The Role of Faculty, Counselors, and Support Programs on Latino/a Community College Students' Success and Intent to Persist

Autor/in	Tovar, Esau
Titel	The Role of Faculty, Counselors, and Support Programs on Latino/a Community College Students' Success and Intent to Persist
Quelle	In: Community College Review, 43 (2015) 1, S.46-71 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0091-5521
DOI	10.1177/0091552114553788
Schlagwörter	Community Colleges; College Faculty; Teacher Role; School Counselors; Hispanic American Students; Two Year College Students; Academic Achievement; Academic Persistence; Social Capital; Models; Student Characteristics; Transitional Programs; Social Influences; Difficulty Level; Transfer Rates (College); College Transfer Students; Administrators; Grade Point Average; Measures (Individuals); Predictor Variables; Regression (Statistics); Least Squares Statistics; Demography; Graduation; California + Suchen Sie Ihr Suchwort? Community college; Community College; Fakultät; Lehrerrolle; School counselor; Beratungslehrer; Pädagogischer Berater; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Schulleistung; Sozialkapital; Analogiemodell; Sozialer Einfluss; Schwierigkeitsgrad; Hochschulwechsel; Schulwechsel; Studienortwechsel; Messdaten; Prädiktor; Regression; Regressionsanalyse; Demografie; Abschluss; Graduierung; Kalifornien
Abstract	This study examines how interactions with institutional agents (faculty and academic counselors) and select student support programs influence success (i.e., grade point average) and intentions to persist to degree completion for Latino/a community college students. Using social capital theory and college impact models, the study controls for the effects of select pre-college student characteristics, transition-to-college experiences, and academic and social factors. Findings indicate that interactions (quantity and type) with institutional agents exercise a small, but significant effect on Latino/a students' success. Similarly, participation in an academically rigorous program and a counseling-intensive support program influences students' success and intent to persist. Implications for practice are addressed. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10