A Phenomenological Investigation of the Academic Persistence of Undergraduate Hispanic Nontraditional Students at Hispanic Serving Institutions

Autor/inn/en	Arbelo-Marrero, Floralba; Milacci, Fred
Titel	A Phenomenological Investigation of the Academic Persistence of Undergraduate Hispanic Nontraditional Students at Hispanic Serving Institutions
Quelle	In: Journal of Hispanic Higher Education, 15 (2016) 1, S.22-40 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-1927
DOI	10.1177/1538192715584192
Schlagwörter	Phenomenology; Academic Persistence; School Holding Power; English (Second Language); Second Language Learning; Hispanic American Students; Academic Aspiration; Family Characteristics; Undergraduate Students; Nontraditional Students; Campuses; Educational Environment; Institutional Characteristics; Surveys; Interviews; Qualitative Research; Socialization; Student Attitudes; Hermeneutics; Focus Groups + Suchen Sie Ihr Suchwort? Phenomenological psychology; Phänomenologie; Psychologie; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Survey; Umfrage; Befragung; Interviewing; Interviewtechnik; Qualitative Forschung; Socialisation; Sozialisation; Schülerverhalten; Hermeneutik
Abstract	This study focused on understanding the factors of academic persistence for 10 undergraduate Hispanic nontraditional students enrolled at two Hispanic Serving Institutions (HSIs) in the southeast, each in their last year of a baccalaureate degree program. Using a phenomenological design, findings indicated that family context, personal aspirations, campus environment within HSIs, life challenges, and English language learning, all played a vital role in the persistence behaviors of participants. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01