Beyond the Tipping Point: Searching for a New Vision for Latino College Success in the United States

2021 ◽  
Vol 696 (1) ◽  
pp. 128-155
Author(s):  
Stella M. Flores ◽  
Tim Carroll ◽  
Suzanne M. Lyons
Keyword(s):  
College Enrollment ◽  
College Success ◽  
Immigrant Students ◽  
The United States ◽  
College Completion ◽  
Completion Rates ◽  
College Degrees ◽  
New Vision ◽  
Hispanic Serving ◽  
State Resident

While Latinos have seen an increase in college enrollment and attainment over the last decade, completion rates relative to non-Hispanic whites are stagnant, resulting in a steady or widening gap in the attainment of college degrees. This article summarizes research related to Latinos’ college success, highlighting the promise of Latino-attentive approaches for boosting college completion. We elaborate on how parental and teacher contributions and behaviors, family-level considerations of costs and benefits, and the value of a college degree at a community level present opportunities to increase Latinos’ attainment of postsecondary degrees. We also present an original multivariate assessment that indicates how the presence of Hispanic-serving institutions and in-state resident tuition benefits for immigrant students may raise the odds of college enrollment and completion rates for Latinos. Our findings suggest that incorporating Latino-attentive policies are beneficial to college completion among Latinos.

An Examination of How Legal Status Affects Enrollment and Graduation Rates

2019 ◽  
pp. 130-148
Author(s):  
Florence Nyemba
Keyword(s):  
Legal Status ◽  
Immigrant Students ◽  
Educational Leaders ◽  
The United States ◽  
Higher Learning ◽  
Immigration Reform ◽  
Immigration Status ◽  
College Degrees ◽  
Institutions Of Higher Learning ◽  
Large Numbers

This chapter explores the educational choices of immigrants and how the issue of legal or immigration status contributes to social inequality in the United States classrooms and institutions of higher learning. Immigrants within U.S. population have increased dramatically, yet their educational attainment remains small in comparison to native-born Americans. Although large numbers of immigrant students graduate from high school, their path to higher education remains difficulty with fewer getting college degrees. Drawing on literature from multiple disciplines, the issue of immigration status in relation to immigrant education is examined. The chapter recommends the adoption of immigration reform legislations that create better pathways to citizenship for undocumented immigrants and progressive educational provisions. This chapter benefits immigrants and educational leaders in institutions of higher learning.

Higher Education for Whom? Higher Education for What?

2017 ◽  
pp. 104-134
Author(s):  
Brooke Midkiff
Keyword(s):  
Higher Education ◽  
Educational Experiences ◽  
The United States ◽  
College Completion ◽  
Access To Higher Education ◽  
Completion Rates ◽  
Post Secondary ◽  
College Completion Rates ◽  
Quantitative Examination ◽  
First Offers

This chapter provides a critical quantitative examination of issues related to increasing access to higher education in the United States. The chapter first offers insights into the utility of using empirical evidence within a critical, theoretical framework to unpack underlying issues of expanding accessibility. Specifically, critical theory is used to excavate the limits of liberal approaches to expanding higher education through increasing access, coupled with empirical analysis of disparities in college completion rates. That is, while increasing access is important, access is hardly enough to decrease social and economic gaps. Issues of hegemony within higher education are examined through an examination of which students, despite increased access to higher education broadly, have access to specific types of post-secondary educational experiences.

