The relationship between psychosociocultural factors and 6-year graduation rates of Hispanic first generation college students at a Hispanic serving institution

Latino first-generation college students face a unique set of challenges that are not part of the college experience of their non-first-generation counterparts. Nonetheless, many Latinos remain optimistic about overcoming barriers that might impede their educational pursuits. The present study was aimed at exploring factors that contribute to Latino students’ positive expectations for degree attainment. Utilizing data from a large online survey administered at a four-year Hispanic Serving Institution (HSI), we found that competency beliefs and persistent determination to overcome challenges significantly influences students’ optimism. In addition, strong connections with institutional agents (largely, faculty and student affairs staff) emerged as significant contributing factors. Students who reported having close relationships with their parents also reported a greater degree of optimism about postsecondary success. Implications for programs and services to improve the college experiences of Latino first-generation student, enhance optimism, and increase retention are discussed.

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Self-Efficacy of First-Generation and Non-First-Generation College Students: The Relationship With Academic Performance and College Adjustment

Journal of College Counseling ◽

10.1002/j.2161-1882.2007.tb00002.x ◽

2007 ◽

Vol 10 (1) ◽

pp. 6-18 ◽

Cited By ~ 53

Author(s):

Lucila Ramos-Sánchez ◽

Laura Nichols

Keyword(s):

College Students ◽

Academic Performance ◽

Self Efficacy ◽

College Adjustment ◽

First Generation ◽

First Generation College Students ◽

First Generation College ◽

The Relationship

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A Title V Center as a Counterspace for Underrepresented Minority and First-Generation College Students

Journal of Hispanic Higher Education ◽

10.1177/1538192720951307 ◽

2020 ◽

pp. 153819272095130

Author(s):

Sarah A. Roberts ◽

Krista L. Lucas

Keyword(s):

Undergraduate Students ◽

First Generation ◽

First Generation College Students ◽

Title V ◽

Underrepresented Minority ◽

Hispanic Serving Institution ◽

First Generation College ◽

Student Center ◽

Hispanic Serving ◽

Four Year Institutions

This study examined a Title V Student Center within a Hispanic Serving Institution and how it acted as a counterspace for undergraduate students. The Center provided multiple academic and non-academic supports that students utilized, including mentoring, office hours, and programming. It also provided a place for community development, offering a sense of safety, encouragement, and belonging. This study contributes to limited research on Title V centers for Latinx students at four-year institutions.

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