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

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

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)"

1

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 concentrates on the use of smartphones and tablets inside university facilities; primarily in college cafeterias, corridors, classrooms and libraries. Spanish and Latin American students used tablets in and out of University facilities for storing and retrieving information, and smartphones for sharing educational information and content.
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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 related to lower SLD rates. We conclude that Hispanic students are at a higher risk of being diagnosed with SLD, while having no health insurance coverage might be a detriment to be properly diagnosed. The importance of a national perspective in disabilities and the role of social position variables on special education are discussed.
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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 white gifted-program students scored significantly higher than both African-American and Hispanic gifted-program students. There were no minority-group differences in academic or social self-concept. Additional analyses suggested that the distinction between academic and social self-concept used with white students may not be applicable to minority students. This article challenges gifted education to address the conceptual problems and methodological difficulties in interpreting the meaning of standardized achievement test scores for minority students in gifted programs.
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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 percent of respondents were white, 23% were African American, and 5% were Hispanic. The results of this study suggest a positive picture of student affirmative action practices and policies used by Missouri personnel. Differences among professionals were at a minimum. The overall mean score for support in diversifying Missouri institutions was fairly high, and this may reflect diversity initiatives taken by the Missouri Coordinating Board for Higher Education in the late 1980s, and early 1990s. Data suggested that Missouri personnel are aware of the judicial scrutiny by the courts in administering student affirmative action. Most Missouri institutions use a single process for assessing all applicants for admission, without reliance on a quota system. The recent Hopwood decision showed little impact on the decisions regarding professionals' use of student affirmative action at Missouri institutions. Although public attitudes toward student affirmative action may play a role in establishing policies and practices, Missouri personnel are very similar in their perceptions regardless of race/ethnicity, gender, and institutional office or position.
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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 minority students they found out that student dropout and attrition in higher education institutions was a problem with all students, not just students of color. This article summarizes and presents perspectives on the causes of attrition and the problems of the retention of students in higher education. These ideas and perspectives are based on what has been learned from research on student retention over the past two decades. Also, programmatic strategies that have been implemented at institutions are summarized as examples of student retention initiatives that have had significant impacts.
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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 indicates that students in BSP graduate with a degree in biology at significantly higher rates than students not in BSP regardless of race/ethnicity. Furthermore, students who are in BSP have statistically lower high school grade point averages (GPAs) and Scholastic Achievement Test (SAT) scores than students not in BSP. African-American and Hispanic students who join BSP graduate with significantly higher UC Berkeley biology GPAs than non-BSP African-American and Hispanic students, respectively. Majority (Asian and White) students in BSP graduate with statistically similar UC GPAs despite having lower SAT scores than non-BSP majority students. Although BSP students are more successful in completing a biology degree than non-program members, the results raise a series of questions about why the program works and for whom.
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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 tasks while using technology and the quality or output of those tasks, (ii) the efficiency and the level of resources used in performing tasks, and (iii) the satisfaction or users’ reaction to the use of technology (Brooke, 2014). This research examined quantitative analysis based on students’ routine computer task knowledge using a survey questionnaire and the SUS. The population included high school students responding to questions on common tasks and usability. A web survey was conducted to assess the measurement and understanding pattern demonstrated by the participants. The quantitative analysis of the computer usability included ANOVA, independent t-tests and orthogonal contrasts. The analysis of the SUS measured usability and learnability. The results of the data analysis showed that the combined African American and Hispanic group has a mean computer usability score that is significantly lower when compared with the other ethnicities and the SUS findings included the highest gap among this most underrepresented group in the STEM field.
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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 limited. This paper will detail an asset-based program that uses a culturally validated model of student success services and academic and curriculum enhancements at a Hispanic-Serving Institution to increase overall Latinx student retention and persistence. The program infuses Validation Theory (Rendon, 1994) to address cultural strengths of students and validate their life experiences as first-time freshmen, by creating a culturally relevant curriculum, enhancing culturally relevant student support services, and promoting education equity. Students involved in this program report a high level of belongingness at the university as well as have higher pass rates in their culturally validated courses. Recommendations are discussed for implementation of such a comprehensive program at other institutions as well as implications for higher education.
