Achieving Equity for Latino Students
This book provides a critical discussion of the role that select K–12 educational policies have and continue to play in failing Latino students.
Contreras, Ph.D. / August 2011
Because first-generation college students have lower retention and graduation rates, this study focused on their early integration experiences. Specifically, multiple regressions were conducted to examine the predictors of social integration, academic integration, institutional satisfaction, and homesick-related distress, using Tinto's (1993) longitudinal attrition model. Educational commitment, on-campus environment, academic behaviors, and expected level of involvement are highlighted. Results were consistent with non-first-generation research, suggesting that first-generation students' integration may be similar to other college students. Implications for practice and research are discussed.
