Factors and Interventions that Foster Success of Latinx Students in Public Community Colleges

A Theory-Driven Systematic Review and Content Analysis of Psychological Research

Bibliographic Data

ID12774277
AuthorsRosaura Domínguez-Rebollar (0000-0002-5979-8788, Michigan State University, corresponding author), Ignacio D Acevedo‐Polakovich (0000-0003-0393-0548, Michigan State University)
Year2021
Volume21
Issue4
Pages386-400
Publication date2021-02-22
Open AccessYes
TypeARTICLE
VenueJournal of Hispanic Higher Education (JOURNAL)
Journal identifiersISSN: 1538-1927 • E-ISSN: 1552-5716
PublisherSAGE Publishing (PUBLISHER • US)
DOI10.1177/1538192721994962
OpenAlexW3132529715
LanguageEN
Citations received1
References cited15

Over 40% of U.S. Latinx students complete higher education in community colleges. These students’ retention, persistence, graduation, and transfer rates are notably lower than those of Latinx students in other higher education settings. To understand these differences, we systematically reviewed and content analyzed the peer-reviewed psychological research literature, finding 23 psychological correlates, organized into nine themes across five socioecological system levels. We discuss implications and expand on the importance of considering the interactions among systems

Community college · Content analysis · Graduation (instrument · Higher education · Medical education · Pedagogy · Persistence (discontinuity · Psychological intervention · Social science · Sociology · Diverse Educational Innovations Studies · Higher Education Research Studies · Medicine · Psychology · Racial and Ethnic Identity Research · Social Psychology

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