Reducing Gaps in First-Year Outcomes between Hispanic First-Generation College Students and Their Peers: The Role of Accelerated Learning and Financial Aid

Autor/inn/en	Latino, Christian A.; Stegmann, Gabriela; Radunzel, Justine; Way, Jason D.; Sanchez, Edgar; Casillas, Alex
Titel	Reducing Gaps in First-Year Outcomes between Hispanic First-Generation College Students and Their Peers: The Role of Accelerated Learning and Financial Aid
Quelle	In: Journal of College Student Retention: Research, Theory & Practice, 22 (2020) 3, S.441-463 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1521-0251
DOI	10.1177/1521025118768055
Schlagwörter	Achievement Gap; College Freshmen; First Generation College Students; Hispanic American Students; Acceleration (Education); Student Financial Aid; Advanced Placement Programs; Dual Enrollment; Academic Persistence; Academic Achievement; Grade Point Average; School Holding Power; College Credits; College Entrance Examinations; Family Income; ACT Assessment + Suchen Sie Ihr Suchwort? Studienanfänger; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Acceleration; Beschleunigung; Finanzielle Beihilfe; Studienfinanzierung; Studienförderung; Doppelstudium; Schulleistung; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Aufnahmeprüfung; Familieneinkommen; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	Hispanic students are the most likely out of all racial or ethnic groups to be first-generation college students (FGCS). Hispanic FGCS have been shown to be the least likely to persist out of all racial or ethnic backgrounds. However, there is little literature on this population. To address this, the present study investigated the association of accelerated learning in high school (e.g., Advanced Placement courses and dual enrollment) and financial aid on academic outcomes for Hispanic FGCS and Hispanic non-FGCS at a 4-year postsecondary institution (n = 2,499). Hispanic FGCS fared worse in first-year grade point average (GPA) and first- to second-year retention than Hispanic non-FGCS. After controlling for academic, nonacademic, and demographic variables, results suggested that accelerated learning reduced achievement gaps in first-year GPA and financial aid reduced achievement gaps in retention rates for Hispanic FGCS. These results suggest that environmental supports (i.e., accelerated learning and financial aid) may be able to improve GPA and retention for Hispanic FGCS. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01