LINKING STUDY BEHAVIORS AND STUDENT CULTURE TO ACADEMIC SUCCESS AMONG HISPANIC STUDENTS

2004 ◽  
Vol 28 (3) ◽  
pp. 281-295 ◽  
Author(s):  
Leonard B. Bliss ◽  
Janice R. Sandiford
Keyword(s):  
Academic Success ◽  
Hispanic Students ◽  
Student Culture ◽  
Study Behaviors

scholarly journals Evaluating a Science Diversity Program at UC Berkeley: More Questions Than Answers

2003 ◽  
Vol 2 (2) ◽  
pp. 117-121 ◽  
Author(s):  
John Matsui ◽  
Roger Liu ◽  
Caroline M. Kane
Keyword(s):  
Biological Sciences ◽  
African American ◽  
Academic Success ◽  
Hispanic Students ◽  
Underrepresented Minorities ◽  
Sat Scores ◽  
Grade Point ◽  
Diversity Programs ◽  
Majority Students ◽  
The University

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.

An Exploration of Factors That Predict Advanced Placement Exam Success for Gifted Hispanic Students

2019 ◽  
Vol 30 (4) ◽  
pp. 441-462
Author(s):  
Amy K. Graefe ◽  
Jennifer A. Ritchotte
Keyword(s):  
Academic Success ◽  
Advanced Placement ◽  
Hispanic Students ◽  
Positive Impact ◽  
Gifted Students ◽  
Future Research ◽  
Prior Literature ◽  
Race Ethnicity ◽  
Placement Exam

Hispanic students participate in advanced programming at a much lower rate than their White peers. Although Advanced Placement (AP) can have a positive impact on future academic success and attainment of long-term goals, limited research has investigated factors that contribute to AP success for gifted Hispanic students. This study examined factors potentially predictive of success on AP exams for gifted Hispanic students. Contrary to prior literature, findings revealed that race/ethnicity was not a factor that significantly affected AP success for these gifted students. In addition, when examining the performance of all the Hispanic AP students, the only factor that significantly contributed to passing an AP exam was identification as gifted. Implications for practice and suggestions for future research are discussed.

scholarly journals Bridges for Academic Success: Opening Spaces for Culturally Responsive Practice in an Urban Pre-School

2015 ◽  
Vol 9 (1) ◽  
pp. 143-159 ◽  
Author(s):  
Denise Jones ◽  
Susan Browne
Keyword(s):  
Professional Development ◽  
Academic Success ◽  
Culturally Responsive ◽  
School Success ◽  
Classroom Practices ◽  
Student Culture ◽  
School Teachers ◽  
Culturally Responsive Practice ◽  
Childhood Education

It has become widely understood that formal early childhood education can be an important factor in school success. Equally significant is the role of culture as a determinant in negotiating school. Thereby, the inclusion of student culture remains an important aspect in conversations on school success. This discourse is capable of promoting learning using the lives of students by building on what they already know, while offering opportunities for academic achievement. This study investigated how professional development workshops on culturally responsive practice for urban pre-school teachers encouraged the examination of current classroom practices and offered a process for transformation.

scholarly journals Strengths-based Indicators of Success in Hispanic Undergraduates

2020 ◽  
Author(s):  
Gretchen Schulthes ◽  
Cass Dykeman
Keyword(s):  
Academic Success ◽  
Hispanic Students ◽  
Secondary Data ◽  
Future Research ◽  
Sat Scores ◽  
Grade Point ◽  
Education Professionals ◽  
Hispanic Student Achievement ◽  
And Gender ◽  
The Impact

By the year 2026, it is estimated that Hispanic students will make up the largest share of undergraduates enrolled in American colleges and universities. Despite increases in enrollment, this population is also one of the least likely to earn an eventual credential. Factors such as pre-college preparedness (e.g., SAT scores or high school grade point averages) and socioeconomic barriers are often cited as explanations for this attainment and persistence gap. In seeking to understand this issue, it is essential to go beyond the deficit-oriented conversation and instead shift the emphasis toward how higher education professionals can leverage students’ strengths in supporting their academic success. It is essential to delve into the factors that impact Hispanic student achievement. Using data from the Beginning Postsecondary Students (BPS) study 12/14, this secondary data analysis study explores the impact of strengths-based variables such as highest credential expected, perceived likelihood of attaining a credential, level of connectedness with their institution, and gender on Hispanic students’ outcomes with regard to credential attainment and/or persistence. Results showed that while gender and level of connectedness held no significant predictive value, students’ academic self-efficacy (perceived likelihood of attaining a credential) and goal-setting (highest credential expected) did have an impact on three-year persistence and graduation rates. Implications for practice and recommendations for future research are discussed.

