ERIC Number: EJ1116799
Record Type: Journal
Publication Date: 2016
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2227-7102
EISSN: N/A
Using Institutional Resources and Agency to Support Graduate Students' Success at a Hispanic Serving Institution
Tran, Natalie A.; Jean-Marie, Gaetane; Powers, Katherine; Bell, Sean; Sanders, Kimberly
Education Sciences, v6 Article 28 2016
There is a growing body of evidence that links increased social capital to minority student success in college. This paper seeks to expand specifically on the graduate experience of underrepresented minorities (URM) at a Hispanic Serving Institution (HSI) using the social capital framework. In a cross-sectional survey, 198 graduate students retrospectively considered the role of institutional resources and agents in their success towards graduation. Data revealed that motivational factors such as a sense of personal achievement, family support, peer support, career promotion, supportive faculty, program satisfaction, and faculty mentor played critical roles in the success of graduate students at HSI. Specifically, Latino students are more likely to report that faculty mentors played a significant role in their success compared to their non-Latino peers ?[superscript 2](1, N = 195) = 5.33, p = 0.02. Latinos/as were also more likely to use writing support services than their non-Latino/a peers ?[superscript 2](2, N = 190) = 7.59, p = 0.02. By identifying and increasing access to institutional resources and agents, underrepresented minorities in post-baccalaureate programs may encounter less barriers to graduate degree success.
Descriptors: Graduate Students, Hispanic American Students, Social Capital, Disproportionate Representation, Case Studies, Mentors, Institutional Characteristics, Role, Educational Resources, Graduation, College Faculty, Teacher Student Relationship, Barriers, Educational Experience, Whites, Minority Group Students, Online Surveys, Student Attitudes, Statistical Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A