Reducing Gaps in First-Year Outcomes Between Hispanic First-Generation College Students and Their Peers: The Role of Accelerated Learning and Financial Aid

Hispanic students are the most likely out of all racial or ethnic groups to be first-generation college students (FGCS). Hispanic FGCS have been shown to be the least likely to persist out of all racial or ethnic backgrounds. However, there is little literature on this population. To address this, t...

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Bibliographic Details
Published in:Journal of college student retention : Research, theory & practice theory & practice, 2020-11, Vol.22 (3), p.441-463
Main Authors: Latino, Christian A., Stegmann, Gabriela, Radunzel, Justine, Way, Jason D., Sanchez, Edgar, Casillas, Alex
Format: Article
Language:English
Subjects:
Academic Achievement
Academic Persistence
Acceleration (Education)
Achievement Gap
Advanced Placement Programs
College Credits
College Entrance Examinations
College Freshmen
Dual Enrollment
Family Income
First Generation College Students
Grade Point Average
Hispanic American Students
School Holding Power
Student Financial Aid
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Summary:Hispanic students are the most likely out of all racial or ethnic groups to be first-generation college students (FGCS). Hispanic FGCS have been shown to be the least likely to persist out of all racial or ethnic backgrounds. However, there is little literature on this population. To address this, the present study investigated the association of accelerated learning in high school (e.g., Advanced Placement courses and dual enrollment) and financial aid on academic outcomes for Hispanic FGCS and Hispanic non-FGCS at a 4-year postsecondary institution (n = 2,499). Hispanic FGCS fared worse in first-year grade point average (GPA) and first- to second-year retention than Hispanic non-FGCS. After controlling for academic, nonacademic, and demographic variables, results suggested that accelerated learning reduced achievement gaps in first-year GPA and financial aid reduced achievement gaps in retention rates for Hispanic FGCS. These results suggest that environmental supports (i.e., accelerated learning and financial aid) may be able to improve GPA and retention for Hispanic FGCS.
ISSN:1521-0251
1541-4167
DOI:10.1177/1521025118768055