Retention and Academic Achievement of Students of Color at a Large Urban Hispanic-Serving Institution
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| Title: | Retention and Academic Achievement of Students of Color at a Large Urban Hispanic-Serving Institution |
|---|---|
| Language: | English |
| Authors: | Talan Azizova, Zarrina (ORCID |
| Source: | Journal of Latinos and Education. 2023 22(4):1457-1474. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Urban Schools, Minority Serving Institutions, Hispanic American Students, Public Colleges, Academic Persistence, School Holding Power, Academic Achievement, Minority Group Students, Educational Practices, Student Diversity, College Freshmen, Grade Point Average, Gender Differences, Ethnicity, Paying for College, Parent Financial Contribution, Socioeconomic Status, Student Financial Aid, First Year Seminars |
| DOI: | 10.1080/15348431.2021.1976184 |
| ISSN: | 1534-8431 1532-771X |
| Abstract: | Urban public universities play a critical role in the higher education missions of access and success of historically underrepresented and economically disadvantaged populations. Minority-Serving Institutions (MSIs) also attract similar scholarly attention to understand the impact of these institutions on marginalized and underrepresented racial and ethnic students. Most research with this focus has, however, concentrated on Historically Black Colleges and Universities (HBCUs), where positive effects on a large spectrum of student outcomes have been well documented. The amount of research about the impact of Hispanic-Serving Institutions (HSIs) and/or their educational practices on various college outcomes, including persistence and academic achievement, is limited and inconsistent. Focusing on a single institution that combines its urban location and the HSI status creates a critically important opportunity to examine its educational practices, such as a first-year seminar (FYS), and its impact on retention and first-year academic achievement for students from historically underrepresented backgrounds. Therefore, due to the extra challenge of serving diverse student populations in urban locations and calls for more research in specific locations and institutional types, it is important to understand the extent to which FYSs serve their students on urban Hispanic-Serving campuses. This study aims to contribute to the line of inquiry about the impact of FYSs at a large urban HSI on the first-to-second year retention and first-year GPA of students of color and contribute to relatively scarce literature. |
| Abstractor: | ERIC |
| Entry Date: | 2023 |
| Accession Number: | EJ1396720 |
| Database: | ERIC |
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| Abstract: | Urban public universities play a critical role in the higher education missions of access and success of historically underrepresented and economically disadvantaged populations. Minority-Serving Institutions (MSIs) also attract similar scholarly attention to understand the impact of these institutions on marginalized and underrepresented racial and ethnic students. Most research with this focus has, however, concentrated on Historically Black Colleges and Universities (HBCUs), where positive effects on a large spectrum of student outcomes have been well documented. The amount of research about the impact of Hispanic-Serving Institutions (HSIs) and/or their educational practices on various college outcomes, including persistence and academic achievement, is limited and inconsistent. Focusing on a single institution that combines its urban location and the HSI status creates a critically important opportunity to examine its educational practices, such as a first-year seminar (FYS), and its impact on retention and first-year academic achievement for students from historically underrepresented backgrounds. Therefore, due to the extra challenge of serving diverse student populations in urban locations and calls for more research in specific locations and institutional types, it is important to understand the extent to which FYSs serve their students on urban Hispanic-Serving campuses. This study aims to contribute to the line of inquiry about the impact of FYSs at a large urban HSI on the first-to-second year retention and first-year GPA of students of color and contribute to relatively scarce literature. |
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| ISSN: | 1534-8431 1532-771X |
| DOI: | 10.1080/15348431.2021.1976184 |