Educational Effects of Banning Access to In-State Resident Tuition for Unauthorized Immigrant Students

2017 ◽  
Vol 39 (4) ◽  
pp. 620-643 ◽  
Author(s):  
Alexander Villarraga-Orjuela ◽  
Brinck Kerr
Keyword(s):  
Immigrant Students ◽  
High School Graduates ◽  
The United States ◽  
College Attendance ◽  
Dropping Out ◽  
Negative Effects ◽  
State Laws ◽  
Naturalized Citizens ◽  
Unauthorized Immigrant ◽  
State Resident

This research examines the effects of state laws banning access to in-state resident tuition for unauthorized immigrant students in the United States. These laws were implemented between 2005 and 2012. We evaluate the policy effects on (a) college enrollment, (b) school dropout rates of unauthorized immigrants, and (c) the enrollment of U.S. citizens in higher education. Multivariate triple-differences models are used. We find significant negative effects on the college attendance rates of unauthorized immigrants. Policies have primarily affected recent high school graduates. With regard to dropping out of school, we find no evidence of dynamic effects. Nor do we find evidence of benefits in college attendance for non-Hispanic, Hispanic, or Mexican naturalized citizens.

scholarly journals Graduating the 21st Century Student: Advising As If Their Lives (and Our Future) Depended on It

2012 ◽  
Vol 32 (1) ◽  
pp. 5-11 ◽  
Author(s):  
James L. Applegate
Keyword(s):  
21St Century ◽  
The United States ◽  
College Completion ◽  
Annual Conference ◽  
Social Challenges ◽  
College Degrees ◽  
College Attainment ◽  
Working Age ◽  
21St Century Student

In this adaptation of my keynote address at the 2011 NACADA Annual Conference in Denver, Colorado, I outline the level of increase in college attainment that must occur between now and 2025 for the United States to remain internationally competitive and meet its changing economic and social challenges. After making the case for why achieving Goal 2025—providing high quality college degrees to 60% of the U.S. working age population—is necessary, I outline how those in higher education can achieve this ambitious goal with an emphasis on the role of advisors in advancing college completion goals for the 21st century student.

scholarly journals The policy filtering process: Understanding distinctive state responses to the National College Completion Agenda in the United States

2018 ◽  
Vol 26 ◽  
pp. 60 ◽  
Author(s):  
Paul G. Rubin ◽  
James C. Hearn
Keyword(s):  
Higher Education ◽  
United States ◽  
South Carolina ◽  
Postsecondary Education ◽  
State Level ◽  
The United States ◽  
College Completion ◽  
Completion Rates ◽  
Completion Agenda ◽  
State Responses

The United States has faced stagnant postsecondary education degree completion rates for over a decade. When coupled with improved educational outcomes in other nations, the one-time world leader in higher education attainment has precipitously declined in standing internationally. Coupling this reality with the need for a more educated workforce domestically led President Barack Obama to proclaim improving higher education completion rates a national imperative in 2009. Despite input from the federal government, due to the decentralized nature of American postsecondary education, individual states maintain primary responsibility for governance and policy decisions. Consequently, there has been a range of state responses to improving college completion. Through a comparative case analysis, this study considers a putatively homogenous region to investigate state-level factors that “filtered” the national college completion agenda to distinct responses in Georgia, South Carolina, and Texas.

scholarly journals Symbolic Sanctuary and Discursive Dissonance: Limitations of Policy and Practice to Support Undocumented Students at Hispanic Serving Institutions

2018 ◽  
Vol 12 (3) ◽  
pp. 169
Author(s):  
Uriel Serrano ◽  
Andrea Del Carmen Vazquez ◽  
Raul Meneses Samperio ◽  
Allison Mattheis
Keyword(s):  
Immigrant Students ◽  
Undocumented Students ◽  
The United States ◽  
Policy And Practice ◽  
Policy Studies ◽  
University System ◽  
Hispanic Serving Institutions ◽  
System Leaders ◽  
Hispanic Serving ◽  
Critical Policy

An increase in public expressions of xenophobic and racist nativist sentiments followed the election of the 45th president of the United States, and higher education institutions across the country issued statements proclaiming their support for students impacted by changes to federal immigration policy. Guided by García’s (2017) organizational typology of HSIs and critical policy studies (Diem, Young, Welton, Mansfield & Lee, 2014), we conducted a content analysis of messages distributed via campus-wide email that addressed the vulnerabilities of DACA recipients and other immigrant students at two Hispanic-Serving Institutions in California. Our examination of these messages as policy documents reveals how campus and university-system leaders—even in a so-called “Sanctuary State”—attempt to create a notion of “campus as sanctuary” rather than committing to “sanctuary campus” policies and practices. We conclude with recommendations that push the notion of sanctuary campus beyond symbolic gestures and ask practitioners, scholars, and educators to reflect on the practices that foster true sanctuary environments.

