Projects
The Role of Outreach and Student Services Programs on Latinx Transition to Post-Secondary Education (May 2021)
Co-Investigator: Dr. Hossna Sadat Ahadi
Abstract:
This quantitative study examined the role that outreach and student services programs (OSSP) played in Latinx students’ academic transition from high school to postsecondary education through the use of Harris III and Wood’s (2016) socio-ecological outcomes (SEO) framework. The SEO approach “accounts for the primary factors affecting the success of men of color in community colleges, highlighting interactions between societal, environmental, intrapersonal, and campus-based factors that influence student success outcomes for these men” (Harris III & Wood, 2016, p. 35). Surveys were performed with students attending a south Los Angeles high school where only 19.9% of the Latinx Community hold a Bachelor’s degree (Heart, CA, n.d.). The findings indicate that OSSP do not statistically play a significant role in a student’s transition, but subjectively, has a positive outcome on their decision to attend a post-secondary institution. The results are important as they can be used by schools to assist students in finalizing the decision to attend a post-secondary institution based on the benefits that OSSP bring to their campuses. This implication is important because it can also be used to persuade high schools that don’t have OSSP to invite them onto their campus. This study should open the door to future studies that focus on students of other backgrounds such as socioeconomical and ethnic identities and determine how OSSP affect their chances of attending a post-secondary institution.
Abstract:
This quantitative study examined the role that outreach and student services programs (OSSP) played in Latinx students’ academic transition from high school to postsecondary education through the use of Harris III and Wood’s (2016) socio-ecological outcomes (SEO) framework. The SEO approach “accounts for the primary factors affecting the success of men of color in community colleges, highlighting interactions between societal, environmental, intrapersonal, and campus-based factors that influence student success outcomes for these men” (Harris III & Wood, 2016, p. 35). Surveys were performed with students attending a south Los Angeles high school where only 19.9% of the Latinx Community hold a Bachelor’s degree (Heart, CA, n.d.). The findings indicate that OSSP do not statistically play a significant role in a student’s transition, but subjectively, has a positive outcome on their decision to attend a post-secondary institution. The results are important as they can be used by schools to assist students in finalizing the decision to attend a post-secondary institution based on the benefits that OSSP bring to their campuses. This implication is important because it can also be used to persuade high schools that don’t have OSSP to invite them onto their campus. This study should open the door to future studies that focus on students of other backgrounds such as socioeconomical and ethnic identities and determine how OSSP affect their chances of attending a post-secondary institution.
The Influence of Parental Socio-Emotional Support on Latino Transition to Postsecondary Education (May 2019)
Co-Investigator: Dr. Allison Mattheis | Committee: Dr. Carlos Tejeda, Dr. Robert Weide
Abstract:
This qualitative study examined the role that parental socioemotional support played in three Latino high school seniors' transition from high school to college through the use of Gloria and Rodriguez's (2000) psychosociocultural framework. The Psychosociocultural approach relies on the idea of “psychological (e.g., self-beliefs and attitudes), social (e.g., connections and relationships), and cultural (e.g., values and worldviews) dimensions [that] must be examined in combination within the context of the university environment to fully understand students’ experiences” (Gloria & Rodriguez, 2000, p. 146). Individual interviews were performed with students and their parents from a south Los Angeles city where only 5.8% of the Latinx population hold a Bachelor's degree (U.S. Census Bureau, 2016). The findings highlight that parental socioemotional support does play a positive role in the life of their child during their academic transition. The results of the study are important as they can be used to inform parents who can then act on the findings to assist in their children’s academic through other important contributions, even without holding the type of social-capital typically valued by Western higher educational structures. These implications are important as they may inform Americana High School to become knowledgeable on how they can support their students academically and pursue this branch of student assistance during their students' high school career to increases their chances of academic transition.
Abstract:
This qualitative study examined the role that parental socioemotional support played in three Latino high school seniors' transition from high school to college through the use of Gloria and Rodriguez's (2000) psychosociocultural framework. The Psychosociocultural approach relies on the idea of “psychological (e.g., self-beliefs and attitudes), social (e.g., connections and relationships), and cultural (e.g., values and worldviews) dimensions [that] must be examined in combination within the context of the university environment to fully understand students’ experiences” (Gloria & Rodriguez, 2000, p. 146). Individual interviews were performed with students and their parents from a south Los Angeles city where only 5.8% of the Latinx population hold a Bachelor's degree (U.S. Census Bureau, 2016). The findings highlight that parental socioemotional support does play a positive role in the life of their child during their academic transition. The results of the study are important as they can be used to inform parents who can then act on the findings to assist in their children’s academic through other important contributions, even without holding the type of social-capital typically valued by Western higher educational structures. These implications are important as they may inform Americana High School to become knowledgeable on how they can support their students academically and pursue this branch of student assistance during their students' high school career to increases their chances of academic transition.