scholarly journals Paths to the Baccalaureate at a Hispanic-Serving Institution: The Lived Experiences of Latinos who Entered Higher Education at the Community College

2020 ◽  
Author(s):  
Brent Cejda
Keyword(s):  
Community College ◽  
Postsecondary Education ◽  
Latino Students ◽  
Educational Leaders ◽  
Bachelor's Degree ◽  
Hispanic Serving Institution ◽  
Starting Point ◽  
The Common ◽  
Baccalaureate Completion ◽  
Hispanic Serving

The U.S. Census indicates that Hispanic participation in postsecondary education tripled between 1996 and 2016. If the traditional outcome measure of the six-year graduation rate is used, however, increased participation has not resulted in an increased number of Latinos who complete a bachelor’s degree. Further, typical examinations of baccalaureate completion have focused on the starting point—beginning at a community college or beginning at a four-year college or university and compare percentages of completion by race or ethnicity. Findings of such studies point to the disparity in bachelor’s degree completion rates between Latinos and other racial and ethnic groups and that the disparity is even greater among individuals who begin postsecondary education at the community college. This paper follows an anti-deficit approach to gain a greater understanding of the complexities of baccalaureate completion of Latina/o students beyond the common measure of a six-year timeframe and the simplified starting point of the community college. Learning from the success of the participants may provide insight helpful to educational leaders who seek to provide access and facilitate the success of Latino students.

A Community Cultural Wealth Examination of Sources of Support and Challenges Among Latino First- and Second-Generation College Students at a Hispanic Serving Institution

2016 ◽  
Vol 16 (1) ◽  
pp. 61-76 ◽  
Author(s):  
Claudia Kouyoumdjian ◽  
Bianca L. Guzmán ◽  
Nichole M. Garcia ◽  
Valerie Talavera-Bustillos
Keyword(s):  
College Students ◽  
Postsecondary Education ◽  
Second Generation ◽  
Latino Students ◽  
Community Cultural Wealth ◽  
Cultural Wealth ◽  
College Completion Rates ◽  
Sources Of Support ◽  
Hispanic Serving ◽  
First And Second Generation

Growth of Latino students in postsecondary education merits an examination of their resources/challenges. A community cultural wealth model provided a framework to examine unacknowledged student resources and challenges. A mixed method approach found that first- and second-generation college students report equal numbers of sources of support/challenges. Understanding student needs can assist with program development to increasing college completion rates.

“Here the Professors Are Your Guide, Tus Guías”: Latina/o Student Validating Experiences With Faculty at a Hispanic-Serving Community College

2018 ◽  
Vol 19 (1) ◽  
pp. 3-18 ◽  
Author(s):  
Cynthia M. Alcantar ◽  
Edwin Hernandez
Keyword(s):  
Community College ◽  
Sense Of Belonging ◽  
Critical Role ◽  
Self Concept ◽  
Hispanic Serving Institution ◽  
Faculty Interactions ◽  
Validation Theory ◽  
Hispanic Serving

Through interviews with nine Latina/o students enrolled in a 2-year Hispanic-Serving Institution (HSI), this study examined their interactions with faculty utilizing validation theory as a guiding framework. Findings demonstrate the critical role faculty serve as validating agents and the importance of supporting 2-year HSIs faculty to practice validating experiences. Validating faculty interactions have the potential to increase Latina/o community college student’s sense of belonging, persistence, and academic self-concept.

A Community College HSI: The Effect of an HSI Designation on Organizational Identity

2019 ◽  
Vol 47 (4) ◽  
pp. 360-381
Author(s):  
Todd L. Carter ◽  
Jean A. Patterson
Keyword(s):  
Community College ◽  
Hispanic Students ◽  
Transition Period ◽  
Qualitative Case Study ◽  
Planned Change ◽  
Individual Interviews ◽  
External Stakeholder ◽  
Hispanic Serving Institution ◽  
Hispanic Serving

Objective: Most community colleges receiving the Hispanic-Serving Institution (HSI) designation have no specific mission to serve Hispanic students. The purpose of this qualitative case study was to explore how receiving an HSI designation affects the identity and practices of a community college. Method: Ten years of institutional documents covering the HSI transition period and 40 individual interviews were analyzed for common identity themes and indicators of a commitment to serving Hispanic students. Results: Participants attributed no meaning to the HSI designation; however, the identity labels did have meanings associated with being Hispanic-serving. A “serving all students” ideology combined with a color-blind approach and fear of external stakeholder reaction to the HSI designation were barriers to adopting an HSI identity. Contributions: Previous studies have relied on evidence of planned change as an indicator of an HSI identity. Unplanned change, however, has received very little attention. Our study demonstrates that unplanned changes in some practices and structures did result in movement toward being more Hispanic-serving as the college attempted to serve all students. As many HSIs have chosen not to address a formal change in identity, the unplanned change construct provides valuable data that might otherwise be overlooked.

