Mixed method study of factors associated with the ...
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Mixed method study of factors associated with the academic achievement of Latina/o college students from predominantly Mexican American backgrounds: a strengths-based approach
Mixed method study of factors associated with the academic achievement of Latina/o college students from predominantly Mexican American backgrounds: a strengths-based approach
Name:Personal
Lara, Laura Role :Text(marcrelator)
creator
Lara, Laura Role :Text(marcrelator)
creator
Name:Personal
McDevitt, Teresa Role :Text(marcrelator)
thesis advisor
McDevitt, Teresa Role :Text(marcrelator)
thesis advisor
Name:Personal
Cochran, Kathryn F Role :Text
committee member
Cochran, Kathryn F Role :Text
committee member
Name:Personal
Canales, Genevieve Role :Text
committee member
Canales, Genevieve Role :Text
committee member
Name:Personal
Rodriguez, Katrina Role :Text
committee member
Rodriguez, Katrina Role :Text
committee member
Name:Corporate
Educational Psychology Role :Text(marcrelator)
sponsor
Educational Psychology Role :Text(marcrelator)
sponsor
Name:Corporate
University of Northern Colorado Role :Text(marcrelator)
degree grantor
University of Northern Colorado Role :Text(marcrelator)
degree grantor
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Thesis
Origin Information
Place
University of Northern Colorado (keyDate="yes")
2009-12 Place :Text
Greeley (Colo.)
2009-12
University of Northern Colorado (keyDate="yes")
2009-12 Place :Text
Greeley (Colo.)
2009-12
Language
:Text
English
English
Physical Description
216 pages
born digital
216 pages
born digital
abstract
Young adults from Latina/o backgrounds draw from cultural assets and wrestle with distinctive challenges as they enter into, study at, and graduate from institutions of higher education. In this investigation, I examined the perspectives of Latina/o college students with low and high academic achievement, focusing on their upbringing within families and their identification with their cultural heritage. A sequential mixed method study was implemented and the study was grounded in Margaret Spencer's PVEST framework (1995, 2006), the development of ethnic identity (Umaña-Taylor, Yazedjian, & Bámaca-Gómez, 2004), and factors associated with the academic achievement of students from Latina/o backgrounds. Results suggest four factors related to the academic achievement of Latina/o college students: Family, Religion, Support, and Motivation. Furthermore, results from the Ethnic Identity Survey suggest that students in the low GPA group were categorized as diffuse positive, while students in the high GPA group were classified as moratorium positive. Qualitative results supported these findings, and added depth to how students viewed success, prepared academically, identified academic successes and challenges, accentuated sources of motivation, and highlighted the importance of academic support from parents and universities. Future research considerations are discussed as well as implications for education. note
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:series
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:thesis(displayLabel="Degree Type")
Ph.D.
Ph.D.
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:thesis(displayLabel="Degree Name")
doctoral
doctoral
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Lara_unco_0161N_10020.pdf
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http://hdl.handle.net/10176/cogru:265
http://hdl.handle.net/10176/cogru:265
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languageOfCataloging
:Text(ISO639-2B)
English :Code(ISO639-2B)
eng
English :Code(ISO639-2B)
eng
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note:bibliography
note:thesis(displayLabel="Degree Type")
PhD note:thesis(displayLabel="Degree Name")
doctoral
Subject
Subject
Subject
Name:Personal
Subject
Name:Corporate
Subject
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Title Information:Alternative
Subject
Strengths-Based Approach
Strengths-Based Approach
Subject
Educational Psychology
Educational Psychology
Subject
Mexican Americans
Mexican Americans
Subject
Higher Education
Higher Education
Subject
Latinos
Latinos
Subject
PVEST Framework
PVEST Framework
Subject
Ethnic Identity Survey
Ethnic Identity Survey