Functioning of Ukrainian Bureau in Washington D. C. (March 1939 – May 1940)

2019 ◽  
pp. 142-157
Author(s):  
Danylo Kravets
Keyword(s):  
New York ◽  
The United States ◽  
College Degrees ◽  
The Us ◽  
Us Government ◽  
General Functioning ◽  
History Of ◽  
Governmental Institutions ◽  
History Of Journalism ◽  
The Military

The aim of the Ukrainian Bureau in Washington was propaganda of Ukrainian question among US government and American publicity in general. Functioning of the Bureau is not represented non in Ukrainian neither in foreign historiographies, so that’s why the main goal of presented paper is to investigate its activity. The research is based on personal papers of Ukrainian diaspora representatives (O. Granovskyi, E. Skotzko, E. Onatskyi) and articles from American and Ukrainian newspapers. The second mass immigration of Ukrainians to the US (1914‒1930s) has often been called the «military» immigration and what it lacked in numbers, it made up in quality. Most immigrants were educated, some with college degrees. The founder of the Ukrainian Bureau Eugene Skotzko was born near Western Ukrainian town of Zoloczhiv and immigrated to the United States in late 1920s after graduating from Lviv Polytechnic University. In New York he began to collaborate with OUN member O. Senyk-Hrabivskyi who gave E. Skotzko task to create informational bureau for propaganda of Ukrainian case. On March 23 1939 the Bureau was founded in Washington D. C. E. Skotzko was an editor of its Informational Bulletins. The Bureau biggest problem was lack of financial support. It was the main reason why it stopped functioning in May 1940. During 14 months of functioning Ukrainian Bureau in Washington posted dozens of informational bulletins and send it to hundreds of addressees; E. Skotzko, as a director, personally wrote to American governmental institutions and foreign diplomats informing about Ukrainian problem in Europe. Ukrainian Bureau activity is an inspiring example for those who care for informational policy of modern Ukraine.Keywords: Ukrainian small encyclopedia, Yevhen Onatsky, journalism, worldview, Ukrainian state. Keywords: Ukrainian Bureau in Washington, Eugene Skotzko, public opinion, history of journalism, diaspora.

Promoting divergent leadership philosophies to improve student success outcomes for black and brown students in higher education

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Nicholas Petty ◽  
Dakota King-White ◽  
Tachelle Banks
Keyword(s):  
Higher Education ◽  
United States ◽  
Student Success ◽  
Baccalaureate Degree ◽  
The United States ◽  
Retention Rates ◽  
Completion Rates ◽  
Marginalized Groups ◽  
Support Students

Abstract Throughout the United States there are millions of Black and Brown students starting the process of attending college. However, research indicates that students from traditionally marginalized groups are less likely than their counterparts to complete the process and graduate college (Shapiro et al., 2017). While retention rates for students from traditionally marginalized backgrounds continue to decline, universities are beginning to pay attention to the needs of this population in search of ways of better supporting them. The examination of these factors may also inform programmatic adjustments, leadership philosophies, and future practices to help retain students and lead to eventual completion of a baccalaureate degree. In this article, the authors review the literature to explore factors that can affect Black and Brown students’ completion rates in higher education. By reviewing the literature and the factors impacting Black and Brown students, the authors share with readers initiatives at one university that are being used to support students from a strengths-based approach.

Sign in / Sign up

Export Citation Format

Share Document