College Choice, Interrupted: Understanding the Choice Processes of Hurricane-Affected Puerto Rican Students in Florida

2020 ◽  
pp. 1-25
Author(s):  
Awilda Rodriguez ◽  
Enid Rosario-Ramos ◽  
Paula Clasing Manquian ◽  
Adriana Rosario Colón
Keyword(s):  
College Choice ◽  
Puerto Rican ◽  
Choice Processes ◽  
Puerto Rican Students

African American students’ college choice processes in a post 209 era

2018 ◽  
Vol 31 (8) ◽  
pp. 747-768
Author(s):  
Frances Contreras ◽  
Thandeka K. Chapman ◽  
Eddie Comeaux ◽  
Gloria M. Rodriguez ◽  
Eligio Martinez Jr. ◽  
...  
Keyword(s):  
African American ◽  
College Choice ◽  
African American Students ◽  
Choice Processes ◽  
American Students

Let's Give ‘em Something to Talk About

2021 ◽  
pp. 252-267
Author(s):  
Crystal R. Chambers
Keyword(s):  
Social Capital ◽  
Social Networks ◽  
Rural Communities ◽  
College Choice ◽  
Rural Students ◽  
College Aspirations ◽  
High School Diploma ◽  
College Degrees ◽  
Choice Processes ◽  
The Social

Rural students are more likely to complete their high school diploma but less likely than urban or suburban students to enroll in college. This is in part due to exposure to college and social capital, particularly differential access to social networks including individuals with college degrees. Schools can play a role in bridging the social capital gap as school teachers and counselors are individuals with college degrees who live in and near rural communities. In this vein, teachers and counselors can inspire the college aspirations of rural students, a prerequisite for student engagement in college choice processes.

Identifying gifted students in Puerto Rico

2013 ◽  
Vol 31 (2) ◽  
pp. 162-175 ◽  
Author(s):  
Javier I Rosado ◽  
Steven Pfeiffer ◽  
Yaacov Petscher
Keyword(s):  
Puerto Rico ◽  
Puerto Rican ◽  
Rating Scales ◽  
Factor Model ◽  
Gifted Students ◽  
Reliability And Validity ◽  
Critical Issue ◽  
Verbal Test ◽  
The Usa ◽  
Puerto Rican Students

The challenge of correctly identifying gifted students is a critical issue. Gifted education in Puerto Rico is marked by insufficient support and a lack of appropriate identification methods. This study examined the reliability and validity of a Spanish translation of the Gifted Rating Scales-School Form (GRS) with a sample of 618 island-residing Puerto Rican students. Alpha values for the Spanish-translated version ranged from 0.98 to 0.99, comparable to those reported for the USA standardization sample. Scores on the Spanish-translated GRS correlated positively and significantly with classroom grades, Naglieri Non-verbal Test of Intelligence (NNAT) scores and with the island’s local norm-referenced achievement test. Confirmatory factor analysis supported the six-factor model. Overall, findings provide evidence supporting the use of a Spanish-translated GRS for Puerto Rican island students.

scholarly journals “Puerto Rico Can Teach So Much”: The Hemispheric and Imperial Origins of the Educational War on Poverty

2021 ◽  
Vol 61 (4) ◽  
pp. 423-448
Author(s):  
Lauren Lefty
Keyword(s):  
New York ◽  
Puerto Rico ◽  
Latin America ◽  
Puerto Rican ◽  
War On Poverty ◽  
Social Scientific ◽  
Aid Programs ◽  
Puerto Rican Students ◽  
Second World ◽  
Scientific Ideas

AbstractThrough a focus on liberal academic and policy networks, this article considers how ideas and practices central to an educational “war on poverty” grew through connections between postwar Puerto Rico, Latin America, and New York. In particular, it analyzes how social scientific ideas about education's role in economic development found ample ground in the colonial Commonwealth of Puerto Rico as the island assumed the role of “laboratory” of democracy and development after the Second World War. The narrative then considers how this Cold War programming came to influence education initiatives in both U.S. foreign aid programs in Latin America and New York City in the 1950s and 1960s, particularly as the number of Puerto Rican students grew amid the Puerto Rican Great Migration. Ultimately, the article suggests a broader hemispheric and imperial framework in narrating the evolution of postwar education policy in the nation's largest city.

“You Were Going to Go to College”: The Role of Chicano Fathers’ Involvement in Chicana Daughters’ College Choice

2019 ◽  
Vol 57 (5) ◽  
pp. 2059-2088 ◽  
Author(s):  
Nichole M. Garcia ◽  
Rebeca Mireles-Rios
Keyword(s):  
Higher Education ◽  
Education Research ◽  
College Choice ◽  
Father Involvement ◽  
Higher Education Research ◽  
Theoretical Frameworks ◽  
Choice Processes ◽  
The Impact ◽  
College Educated

Using pláticas, the sharing of cultural teachings through intimate and informal conversations, this article analyzes our personal college choice processes as Chicanas by examining the impact of being raised by Chicano college-educated fathers. Drawing on two theoretical frameworks, college-conocimiento, a Latinx college choice conceptual framework, and critical raced-gendered epistemologies, we demonstrate how intimate and informal conversations occur within our own Chicana/o daughter-father relationships in negotiating higher education and household contexts. Our analysis responds to the need to explore daughter-father relationships in higher education research. This work expands the college choice scholarship by moving beyond traditional models to examine the gendered and raced experiences of families of color, particularly focusing on how father involvement is associated with the college choice of daughters.

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