Prevalence of Mental Health Problems and Help-Seeking Behavior in a Hispanic-Serving Institution

2013 ◽  
Author(s):  
Hsiu-Lan Cheng ◽  
Richard Martinez ◽  
Jessica L. Jackson ◽  
Casey N. Durham ◽  
Jill K. Peters ◽  
...  
Keyword(s):  
Mental Health ◽  
Help Seeking ◽  
Mental Health Problems ◽  
Health Problems ◽  
Help Seeking Behavior ◽  
Hispanic Serving Institution ◽  
Seeking Behavior ◽  
Hispanic Serving

The Still Life of Objects – Heidegger, Schapiro, and Derrida reconsidered

2015 ◽  
Vol 60 (1) ◽  
pp. 81-102
Author(s):  
KErstin Thomas
Keyword(s):  
Still Life ◽  
Work Of Art ◽  
Concrete Material ◽  
Vincent Van Gogh ◽  
Starting Point ◽  
Specific Object ◽  
Truth Claims ◽  
The Common ◽  
Critical Intervention ◽  
The Given

Kerstin Thomas revaluates the famous dispute between Martin Heidegger, Meyer Schapiro, and Jacques Derrida, concerning a painting of shoes by Vincent Van Gogh. The starting point for this dispute was the description and analysis of things and artworks developed in his essay, “The Origin of the Work of Art”. In discussing Heidegger’s account, the art historian Meyer Schapiro’s main point of critique concerned Heidegger’s claim that the artwork reveals the truth of equipment in depicting shoes of a peasant woman and thereby showing her world. Schapiro sees a striking paradox in Heidegger’s claim for truth, based on a specific object in a specific artwork while at the same time following a rather metaphysical idea of the artwork. Kerstin Thomas proposes an interpretation, which exceeds the common confrontation of philosophy versus art history by focussing on the respective notion of facticity at stake in the theoretical accounts of both thinkers. Schapiro accuses Heidegger of a lack of concreteness, which he sees as the basis for every truth claim on objects. Thomas understands Schapiro’s objections as motivated by this demand for a facticity, which not only includes the work of art, but also investigator in his concrete historical perspective. Truth claims under such conditions of facticity are always relative to historical knowledge, and open to critical intervention and therefore necessarily contingent. Following Thomas, Schapiro’s critique shows that despite his intention of giving the work of art back its autonomy, Heidegger could be accused of achieving quite the opposite: through the abstraction of the concrete, the factual, and the given to the type, he actually sets the self and the realm of knowledge of the creator as absolute and not the object of his knowledge. Instead, she argues for a revaluation of Schapiro’s position with recognition of the arbitrariness of the artwork, by introducing the notion of factuality as formulated by Quentin Meillassoux. Understood as exchange between artist and object in its concrete material quality as well as with the beholder, the truth of painting could only be shown as radically contingent. Thomas argues that the critical intervention of Derrida who discusses both positions anew is exactly motivated by a recognition of the contingent character of object, artwork and interpretation. His deconstructive analysis can be understood as recognition of the dynamic character of things and hence this could be shown with Meillassoux to be exactly its character of facticity – or factuality.

It's Not Just a Job Anymore: The Influence of Cultural Change on Student Services Staff in a Community College

NASPA Journal ◽  
2006 ◽  
Vol 43 (2) ◽  
Author(s):  
Mary G. Locke ◽  
Lucy M. Guglielmino
Keyword(s):  
Community College ◽  
Customer Service ◽  
Cultural Change ◽  
Student Services ◽  
Change Process ◽  
Educational Leaders ◽  
Planned Change ◽  
Change Initiative ◽  
Nuanced Understanding

Today’s colleges and universities operate in a complex environment characterized by rapid and unrelenting change, and nowhere do the challenges inherent in change more directly impact students than in the delivery of student services. The need to integrate new models of service delivery, data-driven approaches to enrollment management, greater accountability for student success, stronger emphasis on customer service, and provision of “anytime, anyplace” services through technology are readily evident. Yet, many institutions are finding that their internal cultures are unreceptive, even hostile, toward adopting needed changes. This qualitative case study focusing on a 4- year purposeful change initiative at a community college was conducted to provide higher educational leaders with a more comprehensive and nuanced understanding of the influence of cultural change on student services staff. The results of this study indicated that student services staff constituted a distinct subculture that perceived, experienced, responded to, and influenced planned change differently from other subcultural groups. Specifically, student services staff more demonstrably supported the purpose of the change initiative; identified empowerment, inclusion and involvement in college decision-making, and improved lines of communication as the most important impacts of the change process; and expressed strong confidence regarding the sustainability of the changes that had occurred. Student services staff also indicated that they found greater meaning and developed stronger commitment to their work as a result of the change process. As a result of these findings, implications and strategies that may be helpful in designing and implementing a successful planned change initiative involving student services personnel are presented.

Tied to the Common Core

2016 ◽  
Vol 52 (5) ◽  
pp. 793-840 ◽  
Author(s):  
Yi-Hwa Liou
Keyword(s):  
Common Core ◽  
Educational Leaders ◽  
State Standards ◽  
Leadership Team ◽  
Social Aspect ◽  
Key Factors ◽  
Core State ◽  
Social Network Modeling ◽  
Perception Gap ◽  
The Common

Purpose: Researchers and scholars have called for greater attention to collaboration among and between educational leaders in districtwide reform. This work underlines the important social aspect of such collaboration and further investigates the type of professional interaction among/between district and school leaders particularly around the Common Core State Standards (CCSS) and characterizes such interaction by key factors. Research Method: The work takes place in one school district of more than 30 schools serving students from traditionally marginalized backgrounds. Descriptive statistics, multilevel social network modeling, and network sociograms are used to understand the characteristics of professional interactions around CCSS implementation among district and site leaders. Findings: The findings indicate similarities and differences in characteristics of leaders who likely seek CCSS advice and leaders who likely provide that CCSS advice. Leader self-efficacy in implementing the CCSS positively explains the likelihood of both seeking and providing advice behaviors, and yet other factors (organizational learning, leadership, job satisfaction, and CCSS beliefs) each makes different contributions to the likelihood of seeking and/or providing the CCSS advice. Conclusion and Implications: This work suggests a discrepancy of leaders’ perceptions between advice seekers and providers, signaling a need for closing the perception gap between advice seekers and providers such that the leadership team could better craft coherent norms of collaboration in instructional improvement. Understanding the “why” of CCSS advice ties may help guide leaders toward the “how” to align professional and social aspects of change.

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