Implications for Diverse College Student Populations
Edited By Donald Jr. Mitchell, Krista M. Soria, Elizabeth A. Daniele and John A. Gipson
Chapter Nine: An Antideficit Approach to Examining the Impact of Institutional Involvement on Select Academic Outcomes of Latino College Students
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An Antideficit Approach TO Examining THE Impact OF Institutional Involvement ON Select Academic Outcomes OF Latino College Students
YOUNG K. KIM, MARLA F. FRANCO AND LIZ A. RENNICK
The college-going rate of Latinos in the United States is growing: Hispanic college student enrollment has increased 487% from 1980 to 2010 (Snyder & Dillow, 2013). The Pew Hispanic Research Center reports that, for the first time, Hispanic high school graduates surpassed their White counterparts in the rate of college enrollment (Fry & Taylor, 2013). While the increasing college-going rate of Latinos indicates improved college access for this population, Latino college students still experience observable disparities in terms of college success, including degree attainment. The terms Hispanic and Latino are used interchangeably in this chapter and defined as persons who trace their origins back to Spanish-speaking countries. In 2011, the U.S. Census Bureau documented that 13.9% of Latinos achieved a college degree or higher, whereas 30.3% of Whites, 19.8% of Blacks, and 52.4% of Asian and Pacific Islanders earned college degrees. This discrepancy between Latino students’ access to higher education and their college success warrants further examination of effective institutional practices that can maximize academic outcomes for Latino college students.
Moreover, low retention and college completion rates for all college students, coupled with the racial-ethnic gap in graduation rates, have resulted in an inadequate number of U.S. citizens who have acquired the desired knowledge, skills, and competencies...
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