College Persistence among Undocumented Students at a Selective Public University: A Quantitative Case Study Analysis

Autor/inn/en	Flores, Stella M.; Horn, Catherine L.
Titel	College Persistence among Undocumented Students at a Selective Public University: A Quantitative Case Study Analysis
Quelle	In: Journal of College Student Retention: Research, Theory & Practice, 11 (2010) 1, S.57-76 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1521-0251
Schlagwörter	Tuition; Public Policy; State Aid; Undocumented Immigrants; Relationship; Academic Persistence; Statistical Analysis; Case Studies; Texas; United States + Suchen Sie Ihr Suchwort? Unterweisung; Unterricht; Öffentliche Ordnung; Illegaler Aufenthalt; Wechselbeziehung; Statistische Analyse; Case study; Fallstudie; Case Study; USA
Abstract	Texas House Bill 1403, which was passed in 2001, is the first in-state resident tuition (ISRT) policy to benefit undocumented students in the United States. Seven years later, the literature includes virtually no empirical evidence of the persistence patterns of students who have enrolled in post-secondary institutions as beneficiaries of the in-state resident tuition policies in Texas, and in the United States in general. This study represents one of the first research studies to provide a quantitative analysis of the persistence behavior of ISRT policy eligible students at a large selective public institution in Texas. The findings, while not generalizable to all postsecondary institutions with this population, provocatively suggest that ISRT recipients are remaining in college at rates similar to those of their Latino peers who are U.S. citizens and legal residents. The study addresses the implications of this policy for selective institutions and makes suggestions for further research. (Contains 3 figures, 3 tables and 8 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10