 
 
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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 regression analysis to control for a number of confounding factors,including socioeconomic status and test scores at school entry, they find no statistically significant difference between the special education placement rates of AI/AN and non-Hispanic white students. Controlling for a range of school characteristics,they also find that schools with a higher proportion of AI/AN students place these students in special education at rates similar to those of other schools in the United States. The authors conclude that the strongest predictor of special education placement is a student's academic readiness on entering kindergarten as measured by the student's pre-reading and pre-mathematics scores. They discuss the implications of these findings for future research and practice in the education of AI/AN students.
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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 high schoolers. Methods: For this cross-sectional study, we borrowed the Education Longitudinal Study (ELS-2002) baseline data, a nationally representative study that enrolled 1706 10th grade youths who were attending urban public schools. From this number, 805 (47.2%) were non-Hispanic Black and 901 (52.8%) were non-Hispanic White youths. The dependent variable was the level of school social environmental risk measured using 18 items as self-reported, and was treated as a continuous variable. The independent variable was parental educational attainment, treated as a continuous measure. Gender, region, and parental marital status were the covariates. Race/ethnicity was the moderating variable. Linear regressions were applied to perform our data analysis. Results: Black students were found to attend schools with higher levels of social environmental risk. Youths with parents with a higher educational attainment were found to attend schools with a lower social environmental risk. We found a significant interaction between race (non-Hispanic Black vs. non-Hispanic White) and parental educational attainment on the level of school social environmental risk, suggesting that the protective effect of high parental education on reducing the school social environmental risk was smaller for non-Hispanic Black than for non-Hispanic White youths. Conclusions: Although high parental educational attainment is protective against social environmental risk for American youths, this protective effect is weaker for non-Hispanic Black than non-Hispanic White youths. The diminished returns of parental education in reducing school social environmental risk may explain why the effects of parental education on educational outcomes are smaller for non-Hispanic Black than non-Hispanic White youths (i.e., MDRs). The social environment indirectly generates racial youth educational disparities through deteriorating non-Hispanic Black youth educational outcomes across all SES levels. To prevent the confounding effects of private, suburban, rural, and Catholic schools, we limited this analysis to public urban schools. More research is needed on other settings.
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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 mobility may in fact impede it, or at least, delay it for Hispanics. With the increase in borrowing to gain college access, Hispanic families may face financial constraints impeding social mobility. This study explores the surveys conducted (2008&ndash;2012) by the National Center for Education Statistics and consisting of approximately 13,500 students in postsecondary schools across the United States. The statistical analysis suggests that for Hispanic student graduates in higher education there may be a relationship between student loan debt and financial difficulties, including home affordability, getting married, and having children. The analysis explores the differences between Hispanics and non-Hispanics along these four dimensions. </p><p> Additionally, this study suggests several leadership practices as a way of influencing initiatives that may help address student loan debt for Hispanics. Recommendations for additional research include assessing measures that address the rise in borrowing by Hispanic graduates.</p>
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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 danger of realizing devastating economic and societal consequences. The present study utilized regression analysis to determine how well four institutional characteristics explained the variance in Hispanic enrollment and graduation percentages of students attending public 4-year institutions in states with prevalent Hispanic populations. Findings indicate that while local Hispanic population is a strong, positive predictor of Hispanic enrollments, it has a negative impact on Hispanic graduation rates. The independent variables of average cost of attendance and average financial aid package are the strongest predictors of Hispanic graduation percentages. Implications for the state of Texas include stress on public 4-year institutions in coping with Hispanic population increases, possible enrollment overflows at the community college level, and need for additional allocations to state and institutional financial aid programs.
