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ERIC Number: ED568333
Record Type: Non-Journal
Publication Date: 2014
Pages: 226
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3038-4232-0
ISSN: N/A
Contextualization Issues in Persistence for Degree Completion among Latino College Students
Gonzalez, Beatriz
ProQuest LLC, Ed.D. Dissertation, Biola University
Institutions have done much to address low Latino student higher education degree completion. Despite these efforts, Latino students continue to graduate at significantly lower rates than their White peers. When the literature is examined through a cultural grid, a dichotomy emerges. Two distinct ways of evaluating the problem come into focus: (1) from the dominant, or Caucasian, cultural perspective, and (2) from the perspective of cultural minorities. The cultural approach that a researcher chooses will determine both how observations and data are collected and presented, as well as what kind of recommendations are made. Contextualization issues in persistence for degree completion among Latino college students anchors the literature review, Christian perspective, discussion and conclusions. The main research question is: how do mentoring, faith and affordability relate to retention/persistence for degree completion among Latino students in higher education? The literature review was based on four domains: persistence as the concern, and then how three issues: mentoring, faith, and affordability, are each related to persistence. Key theorists in cultural perspective grounded how the articles and studies would be analyzed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A