Understanding the Retention of Latino College Students.

By Jonathan C. Hernandez. 2000

214 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/14a936ece32c3ec3f39a8bd06789f1c742b81695

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Citations in the corpus

If Life Happened but a Degree Didn’t: Examining Factors That Impact Adult Student Persistence (2014, background): “…is thought to have a positive effect on remaining enrolled (Hernandez, 2000; Nora & Cabrera, 1996; Santiago, 2007; Torres, 2006) though familial expectations may exert pressure on students with respect to college choice (Santiago, 2007) and concerns about disappointing the family (Hernandez, 2000).”
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).”
Examining the Academic Success of Latino Students in Science Technology Engineering and Mathematics (STEM) Majors (2008, background): “…is important especially because July/August 2008 ◆ vol 49 no 4 297 the retention of Latinos, and more specifically the degree completion of Latinos in STEM majors, have reportedly been enhanced by faculty support (Gloria et al., 2005; Hernandez, 2000; Hernandez & Lopez, 2004; Leslie et al., 1998).”
African American and Hispanic Student Engagement at Minority Serving and Predominantly White Institutions (2007, background): “…at PWIs encounter challenges and impediments, such as a “chilly” campus environment and strong familial obligations, to engaging in these practices at levels that produce meaningful learning and development (Allen, 1985; Feagin, Vera, & Imani, 1996; Hernandez, 2000; Pierce, 1989; Turner, 1994).”
Ethnic and Gender Differences in First-Year College Students’ Goal Orientation, Self-Efficacy, and Extrinsic and Intrinsic Motivation (2014, background): “Robbins, Casillas, & Oh, 2008; Hernandez, 2000), it is important to examine potential ethnic and gender differences in early motivational profiles in college.”
The Effects of Student–Faculty Interaction on Academic Self-Concept: Does Academic Major Matter? (2014, background): “Previous research has indicated that student–faculty interaction improves college students’ grade point average (GPA) (Anaya & Cole 2001; Dika 2012; Kim 2010; Kim & Sax 2009), increases persistence (Hernandez 2000; Lau 2003; Pascarella & Terenzini 1977; Spady 1970, 1971; Tinto 1975), facilitates int”
Delineating the Ways That Key Institutional Agents Provide Racial Minority Students With Access to Social Capital in College (2012, background): “This is consistent with literature suggesting that institutional agents who show concern and genuinely care about their student’s wellbeing can positively influence those students’ experiences (Cole & Barber, 2003; FriesBritt, 1995; Guifrida, 2005; Hernandez, 2000; Jackson et al., 2003; Nettles et”
Desafíos y Bendiciones (2012, background): “In addition, connection to a university family, who are often comprised of student peers, faculty, and university staff, is central to Latina/o students’ sense of self-efficacy and ability to succeed (Castellanos & Gloria, 2007; Gloria & Rodriguez, 2000; Hernandez, 2000).”
An Examination of Academic Nonpersistence Decisions of Latino Undergraduates (2005, background): “Hernandez (2000) found that Latina/o students were more likely to succeed in school when they had a positive sense of self (i.e., self-esteem), resiliency (e.g., Arellano & Padilla, 1996), and self-efficacy.”
An Examination of Persistence Research Through the Lens of a Comprehensive Conceptual Framework (2009, background): “Although, research connects campus climate to Latino student persistence at primarily White institutions (Gloria et al., 2005; Hernandez 2000; Hernandez & Lopez, 2004-2005), the research on HSIs is less clear.”
What Matters to Student Success: A Review of the Literature (2006, background): “Feeling a sense of fit and belonging at the institution is important because being validated by faculty, staff, and peers helps students believe they can succeed (Hernandez 2000; Rendon 1994, 1999; Suarez 2003).”
Quality and Frequency of Faculty-Student Interaction as Predictors of Learning: An Analysis by Student Race/Ethnicity (2004, background): “Likewise, Hernandez (2000) found that retention increased when faculty paid attention to Latino/a students as individuals and cared for their well-being.”
A Structural Model of the Relationship Between Student–Faculty Interaction and Cognitive Skills Development Among College Students (2015, background): “Faculty members are thought to be one of the major socializing agents in the college environment, and it has been widely heralded that frequent and positive interactions between students and faculty enhance students’ persistence and retention in higher education (Hernandez 2000; Jackson et al. 2003;”