The Geography of Underrepresentation: Latino Student Success and Absence at a Predominantly White Public University

This study reports the results of a cultural competence self-assessment completed by students, faculty, and staff ( N = 299) at a Journalism and Mass Communications School at a predominantly White public university in the Midwest, where students had been demonstrating against cultural insensitive experiences on campus. Results reveal that all participants perceive themselves as fairly culturally competent, but perceive others as being less culturally competent. This finding, suggestive of a third-person effect, was especially pronounced among faculty. Despite high self-ratings, one out of 10 respondents reported cultural insensitive experiences, mainly dealing with sexism or racism. Implications and recommendations are discussed.

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Pathway patterns mobility study of first time vs. transfer students in computer science and information technology programs at a public university

Journal of Applied Research in Higher Education ◽

10.1108/jarhe-12-2020-0429 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Prateek Basavaraj ◽

Ivan Garibay ◽

Ozlem Ozmen Garibay

Keyword(s):

Information Technology ◽

Student Success ◽

Computer Science ◽

Transfer Students ◽

Public University ◽

Transfer Student ◽

Mobility Patterns ◽

Content Type ◽

First Time ◽

Progression Patterns

PurposePostsecondary institutions use metrics such as student retention and college completion rates to measure student success. Multiple factors affect the success of first time in college (FTIC) and transfer students. Transfer student success rates are significantly low, with most transfer students nationwide failing to complete their degrees in four-year institutions. The purpose of this study is to better understand the degree progression patterns of both student types in two undergraduate science, technology, engineering and mathematics (STEM) programs: computer science (CS) and information technology (IT). Recommendations concerning academic advising are discussed to improve transfer student success.Design/methodology/approachThis study describes how transfer student success can be improved by thoroughly analyzing their degree progression patterns. This study uses institutional data from a public university in the United States. Specifically, this study utilizes the data of FTIC and transfer students enrolled in CS and IT programs at the targeted university to understand their degree progression patterns and analyzes the program curricula using network science curricular analytics method to determine what courses in the curriculum require more assistance to retain students.FindingsThe major findings of this study are: (1) students’ degree mobility patterns within an institution differ significantly between transfer and FTIC students; (2) some similarities exist between the CS and IT programs in terms of transfer students' degree mobility patterns; (3) transfer students' performance in basic and intermediate level core courses contribute to differences in transfer students' mobility patterns.Originality/valueThis study introduces the concept of “mobility patterns” and examines student degree mobility patterns of both FTIC and transfer students in a large public university to improve the advising process for transfer students regarding courses and identifying secondary majors.

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Reflections from the U.S.–Mexico borderlands on a “border-rooted” paradigm in higher education

Ethnicities ◽

10.1177/1468796817752559 ◽

2018 ◽

Vol 18 (2) ◽

pp. 277-294

Author(s):

Cynthia L Bejarano ◽

Jeffrey P Shepherd

Keyword(s):

Secondary Education ◽

Student Success ◽

Paradigm Shift ◽

Latino Students ◽

Space And Place ◽

Post Secondary Education ◽

Post Secondary ◽

Alternative Approach ◽

Latino Student Success ◽

The U.S

This essay proposes an alternative approach to Latino student success through a “border-rooted” paradigm shift in post-secondary education. A “border-rooted” paradigm reflects the local socio-cultural and historical epistemologies that impact post-secondary education, and how space and place impacts educational settings that serve Latino students.

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Predicting EdD Applicant Potential Using Structured Behavioral Interviews During the Application Process

Impacting Education Journal on Transforming Professional Practice ◽

10.5195/ie.2020.109 ◽

2020 ◽

Vol 5 (1) ◽

Author(s):

Laurie A. Kimbrel ◽

Mary Alice Varga

Keyword(s):

Student Success ◽

Selection Process ◽

Structured Interview ◽

Public University ◽

Candidate Selection ◽

Science Literature ◽

Application Process ◽

Evolving Data

This essay describes the work of faculty at a public university in the southeast to align their application process with CPED principles through the addition of structured behavioral interviews. Their work was grounded in the premise that redefinition of the Ed. D. program to focus on the effective preparation of scholarly practitioners also requires a redefinition of the type of student who is most likely to benefit and, consequently, how the applicants most likely to achieve success are identified and admitted. A structured interview was added to the application process as a tool to gather data to accurately predict the likelihood of student success in the program and as a leader of change in schools. The development of the interview was guided by selection science literature, and questions were aligned to essential student attributes. Although the interview questions and process are still evolving, data from the initial administration suggests that the interview has promise as a useful element of the candidate selection process.

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Factors Associated with Student Success in a Baccalaureate Nursing Program within an Urban Public University

Journal of Nursing Education ◽

10.3928/0148-4834-19960901-14 ◽

1996 ◽

Vol 35 (6) ◽

pp. 285-288

Author(s):

Cynthia S Aber ◽

Diane Arathuzik

Keyword(s):

Student Success ◽

Baccalaureate Nursing ◽

Public University ◽

Nursing Program ◽

Factors Associated ◽

Baccalaureate Nursing Program

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Structuring Failure and Success: Understanding the Variability in Latino School Engagement

Harvard Educational Review ◽

10.17763/haer.71.3.280w814v1603473k ◽

2001 ◽

Vol 71 (3) ◽

pp. 475-505 ◽

Cited By ~ 174

Author(s):

Gilberto Conchas

Keyword(s):

Low Income ◽

School Engagement ◽

Latino Students ◽

Minority Groups ◽

School Context ◽

Latino Student ◽

School Programs ◽

Limited Opportunity ◽

Latino Student Success ◽

Cultural Ecological

Why do some low-income immigrant and native-born Latino students do well in school while others do not? Why are low-income Latino students less successful in school than their White peers? What are the effects of institutional mechanisms on low-income Latino school engagement? For the past two decades, the most persuasive answers to these questions have been advanced by the cultural-ecologists, who suggest that differences in academic achievement by race result from minority groups' perceptions of the limited opportunity structure. However, variations within the Latino student population remain — some Latino students succeed and some fail. In this article, Gilberto Conchas describes the results of a study that examined how school programs construct school failure and success among low-income immigrants and U.S.-born Latino students. The results of Conchas's study show that, from students' perspectives, institutional mechanisms have an impact on Latino school engagement, and he links cultural-ecological explanations and institutional explanations. The findings from this study extend our understanding of the fluidity and nuance of within-group variations in Latino student success in an urban school context. (pp. 475–504)

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