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Latino/a students and faculty interaction: Las voces de persistencia
Abstract
Latinos consistently have the lowest degree completion rate throughout the United States (Kurlaender & Flores, 2005). At the same time, Latinos are the fastest growing sector of the U.S. population. Taken together, these facts demonstrate an ongoing and growing inequity in educational opportunities and outcomes for a significant portion of the nation’s population. The findings of this study provide additional knowledge regarding how Latino students perceive interaction with faculty and how affirming relationships with faculty can develop Latino students’ sense of belonging. In addition, the study identifies three main support sources for Latino student persistence, which include family support, collegiate self-efficacy, and a sense of belonging to the campus. This study presents five recommendations for policy and practice based upon the findings of this study, for campus leaders to address the low number of Latino students persisting in their college journeys. Furthermore, it provides three suggested areas for future research.
Subject Area
English as a Second Language|Higher Education Administration|Hispanic American studies
Recommended Citation
Hampton, Joyce L, "Latino/a students and faculty interaction: Las voces de persistencia" (2010). Doctoral Dissertations Available from Proquest. AAI3409585.
https://scholarworks.umass.edu/dissertations/AAI3409585