Latino/Latina College Student Outcomes

1. Latino/Latina College Student Outcomes Emil Cunningham, Issam Khoury, Samuel Lopez, Hyun Kyoung Ro, & Nate Sorber Final Project HIED 556

2. Overview • Significance of Studying Latino and Latina Populations • Changing Demographics • Conceptual Framework • Research Findings • College Choice • Persistence • Identity Development • Cognitive Development • Conclusions

3. Significance of Studying Latino and Latina Student Populations Greater understanding needed of historically underrepresented populations Hispanic/Latino population fastest growing in the United States Conceptual Framework of the Latino and Latina experience is needed to undergird the work of faculty, staff, and administrators at institutions of higher education

4. Changing Demographics of Higher EducationNational/Global Context NCES Projection Statistics to 2015

5. Changing Latina/o College Students Demographics of Higher Education at Penn State Penn State Factbook, 2008

6. Scholarly Foundations of the Conceptual Framework Astin (1985, 1993) Tinto (1975, 1993) • Re-conceptualizing Tinto’s Framework and expanding Parsing Project : Key-Change: Pre-College Characteristic vs. Evolving Perceptions of Mediating Factors • Financial perspective • St. John, E. P., Et. al. (2000) • Minority perspective • Rendon, L. I., Jalomo, R. E., Nora, A. (2000) • Psychological aspect • Bean, J. P. & Eaton, S. B. (2000) Terenzini & Reason (2005) A comprehensive model of influences on student learning and persistence A conceptual framework for minority student outcomes (Latina/Latino students)

7. Scholarly Foundations of the Conceptual Framework Terenzini & Reason (2005) Astin’s (1993) I-E-O Model The College Experience Organizational Context Internal Structures, Policies, and Practices Academic and Co-Curricular Programs, Policies, and Practices Faculty Culture Peer Environment Individual Student Experiences Classroom Experiences Out-of-class Experiences Curricular Experiences ENVIRONMENT ENVIRONMENT ENVIRONMENT • Student Precollege • Characteristics • & Experiences • Sociodemographic traits • Academic preparation & performance • Personal and Social experiences • Outcomes • Learning • Development • Change • Persistence OUTPUT OUTPUT INPUT INPUT

8. Conceptual Framework A conceptual framework for Latino/Latina student outcomes The College Experience Organizational Context The College Experience Mediator Organizational Context Internal Structures, Policies, and Practices Academic and Co-Curricular Programs, Policies, and Practices Faculty Culture Peer Environment Individual Student Experiences Classroom Experiences Out-of-class Experiences Curricular Experiences Peer Environment Student Finance ENVIRONMENT ENVIRONMENT • Student • Outcomes • Persistence • Cognitive development • Identity Development • Student Precollege • Characteristics • & Experiences • Sociodemographic traits • Academic preparation & performance • Personal and Social experiences Classroom Experience College Choice • Outcomes • Learning • Development • Change • Persistence Student Precollege Characteristics & Experiences Psychological Out-of-class Experience Assimilation/Acculturation Curricular Experience Colorism Language

9. Overview of Research Project Purpose of Study Data and Methodology Foundation of Research Questions Five Areas of Findings General Conclusions

10. Purpose of Study The REASON we did this study Hear the student voice Relate the students’ experiences to our conceptual framework and the literature Provide a foundation for future research on the Latino and Latina college population.

11. Data and Methodology Participants Interview Protocols Data Analysis Limitations

12. Research on Latino and Latina Students that Formed the Foundation of Interview Questions Campus Climate • Hurtado, S. (1994) • Loo, C. G. and Rolinson, G. (1986) • Nora, A. & Cabrera, C. F. (1996) Student Finances • Nora, A. (1990) • Paulsen, M. B. & St. John, E. P. (2002) • Cabrera (1992) Persistence amongst Latino and Latina Populations • Fry, R. (2002; 2004) • Swail, W. S., Redd, K. E., Perna, L. W. (2003) Identity Development • Torres (2003) • Torres-Saillant (2003 • Patton, McEwen, Rendon, and Howard-Hamilton (2008) Cognitive Development • None College Choice and Admissions amongst Latino Youth • Ceja, M. (2004; 2006) • Gonzalex K.P., Stoner, C., & Jovel, J. (2003)

13. Five Areas of Findings College Choice Process Persistence – Finance Persistence – Resources and Climate Identity Development Cognitive Development and Classroom

14. Precollege Characteristics

15. College Choice Process The College Experience Student Precollege Characteristics Organizational Context College Choice Mediator Peer Environment Student Finance Classroom Experience Protective Agents (parents, siblings) Psychological Out-of-class Experience Assimilation/Acculturation Curricular Experience Institutional Agents (Counselors) Colorism Language

