A Longitudinal Analysis of Latina/o Students’ Academic Persistence-Reference-Cited by-同舟云学术

A Longitudinal Analysis of Latina/o Students’ Academic Persistence

Published:2011-10 Issue:4 Volume:10 Page:358-368
ISSN:1538-1927
Container-title:Journal of Hispanic Higher Education
language:en
Short-container-title:Journal of Hispanic Higher Education

Author:

Bordes-Edgar Veronica¹,Arredondo Patricia²,Kurpius Sharon Robinson³,Rund James³

Affiliation:

1. Phoenix Children’s Hospital, Phoenix, AZ, USA

2. University of Wisconsin–Milwaukee, WI, USA

3. Arizona State University, Tempe, AZ, USA

Abstract

This was a 4.5-year follow-up study of university persistence involving 71 Latina/o students, who were initially surveyed as 1st-semester freshmen. Academic (high school grade point average [GPA], entrance exam scores, and college GPA) and nonacademic (self-beliefs, social support, and academic persistence decisions) factors were examined to determine impact on persistence. Self-beliefs and mentoring predicted academic persistence and college GPA. Students who graduated had stronger high school GPAs, more mentoring, and more positive initial academic persistence decisions.

Publisher

SAGE Publications

Subject

Education

Link

http://journals.sagepub.com/doi/pdf/10.1177/1538192711423318

Reference24 articles.

1. Mentoring and 1st-Year Latina/o College Students

2. Validation of Four Measures of Social Support With Latina/o and Non-Hispanic White Undergraduates

3. Examining the Precollege Attributes and Values of Latina/o Bachelor's Degree Attainers

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