TY - JOUR
T1 - A longitudinal analysis of latina/o students' academic persistence
AU - Bordes-Edgar, Veronica
AU - Arredondo, Patricia
AU - Kurpius, Sharon Robinson
AU - Rund, James
N1 - Funding Information:
Research examining factors related to the persistence of Latina/o students has consistently shown that social support and self-beliefs are powerful predictors of academic persistence decisions and psychological adjustment (; ). Specific to social support, found that both friend and family support positively affected the psychological adjustment of Latina/o college students, with friend support being slightly stronger than family support. found that family support for attending a university was a significant factor in Mexican American women persisting in college, and found parent encouragement positively predicted college persistence intentions of Mexican American men. Also testing the power of social support to predict persistence decisions among Latina/o undergraduates, and found that social support, particularly support from friends and mentors, predicted persistence decisions. The importance of mentoring was also supported by the research of and . Each of these studies found that having a mentor or perceiving that someone on campus cared about one’s academic success was strongly related to staying in school.
PY - 2011/10
Y1 - 2011/10
N2 - This was a 4.5-year follow-up study of university persistence involving 71 Latina/o students, who were initially surveyed as 1st-semester freshmen. Academic (high school grade point average [GPA], entrance exam scores, and college GPA) and nonacademic (self-beliefs, social support, and academic persistence decisions) factors were examined to determine impact on persistence. Self-beliefs and mentoring predicted academic persistence and college GPA. Students who graduated had stronger high school GPAs, more mentoring, and more positive initial academic persistence decisions.
AB - This was a 4.5-year follow-up study of university persistence involving 71 Latina/o students, who were initially surveyed as 1st-semester freshmen. Academic (high school grade point average [GPA], entrance exam scores, and college GPA) and nonacademic (self-beliefs, social support, and academic persistence decisions) factors were examined to determine impact on persistence. Self-beliefs and mentoring predicted academic persistence and college GPA. Students who graduated had stronger high school GPAs, more mentoring, and more positive initial academic persistence decisions.
KW - Latina(o)
KW - academic persistence
KW - grade point average
KW - graduation
KW - high school
KW - higher education
KW - mentoring
UR - http://www.scopus.com/inward/record.url?scp=80053654411&partnerID=8YFLogxK
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U2 - 10.1177/1538192711423318
DO - 10.1177/1538192711423318
M3 - Article
AN - SCOPUS:80053654411
SN - 1538-1927
VL - 10
SP - 358
EP - 368
JO - Journal of Hispanic Higher Education
JF - Journal of Hispanic Higher Education
IS - 4
ER -