Latinx Student Assets, College Readiness, and Access: Are We Making Progress?

Autor/inn/en	Hurtado, Sylvia; Ramos, Hector Vicente; Perez, Edwin; Lopez-Salgado, Xochilth
Titel	Latinx Student Assets, College Readiness, and Access: Are We Making Progress?
Quelle	In: Education Sciences, 10 (2020), Artikel 100 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Hispanic American Students; Access to Education; Self Concept; Gender Differences; English Language Learners; College Readiness; Racial Differences; Enrichment Activities; Longitudinal Studies; High School Students; College Attendance; Higher Education; College Applicants; Admission Criteria; Institutional Characteristics; Grade Point Average; Advanced Placement; College Credits; Selective Admission; Graduation Rate; Social Mobility; Student Attitudes; Low Income Groups; Parent Aspiration; Student Characteristics; Social Networks; School Location; College Entrance Examinations; High School Longitudinal Study of 2009 (NCES); SAT (College Admission Test) + Suchen Sie Ihr Suchwort? Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Education; Access; Bildung; Zugang; Bildungszugang; Selbstkonzept; Geschlechterkonflikt; Rassenunterschied; Bereicherungsprogramm; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; High school; High schools; Oberschule; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Hochschulbildung; Hochschulsystem; Hochschulwesen; College applications; Studienbewerber; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Achievement; Performance; Anrechnung; Leistung; Bildungsselektion; Soziale Mobilität; Schülerverhalten; Elternwille; Social network; Soziales Netzwerk; Schulgelände; Aufnahmeprüfung
Abstract	While previous research has focused on the continuing educational disparities between the growing Latinx population and other racial/ethnic groups, this study focuses on the importance of the assets and enrichment opportunities that determine variability in Latinx student college access. Using the nationally representative 2009-2016 High School Longitudinal Study data, the authors employed multivariate analyses to study the effects of five asset bundles considered student endowments, including indicators of college readiness, on the number of college applications and the selectivity of the institution Latinx students decided to attend. The results indicate that differences in college readiness (high school GPA, AP credits) and material resources (Pell grants, student belief in parents' ability to afford selective colleges) are the main predictors of not only being strategic in the college application process but also result in more selective college enrollment where students' chances of college completion are higher. Asset bundles, however, do not completely explain social identity disparities based on gender and English language learner status. Further research is needed to advance asset-based models for Latinx students and the social mobility of students from low-income backgrounds and other social identities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01