang (Sam) Pan, and Nazmul Islam. "Evaluation of Engineering Readiness and Active Rate Enhanced by Intensive Summer Bridge Program." In ASME 2015 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/imece2015-53262.

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An engineering Summer Bridge (Engineering Summer Readiness Workshop after 2015) program has been implemented at the University of Texas at Brownsville (UTB) since summer 2012. After three years of program data accumulation, we can now track those participants from their freshman up to junior year (for those still active in UTB engineering) and further extend our study on the effect of the designed engineering summer program on a) the semester the participants take Calculus I; b) the semester the participants pass Calculus I; c) the first- and second-year engineering active rate; and d) the suc

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Sande, Joar. "THE BASIS FOR A LEARNING VIEW – EDUCATION, EXPERIENCE AND PRACTICE." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end001.

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This article tells about my own experiences as a student and professor in technical education in Norway and USA in the 1980s and 90s, and economic education in Norway the academic year 2000-01. In technical education in Norway in the 1980s it was not necessary to put that much effort into your studies get a good grade. In the United States, on the other hand, students had two work hard to keep up to get good results. Norwegian higher education, however, has become more like American higher education after the Bologna process. A fresh university professor is nothing more than an advanced studen

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Reports on the topic "Hispanic American students – Education (Higher)"

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Levine, Felice, Na'ilah Suad Nasir, Cecilia Rios-Aguilar, et al. Voices from the field: The impact of COVID-19 on early career scholars and doctoral students. American Educational Research Association, 2021. http://dx.doi.org/10.3102/aera20211.

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This joint report from the American Educational Research Association (AERA) and the Spencer Foundation explores the impact of the COVID-19 pandemic on early career scholars and doctoral students in education research. The report presents findings and recommendations based on a focus group study held in May and June of 2020. The purpose of the study was to listen to and learn from the experiences of education researchers. The study included separate groups of scholars of color, women of color, and doctoral students of color, given that the COVID-19 crisis was highly racialized and having a disp

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