What High-Achieving Latino Students Need to Apply to College: Environmental Factors, Individual Resiliency, or Both?

Autor/in	Rivera, Gwendelyn J.
Titel	What High-Achieving Latino Students Need to Apply to College: Environmental Factors, Individual Resiliency, or Both?
Quelle	In: Hispanic Journal of Behavioral Sciences, 36 (2014) 3, S.284-300 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0739-9863
DOI	10.1177/0739986314542936
Schlagwörter	High Achievement; Hispanic American Students; Correlation; Individual Characteristics; College Attendance; Environmental Influences; Immigrants; Statistical Analysis; Resilience (Psychology); Least Squares Statistics; High School Students; Sampling; Regression (Statistics); California + Suchen Sie Ihr Suchwort? Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Korrelation; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Environmental influence; Umwelteinfluss; Immigrant; Immigrantin; Immigranten; Statistische Analyse; High school; High schools; Oberschule; Regression; Regressionsanalyse; Kalifornien
Abstract	This quantitative study investigated how well environmental and individual factors predicted college-going behavior for college eligible Latino/as. Three questions were addressed: (a) Is there a relationship between individual agency and college-going behavior after controlling for environmental factors? (b) What is the relationship between the individual agency and college-going behavior while controlling for environmental factors? and (c) What role do peers play in the relationship between individual agency and college-going behavior? One hundred and twenty-four college-eligible immigrant Latino/a students completed surveys assessing agency, peer resources, and perceived college-going practices. The odds of submitting a college application were dependent on a combination of individuals' agency scores and peer resources, with the latter serving a meditational role. The results suggest the need to incorporate peer participation into college-going practices in middle and high school and outreach programs. Studies of underserved youth might usefully incorporate individual characteristics as well as environmental factors. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10