16. College Choice Process Minority Students’ Access to Social Capital & College Choice 1) Protective agents • Family members • Community networks 2) Institutional agents • Teachers • Counselors 3) Social capital • can be obtained through college choice, experiences, and outcomes (Stanton-Salazar, 1997) FOCUS Understanding the College-Choice Process of Disadvantaged Students 1) Predispositions (Grades 7-9) 2) Search (Grades 10-12) 3) Choice (Grades 11-12) Educational aspirations Occupational aspirations Student ability Parental encouragement Socioeconomic Status Perceived institutional attributes Perceived ability to pay (Cabrera & Nasa, 2000)

17. College Choice Process Latino/Latina Students’ Access to College Choice Protective agents : Parents’ encouragement Parental involvement Parental motivation “Parents are oftentimes limited in what they are able share with their children given their minimal exposure to and understanding of the system of educational opportunities available in this country” (Ceja, 2006, p.87). Mexican parents are very supportive of their children’s educational goals and encourage their college aspirations (Gonzalez, Soner, & Jovel, 2003).

18. College Choice Process Protective agents: Parents’ encouragement Parental involvement “My mom always came home with pamphlets, I guess that was her way.” - Carolina B. “My mom was involved in high school work… I would have to translate for her since she doesn’t speak English and has no knowledge of the college process.” - Carolina G. Parental motivation “Having the life my mom had, she didn’t want us to go through the same thing, and she’s all for paying for it… She didn’t want us to be in the place she’s been. Being a single mother, she sent me and my sisters to college.” - Carolina G.

19. College Choice Process Latino/Latina Students’ Access to College Choice Protective agents : Siblings Siblings’ Roles Older siblings who had attended colleges replaced parents as information sources when parents were not able to assist Chicanas with the college application process (Ceja, 2006). Interview • “my older sister told me what she saw me doing. But as far as the school selection, I just chose the schools I was interested in… because she is studying interior design.” • Carolina B. • (studying business)

20. College Choice Process Latino/Latina Students’ Access to College Choice Institutional agents : High School Counselors Counselor’ Roles Tend to replace the lack information and resources of college choice process of minority parents (Hossler, Schmit, & Vesper, 1999) Interviews “the counseling wasn’t really effective . . . they would guide through the admission’s process, but as far as screening or going through schools with me they didn’t really do that.” - Carolina B. • “My HS Counselor (one counselor per four or five students) was very pessimistic about what I could achieve…” • Raquel • She’s a nice lady, but just too passive for me. • I needed somebody who knew … how to do this whole college thing.” • -Dario

21. Transitioning from Choice to Mediating Factors The College Experience Student Precollege Characteristics Organizational Context College Choice Mediator Peer Environment Student Finance Classroom Experience Protective Agents (parents, siblings) Psychological Out-of-class Experience Assimilation/Acculturation Curricular Experience Institutional Agents (Counselors) Colorism Language

22. Mediator – Student Finance The College Experience Organizational Context Mediator Peer Environment • Student • Outcomes • Persistence • Cognitive development • Identity Development Classroom Experience Student Finance Out-of-class Experience Curricular Experience

23. Mediator – Student Finance The Important Implications of Finance on Latino/Latina Students Important Findings from the Literature • Tinto (as cited in Braxton 2002) iterated that once students enroll in college, finances are non-instrumental in playing a role in persistence • However, Tinto (1993) revised his integration model and included student finances as a central component in the adjustment of students to college • In 1970 City University of New York launches an open admission policy guaranteeing admission to anyone who satisfies the minimum requirements (Mumper, 1998). • In community colleges, Hispanic students show a price sensitivity with enrollment dropping over 5 percentage points when tuition prices increased $1,000 (Heller, 1999)

24. Mediator – Student Finance Student Financial Aid as a Mediating Factor to College Experience Finances Affects College Experience Cabrera, Nora, and Castenada (as cited in Braxton 2002) conducted research to suggest that if students do not have sufficient resources their academic work suffers. Interviews “I definitely think that now. I think maybe the work load was a little different. Now that I’m taking more upper level credits. I take 15 and it kills me. I think working now hurts me more than it did before.” - Dario “I’m a fifth year senior and you lose a lot of the scholarships and the things that you usually get because you are only 4 years…I didn’t know if I’d actually go through this year, I might have to take a year off.” - Dario

