Investigating Academic Integration and Persistence among First-Generation Latino Students in the Northwest Suburbs of Chicago: A Mixed-Methods Study
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| Title: | Investigating Academic Integration and Persistence among First-Generation Latino Students in the Northwest Suburbs of Chicago: A Mixed-Methods Study |
|---|---|
| Language: | English |
| Authors: | Gerardo F. Barrio |
| Source: | Online Submission. 2025Ed.D. Scholarly Research Project, Bradley University. |
| Peer Reviewed: | N |
| Page Count: | 124 |
| Publication Date: | 2025 |
| Document Type: | Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education Two Year Colleges High Schools Secondary Education |
| Descriptors: | First Generation College Students, Community Colleges, Academic Persistence, Suburban Schools, Hispanic American Students, Barriers, Student Motivation, Influences, Academic Achievement, Student College Relationship, Student Experience, Minority Serving Institutions, Community College Students, Student Attitudes, Academic Support Services, High Schools, College School Cooperation |
| Geographic Terms: | Illinois |
| Abstract: | This action research study investigated the academic integration and persistence of first-generation, second-year Latino students in a community college in the northwest suburbs of Chicago. The study employed a mixed-methods approach to investigate persistence and integration among first-generation Latinos. Using Tinto's theory of persistence, the study captures the experiences of Latinos through their obstacles, persistence, detractions, and supports available and received in a community college setting. Thirty-six second-year Latino students completed a confidential survey, and 14 students of those participated in semi-structured interviews. Findings indicated that Latino students faced obstacles and detractions, including adult persuasion, monetary challenges, and life difficulties. However, the study also revealed some positive aspects of their experiences, such as the connections with non-teaching faculty, supportive programs for Latinos, and a caring environment that has allowed them to persist. The study concluded that with proper support, mentorship, and a range of targeted programs, Latino students can move forward and matriculate successfully. The implications of this study suggest that effective programming and training can create an inclusive environment for Latinos. Training of all faculty and staff for the avoidance of negative adult persuasion should support more Latinos persisting in higher education. The study contributes to addressing the larger issue of why so few Latinos complete higher education and continue the necessary work to endure, integrate, and overcome barriers academically. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | ED677110 |
| Database: | ERIC |
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