Latino Student Success Case Study

Case Study Introduction Issues surrounding Latino student success are elaborate and to understand the problem it is important to consider that more often than not, students from the aforementioned groups. This places them at a greater disadvantage and risk of not succeeding when compared to those students who have had family attend college (00). The reason is that first generation students do not necessarily know how to navigate the college experience. For purposes of this research paper, retention rates refer to the percentage of a school’s first-time, first-year undergraduate students who continue at the school the following academic year. First generation will refer to those who are the first in their families to attend college.

Two factors that influence students’ underachievement and subsequent dropping-out of college: a student’s attribution, which refers to their judgments about their abilities to complete a task. In addition, the second factor is goal orientation, as the motives that students have for completing tasks, which may include the developing and improving ability referred to as mastery goals, demonstrating ability referred to as performance-approach goals (00). Some issues that first generation Latino students encounter include, feeling isolated, unequipped for college, no sense of belonging on campus and balancing schoolwork to pay for school related expenses (00). As a result of first generation Latino male students experiencing a stressful undergraduate experience, motivational problems have emerged in the forms of goal orientation and attribution for completing their academic tasks; I plan to list two solutions in combating both motivational problems and evaluate my

For example, In The Impact of Hispanic-Serving Institutions (HSIs), emerging HCIs, and Non-HSIs on Latina/o Academic Self-Concept, Marcela Cuellar found that “racial stigmas can affect Latina/os’ persistence in certain majors despite a firm commitment to an area of study (2014, p.503.)”. The article clearly demonstrated the fact that when students experience racism on campus, especially pertaining to their academics, students often begin to question their place on campus, and resort to focusing on passing their courses as opposed to mastering the material being taught. According to a PEW research article by Richard Pry, “the number of Latino students who reach graduation are reduced by part-time enrollment, a concentration in two-year institutions and a predilection to prolong undergraduate education beyond the traditional age” (00). In a similar article by so and so, as the first in their families to pursue higher education, students lack the invaluable support systems at home that most American college students take for granted. As so and so states that because Latino students are seen as their family’s role model in higher education this produces a “performance driven mentally that creates a mindset for failure when the student does not perform well on an exam” (00). As