Resilience and Persistence among Hispanic Males Enrolled in Skill Center Programs: The Student Perspective

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Autor/in	Lopez, Anna M.
Titel	Resilience and Persistence among Hispanic Males Enrolled in Skill Center Programs: The Student Perspective
Quelle	(2016), (170 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northern Arizona University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3398-4329-2
Schlagwörter	Hochschulschrift; Dissertation; Resilience (Psychology); Hispanic American Students; Academic Persistence; Males; Skill Development; Student Attitudes; Vocational Education; Qualitative Research; Barriers; Performance Factors; Interviews; Student Surveys; Job Skills; Career Readiness; Social Influences; Student Satisfaction; Institutional Characteristics; Study Skills + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Male; Männliches Geschlecht; Kompetenzentwicklung; Qualifikationsentwicklung; Schülerverhalten; Ausbildung; Berufsbildung; Qualitative Forschung; Leistungsindikator; Interviewing; Interviewtechnik; Schülerbefragung; Produktive Fertigkeit; Sozialer Einfluss; Studientechnik
Abstract	This study was designed to identify, from the Hispanic male student perspective, what underlying factors either contribute to or impede resilience and persistence in their pursuit of vocational training in a southwest skill center facility. As evidenced by the literature, there are key components missing in the assessment of resiliency and persistence among Hispanic males in vocational training programs one being the student perspective. As part of their ongoing effort to promote success among the Hispanic student population, Hispanic-serving institutions (HSIs) face a variety of challenges with respect to data collection. Many of these institutions lack the capacity to collect data on their students' experiences, lack the financial resources to develop internal data collection processes, have staffing constraints, and have outdated or incompatible technology infrastructure rendering data collection less than reliable. An additional challenge encountered was how to determine what data, if any, is maintained and reported related to the college vocational/skill center. Historically, vocational/occupational education has been viewed as a segregation tool used in high school curriculum in an effort to track low achievers to areas of job readiness in order to prepare them for minimal achievement in the workforce. Hispanic males lag significantly behind their female peers in terms of both college access and degree attainment which only serves to weaken the nation's ability to utilize its human capital and ensure the success of diverse families and communities. The challenge facing community colleges is how to ensure that students of color whose numbers will only continue to grow are properly trained and educated to meet workforce needs. The purpose of this qualitative, exploratory study was to identify, from the Hispanic male student perspective, those underlying factors that facilitate and/or barriers that impede resilience and persistence in their pursuit of vocational training in skill center programs. In other words, what factors play a role in the student's ability to succeed despite encounters with personal and environmental adversities and what factors play a role in the student's continuation from one term to the next ultimately resulting in program completion. The target population for this study was Hispanic males enrolled during the 2015-2016 academic year. Surveys and interviews were used to capture descriptive narratives and experiences of Hispanic male students enrolled in job-readiness programs in a skill center facility. Based on the data collected from individuals attending the JRL Skill Center, JRLSC is delivering a satisfactory level of social (peer relationships, non-cognitive development, family, goals) and institutional (instructors, program variety, job readiness) factors which promoted resilience and persistence among this student population. Students also identified additional social (transportation, life challenges, employment status, language), institutional (student services, course enhancement, communication, tutoring), and cognitive (study skills) factors which the facility could improve in order to better serve Hispanic male students. Underprepared students are typically unaware of what they do not know. The institution, therefore, must take the initiative to present them with improved services and the information needed to ensure success beginning with their initial contact with the facility and not delayed until they make contact with instructors in the classroom. The implications of this study provide information for institutional practice in the form of proposed initiatives and future research related to conditions designed to increase resilience and persistence among this population. [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