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The Dynamic Student Development Meta-Theory

A New Model for Student Success


Edited By Mark A. Frederick, Pietro A. Sasso and José Miguel Maldonado

The Dynamic Student Development Metatheodel (DSDM) is a meta-theory based on empirically based inferences drawn from a national survey entitled the University Learning Outcomes Assessment (UniLOA). The UniLOA’s current dataset consists of over 500,000 college student participants and has supported impressive findings that allow for the reconceptualization of long-held cultural artifacts and assumptions regarding the way students grow, learn, and develop (GLD) and how decision makers within postsecondary education have selected to engage the domains of student development measured by the UniLOA. This book champions a model of student success. The DSDM was developed from common factors identified in multiple theories and models within the areas of human and student development as well as empirically based theories and models of education. By first defining complementary elements within the theories and models then establishing accurate operational definitions, the planning and engagement of appropriate services, supports, interventions, and programs (SSIPs) and the active assessment of their outcomes can lead to a more effective response to current challenges faced by higher educators. As a metamodel, the DSDM reconceptualizes student success within higher education that is disruptive to the current accepted paradigm of student learning and engagement. This book is intended for faculty and staff interested in critical debate about issues in higher education and for deliberation by graduate students in college administration programs.

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Chapter Twenty-One: Latina/o-Serving Institutions (Antonio G. Estudillo / Griselda Flores / José Miguel Maldonado / Samantha Bartek)


chapter 21

Latina/o-Serving Institutions

Antonio G. Estudillo, Griselda Flores, José Miguel Maldonado, & Samantha Bartek


Latina/os comprise about 17% of the United States population, accounting for well over 55 million individuals (Stepler & Brown, 2016). Since approximately 1 in 10 Latina/os attain a college degree, this population trend has implications for Latina/o students pursuing higher education. It is critical that researchers along with student affairs professionals encourage culture-centered traits that align well with models of intervention and support (Frederick, Sasso, & Barrat, 2015). These traits consist of, but are not limited to: nurturing relationships, closeness and affection (personalismo, familismo), and respect (respeto) within an educational institutional setting. Therefore, it is essential to consider the integration of successful acculturation practices within a university environment that fosters both a clear social interaction and sense of belonging for Latino/a students, potentially such as an identified Latina/o-Serving Institution. When examined cultural differences are affirmed with positivism (Seligman, 2002), Latina/o students can achieve degree completion with optimism. In this chapter, authors explore the convergence of the DSDM Model with cultural traits of Latina/o students offering culture-appropriate interventions.

This chapter focuses in on Latina/o student outcomes as they relate to higher educational institutional practices—especially the institutional setting itself and a promising framework for engaging students and students of Latina/o heritage in particular. As you read this chapter connections are made between the prospects of Latina/o-Serving Institutions (LSIs) (e.g., Hispanic-Serving Institutions (HSIs) as←343 | 344...

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