Belonging in the Academy: Building a “Casa Away From Casa” for Latino/a Undergraduate Students

This action research study, supported by a quantitative data analysis, presents a counternarrative to the deficit discourse regarding Latino/a First Time in Any College (FTIAC) departure during the first year of college. It argues that an intentional learning community model, that is culturally and...

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Bibliographic Details
Published in:Journal of Hispanic higher education 2015-07, Vol.14 (3), p.223-239
Main Authors: Gonzales, Sandra M., Brammer, Ethriam Cash, Sawilowsky, Shlomo
Format: Article
Language:English
Subjects:
Academic Persistence
Action Research
College Freshmen
Culturally Relevant Education
Data Analysis
Grade Point Average
Hispanic American Students
Interviews
Michigan
Predictor Variables
Qualitative Research
Resilience (Psychology)
School Holding Power
Standardized Tests
Statistical Analysis
Student Needs
Undergraduate Students
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Summary:This action research study, supported by a quantitative data analysis, presents a counternarrative to the deficit discourse regarding Latino/a First Time in Any College (FTIAC) departure during the first year of college. It argues that an intentional learning community model, that is culturally and linguistically responsive to Latino/a student needs, can produce significant gains in first- to second-year retention rates and better predicts retention than either high school grade point average or standardized test scores.
ISSN:1538-1927
1552-5716
DOI:10.1177/1538192714556892