Engaging Politically Disenfranchised Students in Governance

New Jersey City University is an urban, Minority- and Hispanic-Serving Institution with a First-Generation-to-College, commuter, and immigrant student population. How can we engage our students who feel powerless, distrustful, or even threatened by government actors in governance? Will perceptions of governance change with increased exposure to political elites in their communities? Using Community Engaged Learning methods, we asked students to attend civic meetings and courtrooms to observe the inner workings of governance and engage in dialogue with political elites. Journals and surveys reveal that students deconstructed pre-conceived notions of powerlessness, humanized government actors, and became hopeful about change in their communities.

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Desire for Higher Education in First-Generation Hispanic College Students Enrolled in a Graduate Counseling Program

Journal of Phenomenological Psychology ◽

10.1163/15691624-12341269 ◽

2014 ◽

Vol 45 (1) ◽

pp. 72-91 ◽

Cited By ~ 2

Author(s):

Tamara Olive

Keyword(s):

Higher Education ◽

First Generation ◽

Hispanic Students ◽

General Structure ◽

Nonlinear Process ◽

Counseling Program ◽

Hispanic College Students ◽

Hispanic Serving Institution ◽

Hispanic Serving ◽

Counselor Education Program

Abstract Motivation to seek higher education is rarely examined in Hispanic first-generation graduate students, those whose parents have not attended college, and there is less literature examining those whose desire for education extends to a master’s degree in counseling. The purpose of this study was to conduct a phenomenological examination of the desire to attend college among first-generation Hispanic students enrolled in a counselor education program. One-hour taped interviews were conducted with three volunteer participants enrolled in a graduate counseling program at a Texas university designated as a Hispanic-serving institution. Meaning units and constituents were extracted, and a general structure was developed using the Descriptive Phenomenological Method (Giorgi, 1985). The phenomenological analysis resulted in one structure that identifies the influence of respected others; resilience and self-efficacy; self-denial; a need for distinction and career satisfaction; spirituality; altruism; and a view of commitment to a counseling degree as a nonlinear process.

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Grit and Retention Among First Year Hispanic College Students at a Hispanic Serving Institution

Hispanic Journal of Behavioral Sciences ◽

10.1177/0739986320910153 ◽

2020 ◽

Vol 42 (2) ◽

pp. 264-270

Author(s):

J. Derek Lopez ◽

Jennifer M. Horn

Keyword(s):

United States ◽

College Students ◽

First Generation ◽

First Year ◽

Student Orientation ◽

Hispanic College Students ◽

Hispanic Serving Institution ◽

New Student Orientation ◽

Hispanic Serving ◽

New Student

Hispanic college students attending a Hispanic Serving Institution (HSI) in the southwest United States were administered the short grit survey during new student orientation for 2 consecutive years ( N = 496) to ascertain the association with grit scores and retention after the first year of university attendance. Results indicate that there was a gender difference in grit scores and retention. Few grit survey items were associated with retention, thus suggesting that the grit survey may not be an appropriate predictor of retention for first-generation Hispanic college students.

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The relationship between psychosociocultural factors and 6-year graduation rates of Hispanic first generation college students at a Hispanic serving institution

10.17077/etd.005595 ◽

2020 ◽

Author(s):

Christian A. Latino

Keyword(s):

College Students ◽

Graduation Rates ◽

First Generation ◽

First Generation College Students ◽

Hispanic Serving Institution ◽

First Generation College ◽

Hispanic Serving ◽

The Relationship

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Peer Mentoring as Social Capital for Latina/o College Students at a Hispanic-Serving Institution

Journal of Hispanic Higher Education ◽

10.1177/1538192717702949 ◽

2017 ◽

Vol 17 (4) ◽

pp. 375-392 ◽

Cited By ~ 3

Author(s):

Roxanne V. Moschetti ◽

Scott W. Plunkett ◽

Rafi Efrat ◽

Dani Yomtov

Keyword(s):

College Students ◽

Social Capital ◽

Peer Mentoring ◽

Qualitative Data ◽

First Generation ◽

Academic Support ◽

Mentoring Program ◽

Peer Mentors ◽

Hispanic Serving Institution ◽

Hispanic Serving

An evaluation was conducted on a university peer mentoring program for Latina/o college students (mostly freshmen and first generation) at a Hispanic-Serving Institution. Data were collected across 3 years from 458 Latina/o students with mentors and 86 Latina/o students without mentors (Year 3). Quantitative and qualitative data indicated mentees viewed peer mentors as social capital (e.g., emotional and academic support). Mentees reported increased university integration and connection at posttest, significantly greater than nonmentored students.

