Literaturnachweis - Detailanzeige
| Sonst. Personen | Del Real Viramontes, José R. (Hrsg.); Vasquez, Marissa C. (Hrsg.) |
|---|---|
| Titel | Community college and beyond. Understanding the transfer pipeline for latina/o/x students. |
| Quelle | Charlotte, NC: Information Age Publishing, Inc. (2023) |
| Reihe | Hispanics in education and administration |
| Beigaben | Literaturangaben |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| ISBN | 9798887303598 (gebundene Ausgabe); 9798887303581 (Taschenbuch); 9798887303604 (E-Book) |
| Schlagwörter | USA; Hispanic Americans; Education; Community college students; Social conditions; Hispanic American students; Academic achievement; Social aspects; United States; Erziehung Hispanic; Hispanoamerikaner; Bildung; Erziehung; Community college; Community colleges; College students; Community College; Collegestudent; Soziale Bedingung; Hispanic Americans; Student; Students; Schüler; Schülerin; Studentin; Schulleistung; Social behavior; Social behaviour; Soziales Verhalten; USA |
| Abstract | "Research has long documented that many Latina/o/x students enter the community college with high aspirations of transferring to a four-year university and with the intent to earn a baccalaureate degree (Crisp & Nora, 2010; Rivas et al., 2007). Yet, despite these goals, both two- and four-year institutions have struggled to facilitate more equitable outcomes for Latina/o/x students (Crisp & Nuñez, 2014; Felix, 2021; Garciìa-Louis et al., 2022). A report by Excelencia in Education revealed that 51% of Latina/o/x students begin their post-secondary education at a community college; yet only 11% earn a four-year degree within six years compared to their White (19%) and Asian (23%) counterparts (Santiago & Cuozzo 2018). As the transfer disparity persists among Latina/o/x community college students and continues to widen for those seeking to complete their baccalaureate degree, we asked ourselves three questions: (1) How do Latina/o/x community college students navigate the transfer preparation and decision-making process? (2) Once at the university, how do Latina/o/x transfer students negotiate their identities and lived experiences as they persist towards graduation and beyond? And (3) What policies, practices, and programs at both two-and four-year institutions facilitate access, persistence, and completion for Latina/o/x community college/transfer students? These reflections prompted us to seek answers. This is the first edited book to provide much needed theoretical and empirical insights on Latina/o/x students who enter postsecondary education through the community college. Our book offers a comprehensive outlook on the pre- and post-transfer experiences of Latina/o/x students written by scholars and scholar-practitioners working in the field of higher education. In addition, we include specific sections that speak directly to policies, practices, and theory that address transfer pathways for Latina/o/x community college and transfer students"--Provided by publisher. |
| Erfasst von | Library of Congress, Washington, DC |
| Update | 2023/3/08 |
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