Predictive Variables of Success for Latino Enrollment in Higher Education

Datos Bibliográficos

ID12763554
AutoresJoan Eugeni Sanchez (0000-0001-8534-0239, University of Nevada, Reno, autor de correspondencia), Janet Usinger (University of Nevada, Reno), Bill W Thornton (University of Nevada, Reno)
Año2015
Volumen14
Número3
Páginas188-201
Fecha de publicación2015-07-02
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaJournal of Latinos and Education (JOURNAL)
Identificadores de la revistaISSN: 1532-771X • E-ISSN: 1534-8431
EditorialTaylor & Francis (PUBLISHER • GB)
DOI10.1080/15348431.2014.973565
OpenAlexW1806178464
IdiomaEN
Citas recibidas7
Referencias citadas28

It is necessary to better understand the unique variables that serve as predictors of Latino students’ postsecondary enrollment and success. Impacts of various variables were examined among 850 Latino and Caucasian students (76% and 24% of the sample, respectively). Gender, ethnicity, perceived affordability, high school grade point average, and high school credits earned served as significant predictors. Yet the highest mathematics class taken by the 11th grade was not significant, and Latino students’ negative perceptions of college affordability may have hindered students’ postsecondary enrollment aspirations, despite their having access to a guaranteed scholarship

Academic achievement · Economic growth · Economics · Ethnic group · Higher education · Mathematics education · Perception · Political science · Postsecondary education · Sample (material · Scholarship · Higher Education Research Studies · Mathematics Education and Programs · Psychology · School Choice and Performance