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Academic Achievement among Latina Un...

Tollinchi, Michell.

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Academic Achievement among Latina Undergraduates: An Examination of Psychosociocultural Factors Associated with Academic Achievement and Persistence among Dominican and Puerto Rican Students.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Academic Achievement among Latina Undergraduates: An Examination of Psychosociocultural Factors Associated with Academic Achievement and Persistence among Dominican and Puerto Rican Students./
Author:	Tollinchi, Michell.
Description:	95 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-07(E), Section: A.
Contained By:	Dissertation Abstracts International76-07A(E).
Subject:	Higher education administration. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3684632
ISBN:	9781321598919

Academic Achievement among Latina Undergraduates: An Examination of Psychosociocultural Factors Associated with Academic Achievement and Persistence among Dominican and Puerto Rican Students.
Tollinchi, Michell.

Academic Achievement among Latina Undergraduates: An Examination of Psychosociocultural Factors Associated with Academic Achievement and Persistence among Dominican and Puerto Rican Students. - 95 p.

Source: Dissertation Abstracts International, Volume: 76-07(E), Section: A.

Thesis (Ph.D.)--Fordham University, 2015.

The purpose of the study was to examine the psychosociocultural factors (cultural congruence, ethnic identity, acculturation, mentoring support, and family support) on the academic persistence of Latina undergraduate students, with a preliminary observation on Dominican and Puerto Rican students. The sample of 257 Latina undergraduate students were drawn from a list of northeastern colleges/universities identified through the researcher's membership in professional consortia. Students completed an on-line survey which consisted of previously validated scales that measured the psychosociocultural variables and persistence. Cultural congruity (r=0.329, p=0.01), ethnic identity (r=0.345, p =0.01), perceived family support (r=0.345, p=0.00), and mentoring support (r=0.487, p=0.00) were all positively correlated to academic persistence; while acculturation (r=-.131, p=.046) was negatively correlated with persistence. Further analysis determined that for Dominicans (n=73) increased persistence was positively correlated with ethnic identity (r=.392, p=.001), mentoring scale (r=.486, p=.000), and cultural congruity (r=.304, p=.016). Puerto Rican (n=27) students who have increased scores in persistence were more likely to score higher on the perceived social support scale (r=.628, p=.000) only. It is evident that there are many factors that support student's persistence in college. Effectively supporting students individually and by providing resources at the college level can help increase the rates of graduation.

ISBN: 9781321598919Subjects--Topical Terms:

2122863
Higher education administration.

Academic Achievement among Latina Undergraduates: An Examination of Psychosociocultural Factors Associated with Academic Achievement and Persistence among Dominican and Puerto Rican Students.
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100 1 $a Tollinchi, Michell. $3 3183423
245 1 0 $a Academic Achievement among Latina Undergraduates: An Examination of Psychosociocultural Factors Associated with Academic Achievement and Persistence among Dominican and Puerto Rican Students.
300 $a 95 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-07(E), Section: A.
500 $a Adviser: Peter Vaughan.
502 $a Thesis (Ph.D.)--Fordham University, 2015.
520 $a The purpose of the study was to examine the psychosociocultural factors (cultural congruence, ethnic identity, acculturation, mentoring support, and family support) on the academic persistence of Latina undergraduate students, with a preliminary observation on Dominican and Puerto Rican students. The sample of 257 Latina undergraduate students were drawn from a list of northeastern colleges/universities identified through the researcher's membership in professional consortia. Students completed an on-line survey which consisted of previously validated scales that measured the psychosociocultural variables and persistence. Cultural congruity (r=0.329, p=0.01), ethnic identity (r=0.345, p =0.01), perceived family support (r=0.345, p=0.00), and mentoring support (r=0.487, p=0.00) were all positively correlated to academic persistence; while acculturation (r=-.131, p=.046) was negatively correlated with persistence. Further analysis determined that for Dominicans (n=73) increased persistence was positively correlated with ethnic identity (r=.392, p=.001), mentoring scale (r=.486, p=.000), and cultural congruity (r=.304, p=.016). Puerto Rican (n=27) students who have increased scores in persistence were more likely to score higher on the perceived social support scale (r=.628, p=.000) only. It is evident that there are many factors that support student's persistence in college. Effectively supporting students individually and by providing resources at the college level can help increase the rates of graduation.
590 $a School code: 0072.
650 4 $a Higher education administration. $3 2122863
650 4 $a Latin American studies. $3 2122903
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710 2 $a Fordham University. $b Social Work. $3 1678407
773 0 $t Dissertation Abstracts International $g 76-07A(E).
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