Capitalizing Baccalaureate Degree Attainment: Identifying Student and Institution Level Characteristics That Ensure Success for Latinxs

Autor/in	Arellano, Lucy
Titel	Capitalizing Baccalaureate Degree Attainment: Identifying Student and Institution Level Characteristics That Ensure Success for Latinxs
Quelle	In: Journal of Higher Education, 91 (2020) 4, S.588-619 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-1546
DOI	10.1080/00221546.2019.1669119
Schlagwörter	Bachelors Degrees; Educational Attainment; Student Characteristics; Institutional Characteristics; Hispanic American Students; Grade Point Average; High School Students; Paying for College; Graduation Rate; Diversity (Institutional); College Environment; Predictor Variables; Cultural Capital; Social Capital; Undergraduate Study; Puerto Ricans; Mexican Americans; College Freshmen; Gender Differences; College Choice; On Campus Students; Academic Aspiration + Suchen Sie Ihr Suchwort? 'Bachelor''s degrees'; Bachelor-Studiengang; Bildungsabschluss; Bildungsgut; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; High school; High schools; Oberschule; Studienfinanzierung; Hochschulumwelt; Prädiktor; Sozialkapital; Grundstudium; Puerto Rican; Puerto-Ricaner; Studienanfänger; Geschlechterkonflikt; Studienortwahl
Abstract	Baccalaureate degree completion is essential for future development as a nation. Latinxs are the largest minority group in the country and by 2050 nearly one out of every three individuals will be of Latinx descent. While Latinx enrollment may increase, the proportion completing college is not comparable. This study explored the pre-college student characteristics and institutional environments through a capital theoretical perspective (Bourdieu, 1986) that fosters degree attainment measured six years after initial enrollment. The national (459 institutions), longitudinal study of 15,745 Latinx students quantitatively examined the impact of differing institutional contexts while accounting for individual characteristics. High school GPA and the number of college applications submitted are positive key factors while concerns about financing college have a negative effect at the student-level on predicting Latinx six year degree attainment. The institutional graduation rate and compositional diversity positively influence graduation. Results further illustrate that campus context matters. Disaggregated results revealed distinct predictors among each of the subgroups. Implications inform postsecondary institutional practices by highlighting mechanisms of inequity embedded within the system of higher education and how to enact transformational change. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01