25. Mediator – Student Finance Latino/Latina Experiences in Applying for and Receiving Student Aid From the Literature Nora (1990) in writing about danger of applying to college for Hispanic students writes “[i]f Hispanic community college students who may qualify for financial assistance are overestimating actual income on financial aid forms and being denied financial aid, not only are the students having to bear more of the costs of a college education but their chances of succeeding and attaining some form of credential are reduced” (p. 313) Interviews “Fairly aware. I pretty much just sat down with a calculator, crunched out numbers to figure out. One lucky advantage my sister and I looked at was though we don’t have much contact with our dad, he is a resident of PA. SO we were able to put in for instate tuition. That knocked off a pretty penny of our tuition that would have been added on had we not done that.” -Rich “None. My parents pay my full college tuition. It’s something I’m so grateful for because it’s one less stress that I have to deal with. It makes me want to achieve more. My parents have supported my brother, are supporting me and now my sister.” -Raquel

26. Mediator – Resources and Climate The College Experience Organizational Context Mediator Peer Environment • Student • Outcomes • Persistence • Cognitive development • Identity Development Classroom Experience Psychological Out-of-class Experience Assimilation/Acculturation Curricular Experience

27. Resources and Climate Affects Persistence Outcomes Castellanos & Gloria (2007)

28. Persistence – Resources and Climate The Importance of the Persistence Outcomes to Latino/Latina Students Important Findings Between 1990 and 2000, the Latino population in the United States increased by 58% making Latino’s the largest minority group in the country (U.S Bureau of the Census, 1990, 2000). Research suggests that students neither well prepared to transition nor successfully prepared to matriculate once they get to college (Pascarella & Terenzini, 2005).

29. Persistence – Resource and Climate Student Preparation and Assistance From the Literature Once at a college or university campus, advising staff, services, and faculty assistance will determine, for the most part, whether a Latino student prepares adequately for graduate or professional study (Haro, 2004). Interviews Classes here are not like High School . . . When I came out of high school I was a straight A student, when I came here, in my first class I got a C . . . That was one of the biggest shocks to me. My High School skills prepared me, but maybe they didn’t do a good enough job . . . Something that used to come easy before, I may have to work for. - Raquel After my first math exam, I went to the student help center, but it didn’t really have the biggest effect on my overall grade. - Rich

30. Persistence – Resource and Climate Campus Resources Campus Resources • Fast start Program • College Assistance Migrant Programs (C.A.M.P) • Upward Bound • Paul Robeson Cultural Center • MRCC Interviews Oh yeah. The Robeson Center is a great resource, and the diverse programs on campus. I’m in a sorority (Chi Upsilon Sigma Latin Sorority) and do a lot of service., and that’s one thing that I love that I’ve pledged. I’m involved with the migrant program back home and would volunteer a lot. – Carolina G. Not only my department advisor, but my College Assistance Migrant Program (CAMP) advisor has been very helpful. If you get into Penn State, you apply to the CAMP Program, they pay for your books your first year, but the connections in the program are so strong, that even now, I still go back. They’re having a reception for us; they keep up with us throughout our four years. Student Support Services Program also helps out minorities. The Multicultural Resource Center does give out book loans that you can use to pay for books and you pay them back at the end of the semester. - Carolina G.

31. Identity Development Outcomes The College Experience Organizational Context Mediator Peer Environment • Student • Outcomes • Persistence • Cognitive development • Identity Development Assimilation/Acculturation Classroom Experience Out-of-class Experience Psychological Curricular Experience Colorism Language

32. Identity Development Key Concepts From the Literature Critical Race Theory Assumptions • deeply embedded in social, cultural and political structures (Delgado and Stafancic, 2001; Leadson-Billings, 1999). • socially constructed (Morfin, 2006) • voices and experiences of people of color are central, legitimate and relevant in contextualizing race and racial realities (Solorzano, 1998) Race is partly performed (Willie, 2003)

33. How do you Identify? Self-Identification of Interview Participants From the Literature The formation of ethnic identity is based on one’s self as part of an ethnic group” (Bernal, Knight, Ocampo, Garza, & Cota, 1993) Interviews “More Puerto Rican than anything” –Dario “Latina” –Raquel “I’m Dominican” -Carolina G “um ... Hispanic or Latina” -Carolina B “Hispanic American” -Richard ”I don’t know, I’ve heard so many different interpretations of what they mean, and Hispanic came from a term used by those who wanted to relate to European standards, and away from Latin American and Caribbean.” -Raquel “If they ask “what are you?”, there’s a difference between Spanish (from Spain), I’m Hispanic or Latina, and those are interchangeable terms. Some people might say you’re not Latina because you’re not from Latin America, and so you should say you’re Carribean.” -Carolina G. Las Culturas: Hispanic or Latino?