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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 program that allowed them to have an educational experience. Studying abroad would only be a dream for students until they were granted Advance Parole. There, participants took courses in Spanish, immersed and learned about Mexico&rsquo;s history and culture. Additionally, participants were able to return to visit and reconnect with family members. In doing so, students reconnected with their Mexican identity, but by returning to the country, they were able to access their heritage and roots.</p><p>
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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 explore the perceptions of Latino students, parents, and advocates related to opportunities in pursuing education after high school in Greenville County, SC. Criterion and snowball sampling identified 15 individuals from whom interview data were acquired. Participants included 7 Latino students, 3 of their parents, and 5 advocates of Latino student attainment of college education. Secondary data consisted of higher education related legislation, policy documents, and reports. Data were inductively coded and analyzed using Roe&rsquo;s NPA procedure. These findings suggest that, at least according to these 15 participants, multiple barriers to college enrollment exist, including cultural expectations and unfamiliarity with the college application and financial aid processes. This study could encourage policy makers to consider perspectives of critical race theory as they create policies and support culturally relevant programs and financial aid guidance to Latino parents, students, and high school counselors. Such programs would lead to positive social change by promoting higher educational achievement, which is essential for the profitable employment of Latinos in the private and public sectors in South Carolina.</p>
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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. This initiative, under the auspices of the College Readiness Program of the Community Development YMCA of Greater Long Beach, could also be adapted for other ethnic minorities who also may experience challenges that impact their ability to enroll and achieve higher education and vocational training. The actual submission for funding was not a requirement for the completion of this project.</p>
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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 Scale, the Wheeless Five-Factor Disclosiveness/Disclosure Scales, and the Coopersmith Self-Esteem Inventories (Adult form). The hypotheses stated that there is a significant positive relationship between the amount of interpersonal contact and the protege's self-disclosure; between self-disclosure and self-esteem; between self-disclosure and solidarity; between protege solidarity and protege self-esteem; among the variables self-disclosure, self-esteem, solidarity, amount of contact, and academic achievement; between the amount of time the protege has been in the Faculty Mentor Program and level of academic achievement. Statistical procedures used for analyzing data were analysis of variance, content analysis, multiple regression, Pearson Product Moment Correlation, summary-comparison analysis, and t-test. The Pearson Product Moment Correlation disclosed a significant positive relationship between self-disclosure and solidarity and no statistical positive relationship for self-disclosure and self-esteem, solidarity, and self-esteem, and grade point average and time with the mentor program. A multiple regression revealed a statistical significance between self-esteem and grade point average. A summary comparison analysis disclosed that the proteges found the mentor relationship helpful and the program to be helpful.
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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 motivation to enroll in college? (QL). b. How important do Latino students believe the following variables are in motivating them to go to college: family, school, people, opportunities and benefits, and achievement goals? (QN). c. What is the relationship between Latino motivation to enroll in college and the following demographic variables: age, gender, ethnicity, generation status, family household composition, home neighborhood, income, parent/guardian level of education, and type of high school attended? (QN). d. How do educators describe Latino motivation to enroll in college? (QL). e. How do educators interpret, explain, and extend Phase II survey findings about Latino college enrollment motivation? (QL). f. How do Latino students interpret, explain, and extend Phase II survey findings about Latino college enrollment motivation? (QL). </p><p> Phase I explored motivation through dyadic interviews with Latino college students (<i>N</i>=6). Phase I data informed the development of a Phase II questionnaire administered to Latino college students (<i> N</i>=120). Phase III comprised key informant interviews with educators (<i>N</i>=3). Consenting Phase II participants (<i>n</i>=3) completed reflective questionnaires during Phase IV. Qualitative data were analyzed using Boyatzis&rsquo; (1998) thematic analysis framework. Quantitative data were analyzed using descriptive and inferential statistics. </p><p> Qualitative analyses revealed five motivation themes: parents, school, teachers, opportunities/benefits, and that schools can do more. Quantitative analyses revealed significant differences in motivation and the following demographic variables: age, gender, family household composition, income, and parent/guardian level of education. Opportunities/benefits was the most important motivation variable reported (<i>M</i>=4.42, <i> SD</i>=.50). </p><p> Results from this study may provide educational leaders with a richer understanding of Latino college enrollment motivation in order to inform educational practice and policy, and improve Latino achievement.</p>
