A Culturally Validated Model of Student Success Services and Academic and Curriculum Enhancements at a Hispanic-Serving Institution

Autor/inn/en	Romero, Devan R.; Gonzalez, Minerva; Clark-Ibanez, Marisol; D'Anna-Hernandez, Kimberly
Titel	A Culturally Validated Model of Student Success Services and Academic and Curriculum Enhancements at a Hispanic-Serving Institution
Quelle	In: Association of Mexican American Educators Journal, 14 (2020) 3, S.84-103 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2377-9187
Schlagwörter	Cultural Relevance; Validity; Models; Student Personnel Services; Academic Support Services; Minority Serving Institutions; Hispanic American Students; Mexican Americans; School Holding Power; College Freshmen; Culturally Relevant Education; Program Effectiveness; Academic Achievement; California + Suchen Sie Ihr Suchwort? Gültigkeit; Analogiemodell; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Studienanfänger; Schulleistung; Kalifornien
Abstract	Though college enrollment rates for Mexican-American students have increased over the past years, Mexican-Americans still have one of the lowest rates for degree completion. However, more work is recognizing the strengths of students of Mexican descent, particularly those related to culture such as familism, and calling for asset-based programs that validate the student to increase student retention and persistence. Programs infused with such an approach likely address aspects that improve performance amongst Mexican-American students; however, evidence-based assessment is limited. This paper will detail an asset-based program that uses a culturally validated model of student success services and academic and curriculum enhancements at a Hispanic-Serving Institution to increase overall Latinx student retention and persistence. The program infuses Validation Theory (Rendon, 1994) to address cultural strengths of students and validate their life experiences as first-time freshmen, by creating a culturally relevant curriculum, enhancing culturally relevant student support services, and promoting education equity. Students involved in this program report a high level of belongingness at the university as well as have higher pass rates in their culturally validated courses. Recommendations are discussed for implementation of such a comprehensive program at other institutions as well as implications for higher education. (As Provided).
Anmerkungen	Association of Mexican American Educators. 634 South Spring Street Suite 908, Los Angeles, CA 90014. Tel: 310-251-6306; Fax: 310-538-4976; e-mail: executivedirector@amae.org; Web site: http://amaejournal.utsa.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01