Journal article
A Psychosociocultural View of Hispanic First-Generation College Students’ Graduation Rates
Journal of college student retention : Research, theory & practice, Vol.26(1), pp.64-84
05/2024
DOI: 10.1177/15210251211056299
Abstract
First-generation college students (FGCS), nearly 50% of which identify as Hispanic, are an underserved population. The psychosociocultural theoretical framework posits that individual, environmental, and cultural factors contribute to the academic success of Hispanic students. This study examined the relationship between these factors (i.e., demographics, academic self-efficacy, meeting with professors, and attending cultural programming) to 6-year bachelor’s degree attainment and time to bachelor’s degree attainment among Hispanic students at a Hispanic Serving Institution ( n = 358). Being better prepared academically, being female, and having greater academic self-efficacy were positively related to bachelor’s degree attainment; FGCS status was negatively related. Among students who graduated ( n = 208), entering college being better prepared academically, and having greater academic self-efficacy were related to quicker bachelor’s degree attainment; FGCS status was not significantly related. Practitioners may pay more attention to Hispanic students’ academic self-efficacy and the success of Hispanic male students.
Details
- Title: Subtitle
- A Psychosociocultural View of Hispanic First-Generation College Students’ Graduation Rates
- Creators
- Christian A Latino - University of IowaJustine Radunzel - ACTJason D Way - ACTEdgar Sanchez - ACTAlex Casillas - ACTSaba Rasheed Ali - University of Iowa, Psychological and Quantitative FoundationsD. Martin Kivlighan - University of Iowa, Psychological and Quantitative Foundations
- Resource Type
- Journal article
- Publication Details
- Journal of college student retention : Research, theory & practice, Vol.26(1), pp.64-84
- Publisher
- SAGE Publications
- DOI
- 10.1177/15210251211056299
- ISSN
- 1521-0251
- eISSN
- 1541-4167
- Language
- English
- Electronic publication date
- 11/22/2021
- Date published
- 05/2024
- Academic Unit
- Psychological and Brain Sciences; Internal Medicine; Psychiatry; Psychological and Quantitative Foundations; Education Administration
- Record Identifier
- 9984199054502771
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