Academic Nonpersistence among Latina/o College Students: Examining Cultural and Social Factors

Autor/inn/en	Heredia, Dagoberto, Jr.; Piña-Watson, Brandy; Castillo, Linda G.; Ojeda, Lizette; Cano, Miguel Ángel
Titel	Academic Nonpersistence among Latina/o College Students: Examining Cultural and Social Factors
Quelle	In: Journal of Diversity in Higher Education, 11 (2018) 2, S.192-200 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-8926
DOI	10.1037/dhe0000041
Schlagwörter	Hispanic American Students; College Students; Cultural Awareness; Student Attitudes; Educational Attainment; College Attendance; Acculturation; Academic Persistence; Path Analysis; Disadvantaged; Student Behavior; Values; Correlation; Family Relationship; Self Esteem; Academic Aspiration; Measures (Individuals); Dropouts; School Holding Power; Educational Environment; Positive Attitudes; Rating Scales; Maximum Likelihood Statistics + Suchen Sie Ihr Suchwort? Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Collegestudent; Cultural identity; Kulturelle Identität; Schülerverhalten; Bildungsabschluss; Bildungsgut; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Akkulturation; Pfadanalyse; Student behaviour; Wertbegriff; Korrelation; Self-esteem; Selbstaufmerksamkeit; Messdaten; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Rating-Skala
Abstract	The present study examined behavioral and attitudinal domains of acculturation (e.g., adoption of White host culture norms) and enculturation (e.g., maintenance of traditional Latina/o norms), as well as the mediating role of intragroup marginalization (e.g., teasing from family members for not being Latina/o enough) and perceptions of the university environment, to test a culturally relevant understanding of academic nonpersistence attitudes among 129 Latina/o college students. Path analysis results indicated that individuals who practiced traditional Latina/o behaviors reported less teasing from family members for not being Latina/o enough, whereas individuals who had difficulty accepting traditional Latina/o values reported more teasing. Students who reported more teasing reported less confidence in their decision to attend and graduate from their university, whereas those who reported more positive perceptions of the university environment reported more confidence in their decision to further their education. Further, the relationship between nonpersistence and practicing traditional Latina/o behaviors was mediated, or explained, by the students' experience of being teased. Essentially, Latina/o students who expressed traditional Latina/o behaviors reported less teasing and in turn reported more confidence in their decision to attend and graduate from their university. These findings suggest that persisting Latina/o college students benefit from practicing traditional Latina/o behaviors and experiencing less teasing from family members for not being Latina/o enough. Implications for counselors, educators, and university administration are discussed. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01