34. Identity Development Social Construction of Identity From the Literature “The classroom ... is a central site for the construction of social and racial power” (Roithmayr, 1999) Interviews “Look to your right, look to your left. You will NEVER be in a class with this many students of color again!” - Terrell Jones, Vice Provost of Educational Equity, as told by Raquel

35. Persistence – Resource and Climate Latino/Latina and Whiteness From the Literature Hispanics and Whiteness (Toress-Saillant) Interviews • “I don’t look like your typical Hispanic” • - Dario • “People don’t know I’m Latina if I’m just walking down the street” • - Raquel

36. Bicultural Orientation Model Latino/Hispanic Fails to account for affiliation with other communities of color (Torres, 2003) HIGH LOW HIGH Whiteness LOW 8

37. Bicultural Orientation Model • Chi Upsilon Sigma Latina Sorority • National Hispanic Business Association • Latino Caucus • Puerto Rican Student Association • Marine Corps (Bicultural Orientation) • Multicultural Greek Council • Urban Dance Troupe 9 8

38. Transitioning from Experience to Outcomes The College Experience Organizational Context Mediator Peer Environment Student Finance • Student • Outcomes • Persistence • Cognitive development • Identity Development Classroom Experience Psychological Out-of-class Experience Assimilation/Acculutration Curricular Experience Colorism Language

39. Cognitive Development Outcomes Peer Environment • Student • Outcomes • Persistence • Cognitive development • Identity Development Classroom Experience Out-of-class Experience Curricular Experience

40. Cognitive Development Theory Baxter Magolda’s Epistmelogical Reflection Model 1) Absolute Knowing * Receiving Pattern * Mastery Pattern 2) Transitional Knowing * Interpersonal Pattern * Impersonal Pattern 3) Independent Knowing * Inter-individual Pattern * Individual Pattern 4) Contextual Knowing FOCUS Perry Theory of Cognitive Development 1) Basic Dualism 2) Multiplicity Pre-legitimate (Strict Dualism) 3) Multiplicity Legitimate but Subordinate (early Multiplicity) 4) Late Multiplicity 5) Relativism (Contextual Relativism, Relational Knowing) 6-9) Commitment to Relativism

41. Cognitive Development and Classroom Transitional Knowing – Baxter Magolda Interpersonal Pattern VS Impersonal Pattern “Relationships and personal knowledge are central to the learning process . . . Focus is more on the uncertain aspects of knowledge and students attempt to resolve uncertainty by relying on peers” (Bock, 1999, p. 33) “Focus on mastering knowledge, they still rely on instructors and other authorities to resolve that uncertainty and to improve their understanding” (Bock, 1999, p . 33)

42. Cognitive Development and Classroom Baxter Magolda’s Epistmelogical Reflection Model Transitional Knowing – Interpersonal Pattern Q: If you read two articles that are assigned by the professor that reach opposite conclusions and you need to write a response, how do you approach that task? A: Well, either I would do more research on the writers to see how credible they are, and if they were both credible then I would look up more on the topic or discuss with other students to see what they think. - Carolina B.

43. Cognitive Development and Classroom Baxter Magolda’s Epistmelogical Reflection Model Transitional Knowing – Impersonal Pattern Q: If you read two articles that are assigned by the professor that reach opposite conclusions and you need to write a response, how do you approach that task? A: If two articles are exactly the same with different answers, I’d have to read more in depth to find out where they broke off. If that did not help, I’d go ask the professor, how are these both right. If I can’t explain it, then I’d ask her or him to explain it to me. - Dario

44. Cognitive Development and Classroom Interpersonal Pattern Approach Impersonal Pattern Approach

45. Cognitive Development and Classroom Diversity Classroom Diversity as a Prerequisite for Cognitive Dissonance As Manifested in Gender Related Patterns Interviews (Interpersonal – Relationship) “Well, coming to Penn State I thought I was taking a step back . . . ‘cause coming away from New York City where everybody is different. So when you come here and everybody has narrow-minded opinions, it would help to have people of different backgrounds and would serve more discussion and there would be more people with different ideas . . . so you were not the only person with a different perspective. In that sense I think it was a step back.” – Carolina G. (Impersonal – Debate) “Well I’ve always been, my nature is contradictory . . . I don’t try to be rebellious but I am. I don’t really choose stuff as right, but I’ll put it out there to other people to see what they think and base my decision off of that, or just leave it up in the air. I’d rather that than have to pick one side.” – Dario

46. Conclusion and Implications There is no one Latino/a student experience. It is valuable to consider the gender-specific experiences between Latino and Latina populations. Parents, siblings, and community played an important role in the college choice process of the students we interviewed. An understanding of more than just the pre-college characteristics of students is necessary. Professionals must also appreciate the continual role of Mediating Factors on the college experience. For the students we interviewed: Finances, Resources, Campus Diversity, and Psychosocial factors all affected students college experience. The College Experience Organizational Context Mediator Peer Environment Student Finance • Student • Outcomes • Persistence • Cognitive development • Identity Development Classroom Experience College Choice Student Precollege Characteristics & Experiences Psychological Out-of-class Experience Assimilation/Acculturation Curricular Experience Colorism Language

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