THE SIGNIFICANCE OF RACE AND GENDER IN SCHOOL SUCCESS AMONG LATINAS AND LATINOS IN COLLEGE

By H. Barajas, J. Pierce. 2001

155 citations recorded by the source corpus.

Subfields: Education, Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/0ded64ce0295e74794a331b665cc195198a37b22

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Citations in the corpus

Undergraduate Latina/o Students (2015, background): “Qualitative findings highlight the positive impact of role models, mentors, parents, peers, and Latina/o communities on campus (Arana et al., 2011; Arellano & Padilla, 1996; Barajas & Pierce, 2001; Cabrera & Padilla, 2004; Cejda, Casparis & Rhodes, 2002; Hernandez, 2000; Zalaquett & Lopez, 2006).”
Under-represented college students and extracurricular involvement: the effects of various student organizations on academic performance (2008, background): “In addition, several studies suggest that there are benefits of Black and Latino students participating in a co-ethnic student organization, such as an increase in their sense of ethnic identity ( Barajas and Pierce 2001; Fries-Britt 1998; Kimbrough 1995; Nagasawa and Wong 1999).”
More Girls Go to College: Exploring the Social and Academic Factors Behind the Female Postsecondary Advantage Among Hispanic and White Students (2010, background): “complete college at rates higher than their co-ethnic male peers (Garcia and Bayer 2005; NCES 2005), recent research has called into question whether there is a one-size-fits-all explanation behind the higher postsecondary attendance rates of females from different racial/ethnic backgrounds (Barajas”
Examining Social Capital as a Mechanism for Improving School Engagement Among Low Income Hispanic Girls (2007, background): “Recent studies provide evidence of a growing pattern of educational success among Hispanic females as a means for achieving equality of status and opportunity (Barajas & Pierce, 2001; Cammarota, 2004; Lopez, 2002; Smith, 2002; Valenzuela, 1993).”
Ethnic and Racial Identity and Adolescent Well-Being (2007, background): “However, many of the findings for both racial and ethnic identity appear to be more robust for females than males (eg, Lasley-Barajas & Pierce, 2001 ).”
Student Involvement in Ethnic Student Organizations: Examining Civic Outcomes 6 Years After Graduation (2015, background): “Organization participation is positively related to the educational experiences and outcomes of underrepresented minority students, such as facilitating a positive self-identity, increasing social and academic integration, and even improving academic outcomes (Baker 2008; Barajas and Pierce 2001; Gu”