Latinas in higher education: What are they doing to navigate their challenges?
Prior research has found that the number of Chicano/Latino students dropping out of high school is disproportional to whites. In the same manner, Chicano/Latinos are not completing higher education. This proposed research seeks to investigate the extent to which non-academic factors influence the graduation rates among Chicana/Latinas in a four-year institution of higher education. Further, it seeks to find to find the coping strategies applied by Chicana/Latinas in order to retain themselves in higher education. The study hypothesizes that perceived barriers such as low socio economic status, faculty mentoring, family support and social support has an effect on the completion of Chicana/Latinas. It is projected that the Latinas with more family, financial and faculty support will complete their education at the university level in greater numbers as compared to their counterparts.
School:
University of California at Irvine
Department:
Psychology
Research Advisor:
Frankie Santos Laanan
Department of Research Advisor:
Human Resource Education
Year of Publication:
2002