Loyalty to Ethnic Heritage and Hispanic College Student Engagement

2017 ◽  
Vol 17 (4) ◽  
pp. 332-346 ◽  
Author(s):  
Renelinda Arana ◽  
Steve Blanchard
Keyword(s):  
College Student ◽  
Student Success ◽  
Undergraduate Students ◽  
Hispanic Students ◽  
Hispanic Student ◽  
Campus Engagement ◽  
Hispanic Serving Institution ◽  
Hispanic Undergraduate Students ◽  
Hispanic Serving ◽  
Survey Responses

This study examined Hispanic undergraduate students’ campus engagement at a private Hispanic Serving Institution. Through an analysis of survey responses of 84 students, a new measurement of ethnic loyalty is utilized. This study found that students who are more ethnically loyal are more likely to partake in campus resources than other students. In exploring Hispanic students’ background in a novel way, this study contributed to efforts to promote integration and Hispanic student success.

The Effect of Perceived College-Related Stress on Depression, Life Satisfaction, and School Satisfaction: The Coping Strategies of Hispanic College Students From a Hispanic Serving Institution

2020 ◽  
Vol 52 (8) ◽  
pp. 1204-1222 ◽  
Author(s):  
David T. Lardier ◽  
Chih-Yuan Steven Lee ◽  
Jose Miquel Rodas ◽  
Pauline Garcia-Reid ◽  
Robert J. Reid
Keyword(s):  
Life Satisfaction ◽  
Undergraduate Students ◽  
Perceived Stress ◽  
Well Being ◽  
Moderating Effects ◽  
Hispanic College Students ◽  
Hispanic Serving Institution ◽  
Related Stress ◽  
Hispanic Undergraduate Students ◽  
Hispanic Serving

The purpose of this study was to examine the effect reflective coping, suppressive coping, and reactive coping had on stress and indicators of well-being among Hispanic undergraduate students ( N = 177) from a Hispanic Serving Institution. Findings demonstrate that both reactive and suppressive coping had separate but important moderating effects on perceived stress and well-being outcomes. Perceived stress was also associated with both depressive symptoms and life satisfaction indirectly through copying styles.

Desire for Higher Education in First-Generation Hispanic College Students Enrolled in a Graduate Counseling Program

2014 ◽  
Vol 45 (1) ◽  
pp. 72-91 ◽  
Author(s):  
Tamara Olive
Keyword(s):  
Higher Education ◽  
First Generation ◽  
Hispanic Students ◽  
General Structure ◽  
Nonlinear Process ◽  
Counseling Program ◽  
Hispanic College Students ◽  
Hispanic Serving Institution ◽  
Hispanic Serving ◽  
Counselor Education Program

Abstract Motivation to seek higher education is rarely examined in Hispanic first-generation graduate students, those whose parents have not attended college, and there is less literature examining those whose desire for education extends to a master’s degree in counseling. The purpose of this study was to conduct a phenomenological examination of the desire to attend college among first-generation Hispanic students enrolled in a counselor education program. One-hour taped interviews were conducted with three volunteer participants enrolled in a graduate counseling program at a Texas university designated as a Hispanic-serving institution. Meaning units and constituents were extracted, and a general structure was developed using the Descriptive Phenomenological Method (Giorgi, 1985). The phenomenological analysis resulted in one structure that identifies the influence of respected others; resilience and self-efficacy; self-denial; a need for distinction and career satisfaction; spirituality; altruism; and a view of commitment to a counseling degree as a nonlinear process.

“‘I Was Gonna Go Off, but My Best Friend is White.”: Hispanic Students’ Co-Cultural Reasoning in a Hispanic Serving Institution

2019 ◽  
Vol 67 (2) ◽  
pp. 158-177 ◽  
Author(s):  
Amy Aldridge Sanford ◽  
C. Kyle Rudick ◽  
Keith Nainby ◽  
Kathryn B. Golsan ◽  
Stephanie Rollie Rodriguez ◽  
...  
Keyword(s):  
Hispanic Students ◽  
Best Friend ◽  
Hispanic Serving Institution ◽  
Hispanic Serving

scholarly journals Growing a growth mindset: characterizing how and why undergraduate students’ mindsets change

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Lisa B. Limeri ◽  
Nathan T. Carter ◽  
Jun Choe ◽  
Hannah G. Harper ◽  
Hannah R. Martin ◽  
...  
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
Student Success ◽  
Undergraduate Students ◽  
Growth Mindset ◽  
Academic Experiences ◽  
Five Factors ◽  
Stem Students ◽  
Upper Level ◽  
Survey Responses

Abstract Background The extent to which students view their intelligence as improvable (i.e., their “mindset”) influences students’ thoughts, behaviors, and ultimately their academic success. Thus, understanding the development of students’ mindsets is of great interest to education scholars working to understand and promote student success. Recent evidence suggests that students’ mindsets continue to develop and change during their first year of college. We built on this work by characterizing how mindsets change and identifying the factors that may be influencing this change among upper-level STEM students. We surveyed 875 students in an organic chemistry course at four points throughout the semester and interviewed a subset of students about their mindsets and academic experiences. Results Latent growth modeling revealed that students tended to shift towards viewing intelligence as a stable trait (i.e., shifted towards a stronger fixed mindset and a weaker growth mindset). This trend was particularly strong for students who persistently struggled in the course. From qualitative analysis of students’ written survey responses and interview transcripts, we determined that students attribute their beliefs about intelligence to five factors: academic experiences, observing peers, deducing logically, taking societal cues, and formal learning. Conclusions Extensive prior research has focused on the influence of mindset on academic performance. Our results corroborate this relationship and further suggest that academic performance influences students’ mindsets. Thus, our results imply that mindset and academic performance constitute a positive feedback loop. Additionally, we identified factors that influence undergraduates’ mindset beliefs, which could be leveraged by researchers and practitioners to design more persuasive and effective mindset interventions to promote student success.

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