Indicators of Persistence for Hispanic Undergraduate Achievement: Toward an Ecological Model

Autor/inn/en	Arana, Renelinda; Castaneda-Sound, Carrie; Blanchard, Steve; Aguilar, Teresita E.
Titel	Indicators of Persistence for Hispanic Undergraduate Achievement: Toward an Ecological Model
Quelle	In: Journal of Hispanic Higher Education, 10 (2011) 3, S.237-251 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-1927
DOI	10.1177/1538192711405058
Schlagwörter	Academic Persistence; Hispanic American Students; Undergraduate Students; Holistic Approach; Models; College Environment; First Generation College Students; Student Experience; Student College Relationship + Suchen Sie Ihr Suchwort? Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Holistischer Ansatz; Analogiemodell; Hochschulumwelt; Studienerfahrung
Abstract	By examining Hispanic students both currently and formerly enrolled at a private, Hispanic-serving Institution located in the Southwestern region of the United States, this study attempts to understand the factors that lead to Hispanic undergraduate persistence to graduation. Adapting Bronfenbrenner's theoretical approach, this study explores three dimensions that are critical to understanding Hispanic undergraduate persistence to graduation: (a) the role of the student context (b) the role of the university context in the student's decision to persist; and (c) the interaction between the two contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10