COMMITMENT AND ACADEMIC SUCCESS

1988 ◽  
Vol 16 (2) ◽  
pp. 121-125 ◽  
Author(s):  
Avraham N. Kluger ◽  
Meni Koslowsky
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Grade Point Average ◽  
Grade Point ◽  
Achievement Measures ◽  
Affective Variables ◽  
Study Behaviors ◽  
The Relationship ◽  
University Setting ◽  
Predictors Of Academic Success

The predictors of academic success usually include aptitude and previous achievement measures. The present study used a modified version of Rusbult and Farrell's (1983) commitment questionnaire to predict final grades in a university setting. As part of a larger study on the relationship between attitudes and study behaviors, 39 students completed the five parts of the Rusbult and Farrell questionnaire. Responses were then correlated with three dependent measures: a final course grade in calculus, grade point average (GPA), and the grade in a humanities course. Results showed that adjusted R2 of .38 and .40 were obtained with the first two criteria. The implications of using affective variables for predicting academic achievement are discussed.

scholarly journals Study Behaviors Associated with Student Pharmacists’ Academic Success in an Active Classroom Pharmacy Curriculum

2020 ◽  
Vol 84 (7) ◽  
pp. ajpe7695
Author(s):  
Kimberly C. McKeirnan ◽  
Karen Colorafi ◽  
Anne P. Kim ◽  
Angela S. Stewart ◽  
Connie M. Remsberg ◽  
...  
Keyword(s):  
Academic Success ◽  
Study Behaviors ◽  
Pharmacy Curriculum

scholarly journals An Analysis of Ubiquitous Learning Environments and STEM Confidence Building Among Hispanic Students

2021 ◽  
Author(s):  
Torrence G. Temple
Keyword(s):  
Academic Success ◽  
Hispanic Students ◽  
The United States ◽  
Emotional Engagement ◽  
Immediate Feedback ◽  
Design Elements ◽  
Implementation Failure ◽  
Class Average ◽  
Design Characteristics ◽  
The One

The fastest-growing demographic in the United States is also the one with the biggest struggle with academic success, particularly in STEM-related subjects. Pre-study research observed that one of the most significant factors facing Hispanics is their set of psycho-social behaviors influenced by cultural heritage. In a response to this challenge a solution was developed and over the two years of its implementation failure rates among Hispanic students dropped from department-wide chemistry class average of 40% down to under 10% in the treatment population. The purpose of this study was to identify a theory that identifies the relationship between individual factors that influenced the change in student success. Nineteen students were interviewed regarding their experiences, vetted for Multi-Active behavioral tendencies, and then their interview data were compared against their student achievement records reflecting their before, during, and after program exposure. The findings indicated that much of their success was due to uLearning program design elements that distinctly enabled the Multi-Active psychosocial tendencies to co-exist the behavioral expectations of a Linear-Active academic environment. Key criteria included design characteristics that focused on emotional engagement, immediate feedback on assessments, a centralized learning site, and learning content that supports real world application of learned material.

scholarly journals Study Behavior in Computing Education—A Systematic Literature Review

2022 ◽  
Vol 22 (1) ◽  
pp. 1-40
Author(s):  
Madeleine Lorås ◽  
Guttorm Sindre ◽  
Hallvard Trætteberg ◽  
Trond Aalberg
Keyword(s):  
Academic Success ◽  
Literature Review ◽  
Systematic Literature Review ◽  
Future Research ◽  
Educational Context ◽  
Educational Design ◽  
Computing Education ◽  
Study Behavior ◽  
Study Behaviors ◽  
The Impact

As the field of computing education grows and matures, it has become essential to unite computing education and higher education research. Educational research has highlighted that how students study is crucial to their learning progress, and study behaviors have been found to play an important role in students’ academic success. This article presents the main results of a systematic literature review intended to determine what we know about the study behaviors of computing students and the role of educational design in shaping them. A taxonomy of study behaviors was developed and used to clarify and classify the definitions of study behavior, process, strategies, habits, and tactics as well as to identify their relationship to the educational context. The literature search resulted in 107 included papers, which were analyzed according to defined criteria and variables. The review of study behavior terminology found that the same terms are used to describe substantially different study behaviors, and the lack of standard terminology makes it difficult to compare findings from different papers. Furthermore, it was more common for papers to use study behaviors to explain other aspects of students rather than exploring and understanding them. Additionally, the results revealed a tendency to focus on specific educational contexts, predominantly introductory programming courses. Although computing education as a field is well equipped to expand the knowledge about both study behaviors and their connection to the educational context, the lack of common terminology and theories limits the impact. The taxonomy of study behaviors in computing education proposed in this article can contribute to contextualizing the research in such a way that researchers and educators across institutional borders can compare and utilize results. Last, the article outlines some areas for future research and recommendations for practice.

scholarly journals Hispanic Students’ Sense of Control in Relation to Post-Secondary Enrollment Outcomes

2019 ◽  
Vol 8 (2) ◽  
pp. 67
Author(s):  
Stephen Aguilar ◽  
Ann Kim
Keyword(s):  
Academic Success ◽  
Structural Equation ◽  
College Enrollment ◽  
Hispanic Students ◽  
Path Model ◽  
Equation Modeling ◽  
Minority Population ◽  
Racial Groups ◽  
Post Secondary ◽  
The Face

U.S. Hispanics are the fastest growing minority population pursuing post-secondary education, yet their bachelor degree attainment lags behind other ethnic–racial groups. Previous work supports the theory that having a high locus of control (LOC) can enable persistence in challenging post-secondary settings. We examine LOC as a potential mitigate against low college enrollment, and hypothesize that Hispanic students’ capability to enroll in post-secondary institutions (e.g., community college, 4-year colleges), in the face of personal, academic, and financial challenges, is likely predicated on their belief that they control their academic futures. We modelled college enrollment using a path-model using a generalized structural equation modeling (GSEM) approach. Our findings indicate that LOC decreases the likelihood of Hispanic students’ post-secondary enrollment. This work advances the current state of knowledge on how we understand Hispanic students’ transition to college, and informs the development of potential interventions supporting the academic success of this growing and significant community.

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