Hispanic Student Success: Factors Influencing the Persistence and Transfer Decisions of Latino Community College Students Enrolled in Developmental Education

By G. Crisp, Amaury Nora. 2010

263 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/f5b277b72c3c6c20981e96c94e777cac1f7595e6

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Citations in the corpus

The Impact of Developmental Education on Community College Persistence and Vertical Transfer (2014, background): “More specifically, findings suggest that older students and/or students who delay entering college immediately following high school are more likely to require remediation (Burley, 1997; Crisp & Nora, 2010).”
Undergraduate Latina/o Students (2015, methodology): “However, limited evidence suggests that attending a selective or public institution and/or an institution with a sizable percentage of Latina/o students may improve the odds that students will persist or earn a degree (Cerna et al., 2009; Crisp & Nora, 2010; Melguizo, 2009).”
Understanding the Racial Transfer Gap: Modeling Underrepresented Minority and Nonminority Students’ Pathways from Two-to Four-Year Institutions (2014, background): “…and transfer studies utilizing two-year and/or URM samples have increasingly drawn upon alternative frameworks including Nora’s (2004) student/institution engagement model (e.g., Arbona & Nora, 2007; Kraemer, 1995; Crisp & Nora, 2010) to understand student persistence and/or transfer pathways.”
Increasing Success Rates in Developmental Math: The Complementary Role of Individual and Institutional Characteristics (2015, background): “1999), and environmental factors like the number of hours worked and financial obstacles demonstrated to decrease the likelihood of persistence (Crisp and Nora 2010; Hoyt 1999; Nakajima et al. 2012; Schmid and Abell 2003).”
The Role of Faculty, Counselors, and Support Programs on Latino/a Community College Students’ Success and Intent to Persist (2015, methodology): “…to the need to uncover how variables such as gender, age, college generation, and immigration status affect the success and retention of diverse students, especially in light of dominant college impact models inadequately accounting for the experiences of impacted groups (Crisp & Nora, 2010).”
Psychosocial Factors and Community College Student Success (2017, background): “…examining factors affecting community college students’ academic success and persistence has tended to concentrate on variables such as first-generation status, socioeconomic status, and prior school achievement (e.g., Arbona & Nora, 2007; Crisp & Nora, 2010; Halpin, 2000; Hawley & Harris, 2005).”