Contributing factors for Latinas’ retention and student success in higher education

By: Priscilla Ayala

Latino population is on the rise; and expected to be the

majority by 2025 As of 2011, Latinos make up 16.7% of the U.S. population

In K-12 systems, Latinos already make up 48% alone in California

From 1991-2001, there has been a 74% increase in the number of Latina/o undergraduates attending IHE Latinas have increased presence during the 1990’s, and have

surpassed male counterparts in both college participation and completion

However only 35% of high school grads between 18-24 enroll in college; most go to community college after high school

Demographics

Latinas in K-12

Latina/os are more likely to attend racially

homogenous schools Urban Latina/os are too often lumped together as

one monolithic group overlooking intragroup dynamics such as gender and academic achievement

From an economic standpoint, important to identify factors that enable Latinos to graduate both high school and college because they represent a potentially huge source of tax revenues for state governments.

Study shows

Barriers Lack of adequate college counseling and college information for low

income students Negative perception based off historical context Lack of encouragement Lack of parental involvement due to barriers (economic and/or language)

Barriers for Latinas Latinas from low SES are less likely to participate in higher education due

to lack of academic resources and college information Pushed to work to support families Family pressure to stay close to home Gender restrictions Limited parents’ knowledge of higher education to offer advice and college

preparatory information Lack of encouragement

Access to Higher Education

Access to qualified teachers Clean and safe facilities Up-to date books Quality materials High quality coursework

Indicators for student success and achievement in high school

for students from low SES

Access to college counseling and college information Information about specialized precollege preparation

programs After school Summer programs

Information or workshops about college applications, fee waivers, or financial aid

For Latinas Family support (personal narratives used for motivation) Sense of responsibility

Indicators for college access and achievement in high

school for Latinos

Need to address the Latina/o access regarding social

justice and equity in the education systems Economic stability needs to be addressed especially

since the Latina/o student population is on the rise Need for increased parental information and

opportunity for involvement Making sure resources distributed equally Keep growth in mind regarding policy issues due to

population growth Understanding how socio-economic and socio-

cultural factors influence student success

Implications regarding findings

Latinas in Higher Education

Latino community does not value education Latino parents are not interested in their

children's education Latino parents do not instill self-reliance,

independence, and hard work ethic Family has a negative influence on educational

attainment Due to the fact that Latinas have increased

presence in IHE, there are no more barriers Latinas face

Dispelling the Myths and Stereotypes

Socioeconomics can determine their “quality of life” that they

experience which can mitigate against further increases in Latino college graduation and participation differences in higher socioeconomic and working class Latino

students Not much is known about what promotes persistence and college

completion in Latino students as is known of their enrollment patterns

Compared to white and African American females, Latinas were more likely to have parents who were less educated, have lower educational expectations, less involved during grade school, and from low SES

Many are commuter-reentry students and single mothers Most Latinas follow a 6-year college completion rate Latinas are conflicted when leaving home due to close family ties

Study shows in higher education

Lack of family support (due to economic and/or language) Isolation and Alienation Feeling of not belonging Lack of student services to facilitate adaption and

transition to a new environment Lack of representation and access to role models/mentors Lack of academic resources and college preparation Lack of socialization practices Social and economic inequality High stress and anxiety

Barriers to consider

For Latinas

Stress Unpaid domestic work Access to formal support

Women’s centers Re-entry programs

Gender-role restrictions Sacrifices of leaving home; parents’ conflict with non-traditional norms

Low SES Alienation and isolation Traditional admissions criteria (GPA, test scores, HS achievement) Lack of encouragement from instructors Lack of basic skills Homesickness

Conflicted with being close to family and furthering career away from home

Barriers to consider cont.….

What has been proven for Latino educational

attainment and access? Family support Role models Personal characteristics

Attitudes, motivation, coming from family narratives

Socialization practices Ex: Participation in the Latino community service

organizations and socialization with other Latinos

Student Outcomes in Higher Education

Family support (emotional, encouragement, and practical

assistance) Reported higher levels of family support than white or African

American women Mother provided “cultural capital”, with family narrative to inspire

hope Middle-class used “cultural capital” to be successful in Ivy League

university Access to mentors Personal attributions: persistence and hard work, not innate ability Encouragement from instructors and socialization practices

Thus…. Socio-cultural, personal and environmental factors can act as

positive influences

Student outcomes for Latinas

Perceptions of family’s role

1. teaching her self-reliance, independence, and value of hard work

2. Helping her during grade school3. Settling educational goals4. Teaching about importance of education5. Psychological- emotional support

mentors Taking care of oneself and work ethic are components of

their socialization

Thus…Latinas who have been socialized and empowered by parents, embrace characteristics to successfully complete a 4-year degree.

Family support leads to student success among

Latinas

Admissions:

Develop a new Latino educational attainment agenda including: Re-evaluating college preparation and admissions

criteria Create a non-traditional path including credit for

community service and work experience Offer a quality and comprehensive computer and/or

weekend courses for those with family responsibilities, to be close to home

Understand Latina’s eagerness to develop independence

Student Affairs implications cont.….

Retention and First Year

Offer College 101 orientation classes for students who lack basic skills

Have faculty, staff and mentors that students can relate to Create support systems for daughters to ease apprehensions

Bringing awareness to parents Connecting parents to university and the community: Introduce parents to Latino faculty/staff; services Present Latino community organizations, spiritual affiliations, and other

Latino students Understand the high value Latinas place on family versus academia

Understand cultural sacrifices of leaving home Provide transition programs to deal with homesickness and discontent;

and from undergraduate to graduate in terms of being away from family

Support ways Latinas develop in context of their families

Student Affairs Implications

Questions?