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Profile of First-Generation College Students within a Hispanic-Serving Institution

PsycEXTRA Dataset ◽

10.1037/e685842012-012 ◽

2012 ◽

Author(s):

Tucker Jones ◽

Laura Hopkins

Keyword(s):

College Students ◽

First Generation ◽

First Generation College Students ◽

Hispanic Serving Institution ◽

First Generation College ◽

Hispanic Serving

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Effects of Research-Related Activities on Graduation at a Hispanic Serving Institution

Journal of College Student Retention Research Theory & Practice ◽

10.1177/15210251211065099 ◽

2021 ◽

pp. 152102512110650

Author(s):

Winny Dong ◽

Rebecca M. Eddy ◽

David M. Mendelsohn ◽

Courtney Koletar ◽

Monique Matelski ◽

...

Keyword(s):

Low Income ◽

Liberal Arts ◽

First Generation ◽

Undergraduate Research ◽

Research Participation ◽

Underrepresented Minority ◽

Hispanic Serving Institution ◽

Study Results ◽

Hispanic Serving ◽

The Impact

This paper reports on the results of a study of 6,654 unique students on the type of research-related activities (e.g., undergraduate research and internships) they participated in while at California State Polytechnic University, Pomona (Cal Poly Pomona). Results indicate that the odds of graduating for students who participated in research-related activities were almost twice those of students who did not participate in research-related activities. These results differ from and complement studies on the impact of undergraduate research at liberal arts colleges and research-intensive universities. Study results indicate that non-first-generation students, non-low-income students, and non-underrepresented minority (non-URM) students were more likely to participate in research. Participation in internships with industry and with a professional were most predictive of graduation. Students who participated in multiple research-related activities were also more likely to graduate than those who participated in fewer activities; results indicate research participation is equally beneficial across groups with different demographic characteristics including major, sex, first generation and URM status.

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Does the Match between Gender and Race of Graduate Teaching Assistants and Undergraduates Improve Student Performance in Introductory Biology?

CBE—Life Sciences Education ◽

10.1187/cbe.20-07-0137 ◽

2020 ◽

Vol 19 (4) ◽

pp. ar57

Author(s):

Star W. Lee ◽

Marsha Ing

Keyword(s):

Student Performance ◽

Low Income ◽

First Generation ◽

Underrepresented Students ◽

Introductory Biology ◽

Graduate Teaching ◽

Hispanic Serving Institution ◽

Improve Student Performance ◽

Race Ethnicity ◽

Hispanic Serving

This study evaluated the academic performance of students who shared their graduate teaching assistant’s demographic characteristics, including gender, race/ethnicity, and low-income or first-generation status. The study focused on underrepresented students in STEM, including female and Latinx students, at a Hispanic-serving institution.

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A Title V Center as a Counterspace for Underrepresented Minority and First-Generation College Students

Journal of Hispanic Higher Education ◽

10.1177/1538192720951307 ◽

2020 ◽

pp. 153819272095130

Author(s):

Sarah A. Roberts ◽

Krista L. Lucas

Keyword(s):

Undergraduate Students ◽

First Generation ◽

First Generation College Students ◽

Title V ◽

Underrepresented Minority ◽

Hispanic Serving Institution ◽

First Generation College ◽

Student Center ◽

Hispanic Serving ◽

Four Year Institutions

This study examined a Title V Student Center within a Hispanic Serving Institution and how it acted as a counterspace for undergraduate students. The Center provided multiple academic and non-academic supports that students utilized, including mentoring, office hours, and programming. It also provided a place for community development, offering a sense of safety, encouragement, and belonging. This study contributes to limited research on Title V centers for Latinx students at four-year institutions.

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Risk Factors and Effectiveness of Implemented Academic Interventions on Student Retention at a Hispanic-Serving Institution

Journal of College Student Retention Research Theory & Practice ◽

10.1177/1521025120986978 ◽

2021 ◽

pp. 152102512098697

Author(s):

Daniel A. Brown ◽

Julio G. Soto ◽

Sulekha Anand ◽

Nicholas E. Weimer ◽

Victoria A. Black

Keyword(s):

Risk Factors ◽

Financial Aid ◽

First Generation ◽

Empirical Studies ◽

Academic Interventions ◽

Academic Coaching ◽

Hispanic Serving Institution ◽

Hispanic Serving ◽

High School Performance ◽

Academic Retention

We examined three large freshman cohorts from Texas State University, a Hispanic-Serving Institution (HSI), to identify risk factors that might affect academic retention. Risk factors supported by empirical studies such as first-generation, ethnicity, gender, financial aid need, high school performance, and living off campus were examined. We also determined the effectiveness of four academic interventions in achieving retention of students that were on academic probation for two consecutive semesters. Statistical analyses demonstrated that being a first-generation college student and receiving financial aid were significant risks for attrition in all cohorts. Living off-campus and being an URM student were not. Retention in two cohorts was dependent on the combinations of three peer mentoring, two academic coaching, and two to three academic advising sessions. A probation predictive model was developed. Finally, we discussed the importance of examining risk factors and interventions that are tailored to each academic institution.

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