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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 perceptions of undocumented population. The participants&rsquo; experiences are analyzed using social theories of transmission and transformation along with human capital theory. Data were analyzed using NVivo9 software and multiple readings of the interview transcripts, with guiding research question, how did the immigration status play a role in the pursuit of access to higher education? The analysis in this study is focused on the investment in human capital through education, considering that the individual and social return ought to be greater. The data gathered from the experiences of 20 formerly undocumented students of Latin American descent in this qualitative case study showed that possibilities of changing immigrant status, like the proposed DREAM Act, influenced the motivation to continue education beyond high school. The major themes among the participants&rsquo; descriptions of their educational experiences as students were related to (a) immigrant status, (b) motivation to continue their postsecondary education, (c) support they received to continue with their education, (d) social return on their educational investment, and (e) their plans for the future. Recommendations for leaders and policy makers are presented, and suggestions for further research are indicated.</p>
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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 origin of the name of the game.The main objective in the proposal of the creation of this game is to generate greater motivation and interest in students for learning in classes that have high theoretical content and are passive, monotonous and dense both in its content and in its class methodology. History of architecture meets these characteristics among students, for this reason it was decided to start with the project in this class.Results show a high motivation and participation of the students, both in the development of the game and at the time of being used as an evaluation tool. Likewise, the academic results corresponding to the subjects evaluated with the game were improved.Keywords: Boardgame, game-based learning, gamification, motivation, methodology.
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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, due to the wide variety of collocations and their different types, one of the challenges that face both L2 learners of English as well as teachers is how to use English collocations successfully in academic writing due to the fact that collocational awareness and proficiency is a necessity for competent written discourse especially in academic writing. Therefore, academic writing proficiency is one of the major problematic areas that university students encounter. This paper focuses on how to direct students to a more effective use of Corpus of Contemporary American English (COCA) in order to foster their learning process of different English collocations, and use English collocations accurately in their academic writings. This paper illustrates search mechanisms and search strings that could be implemented effectively on COCA to get more representative and accurate collocation results. Keywords: corpus, academic writing, collocations, COCA
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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 approaches to fit the needs of Singaporean students in a large-scale cross-border higher education partnership. Developed based on a year of immersive ethnographic fieldwork at the Singapore University of Technology and Design – a new university established in collaboration with the Massachusetts Institute of Technology – the findings of this paper show that local and foreign partners utilized three distinct strategies to modify American pedagogical and curricular approaches to fit the needs of the Singaporean context: collaborative mentorship and guidance, incremental modification of content and practice, and enabling and facilitating student-driven change. This paper presents an overview of these findings, as well as their implications for future work.
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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 that were implemented and evaluated at the universities Y and Z which both aim at the complementation of incoming students’ experiences in Germany by digital means. At Y, a transnational online class explores means of preparing degree-mobile engineering students from all over the world for their master’s studies in Germany. At Z, an online course was designed to accompany a summer school research exchange for US-American engineering students in order to prolong their short-term mobility by digital elements. These pilot projects were well-accepted by students and faculty at both universities and their evaluations between 2014 and 2017 have revealed valuable results for further optimization. This paper presents the results and discusses future potential.
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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 their undergraduate studies. The students were asked multiple questions related to iLectures and their attitude towards this asynchronous content delivery approach as integral part of a flipped classroom. Provided that such a STEM unit with 40-120 students can be deemed representative of the wider student community, the findings indicate that students in general have come to terms with online lectures, way before COVID19 gave them no other choice. Acceptance rates for iLectures were over 50 % across all years, except for 2020, a clear indication that COVID19 marred the online experience, probably due to oversaturation and isolation. The majority of the students saw benefits in this asynchronous lecturing approach, irrespective of whether the rationale behind it had been explained in detail. Despite seeing benefits of the flipped classroom and recorded lectures, one out of three students preferred live lectures. This number has increased after COVID19 to 40 %, yet another sign of the negative impact of the pandemic on online lecturing. This inference is unrelated to the quality of the recordings which was deemed high. Other than the conspicuous pandemic effect, the data show enough scatter to rule out any sustained trend of student attitudes across the years. This demonstrates the heterogeneous demographics of the students taking this unit. Finally, the importance of meaningful extended lecture notes to complement the recordings is highlighted.
