Access, Achievement, and Social Capital: Standardized Exams and the Latino College-Bound Population

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Increasing Latina/o Students' Baccalaureate Attainment (2009, background): “Similarly, in a study of differences in achievement between Latina/o students and their peers, Contreras (2005) finds that “Latina/o students perceive themselves to be less academically competitive” than their White and Asian counterparts. aforementioned studies also exemplify the influence of…”
The Impact of Hispanic-Serving Institutions (HSIs), Emerging HSIs, and Non-HSIs on Latina/o Academic Self-Concept (2014, background): “Several studies consistently document observable differences on self-ratings of academic self-concept at college entry between Latina/os and other racial/ ethnic groups (Contreras, 2005; Nuñez, 2009).”
Undergraduate Latina/o Students (2015, background): “A disproportionate number of Latina/o students live in low-income neighborhoods and are therefore more likely to attend poorly resourced public schools (Contreras, 2005), which may negatively affect school and instruction quality (Vartanian & Gleason, 1999).”
Examining the Academic Success of Latino Students in Science Technology Engineering and Mathematics (STEM) Majors (2008, background): “…(Bourdieu & Passerson, 1977; DiMaggio, 1982; Gándara, 1995), several studies suggest that level of parental education plays a role in a student’s exposure to additional resources (i.e., cultural capital) that have a positive effect on educational achievement (Contreras, 2005; Zwick, 2004).”