Interaction with Institutional Agents in Community College, Predictors of Latino Males' Commitment to Educational Goals: A Quantitative Study

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Autor/in	Perezchica, Inez G.
Titel	Interaction with Institutional Agents in Community College, Predictors of Latino Males' Commitment to Educational Goals: A Quantitative Study
Quelle	(2017), (132 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, California State University, Fullerton
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3554-6867-0
Schlagwörter	Hochschulschrift; Dissertation; Hispanic American Students; Males; Community Colleges; Student Needs; Academic Persistence; Student Attitudes; Student Personnel Services; Academic Support Services; Program Effectiveness; Interaction; Interpersonal Relationship; Teacher Student Relationship; Help Seeking; Predictor Variables; Role; School Personnel; Statistical Analysis + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Male; Männliches Geschlecht; Community college; Community College; Schülerverhalten; Interaktion; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Teacher student relationships; Lehrer-Schüler-Beziehung; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Prädiktor; Rollen; Schulpersonal; Statistische Analyse
Abstract	Only 9% of U.S Latino males have bachelor's degrees. Community colleges are the preferred choice for Latinas/os entering the higher education pipeline. Almost half of first-year community college students leave college without achieving their educational goals. Racial inequalities in education are a symptom of lingering institutional racism. In order to address educational inequities, educational leaders must learn how to support Latino male students. The purpose of this study was to examine the role of institutional agents on Latino male students' commitment to educational goals. In particular, this study sought to assess the added impact of students' perceptions of and use of campus support services, interactions with institutional agents, validation, and socio-academic integrative moments. The study found that 24% of the variance in Latino male students' commitment to educational goals could be explained by interactions with institutional agents. A high-quality interaction with institutional agents influenced students' commitment to educational goals. Bonding with a professor, feeling comfortable asking for help from campus personnel, validation by a professor, and feeling welcome to interact with a professor outside of the class were significant predictors of students' commitment to educational goals. These high-quality interactions denote a more personal connection and have not been previously grouped together in research. For the purpose of this study these high-quality interactions are called "affinity encounters." Affinity encounters are relationship-based and are different from transactional encounters that consist of an exchange of knowledge or information. The study also found that Latino male students' perception of campus services had the highest influence on their commitment to educational goals. Feeling comfortable asking for and accepting help from campus personnel was also a dependent variable predictor. Notwithstanding the benefits of affinity encounters, many Latino male students never met with their community college professors or used campus services. The study confirms the important role that institutional agents have on Latino male students' commitment to educational goals. It also illustrates the low level of interaction that Latino male students have with institutional agents outside of the classroom. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01