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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 interdisciplinary program operates in Hungarian, German and English languages, utilizing actors to perform as simulated patients under the close observation of medical specialists and linguists. This innovative course is designed to train students to successfully collect patient histories while navigating medical, linguistic, emotional, and socio-cultural complexities of patients. Experts in medicine and language assess student performance, offering feedback and providing individualized training that students might improve their professional and communicative competencies. This paper examines how this interdisciplinary course provides valuable opportunities for more efficient patient-oriented communication practices. Through responding to medical emergencies, miscommunications, and conflicts in a safe environment, medical students prepare to deal with a diverse patient context, that more qualified and empathetic health personnel may be employed throughout clinics worldwide. Keywords: interdisciplinary simulation-based education, doctor-patient interaction, MediSkillsLab, medical history taking, language for specific purposes competencies
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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 success rate in the selected engineering major courses of all the participants. We compared all the above mentioned data to the average data of the engineering majors at the same academic stage/level. The engineering summer bridge program was originally designed to prepare the fresh high school graduates intellectually on their math and for an early readiness for their coming engineering study. More than 90% of the targeted students are Hispanic in south Texas, and English is the second language for 86% of them. As one of the components of the University of Texas System, UTB is a minority-serving institution catering mostly to the underrepresented Hispanic population of the Lower Rio Grande Valley region. It has one of the highest concentrations of Hispanic students (both in number and percentage) compared to other universities in the nation [Table 1]. Among the overall student enrollment at the university in fall 2013, 91% are Hispanic. Most of the targeted students are academically below the top 10% in their high school graduating classes due to the pre-selection of the top 10% students by the Texas flagship universities. First-generation college-goers experience a variety of challenges as they enter and move through higher education. The Engineering Summer Bridge provides students with specific types of resources and support to ensure that they move into and through engineering study smoothly and to shorten the time for their engineering study. The 4–5 week summer bridge program at UTB intensively enhances math preparation in pre-calculus and college algebra, and also actively engages the students with the modern engineering design concepts and tools. Specific goals of the bridge programs include introducing math expectations of engineering program in the areas of College Algebra, Pre-calculus, and help students eliminate the math gap by passing the COMPASS Test as well as the Pre-calculus Test in the summer to get ready for Calculus I in the coming fall semester. The long-term goals of the ESB program aim to improve the first- and second-year retention rate and four-year graduation rate of UTB engineering majors. Study on the previous three year’s data suggests that, compared to the overall average of the students enrolling into the UTB engineering program at the same period, summer bridge program participants have statistically started and finished their Calculus I (thus becoming engineering math ready) earlier. Participants also demonstrated higher engineering interesting which was proved by the participation rate in introductory engineering projects in the first two years of their engineering study. Besides, 88% of surveyed students reported that the program was helpful and convenient, and 100% of surveyed students reported that they would recommend the summer bridge program to a friend or a fellow student. Comparison of the first- to second-year active engineering student rate also suggests the validness of the summer bridge program.
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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 student, in the beginning one sticks to the textbook, and any deviation from the plan can cause light panic. As time goes by, the professor gains experience and growing self-confidence, and can start to experiment. My journey in teaching control engineering ended up with flipped classroom, based upon sociocultural learning, where both students and professors participate with the knowledge they have. Learning happens best if people interact and construct new knowledge together. The participants in the learning environment extend their closest (proximal) development zone by collaborating with others.
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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 disproportionate impact on communities of color. The aim of the report is to provide information that higher education institutions, agencies funding research, professional associations, and other research organizations can use to support the next generation of researchers and help buffer or contain adverse impacts to them. The report offers seven recommendations that could help to foster institutional and organizational responses to COVID-19 that are equitable and enriching. It is part of an ongoing initiative by AERA and Spencer to survey and assess the pressing needs of early career scholars and doctoral students at this pernicious time of a national pandemic.
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