This dissertation examines the gap in college enrollment between Asian Americans and Latino Americans regarding the effects of family and school factors, classifying them into the six ethnic/generational status groups (Asian American first generation, Asian American second generation, Asian American third generation and plus, Latino American first generation, Latino American second generation, and Latino American third generation and plus). Through logistic regression analysis of the ELS: 2002 data, national longitudinal sample of 10th graders, the study findings indicate that except for 10th grade achievement, family plays a more important role in predicting overall college attendance (both 2-year and 4-year colleges), including SES, gender, parental and students’ expectations, 3 rd generation, and high school type. On the contrary, school plays a more important role in predicting 4-year college attendance, including 10th grade achievement, academic excellence, participation in extracurricular activities, and English proficiency. Asian Americans are more likely to enroll in overall colleges as well as 4-year colleges, and the generation difference is not found. In contrast, Latino Americans are less likely to enroll in overall colleges as well as 4-year colleges, and there are noticeable generation differences; the low college enrollment rates are largely driven by non-immigrant Latinos. Recommendations for policy makers are provided.
|Commitee:||Shanahan, Michele E., Weis, Lois|
|School:||State University of New York at Buffalo|
|Department:||Counseling, School and Educational Psychology|
|School Location:||United States -- New York|
|Source:||DAI-A 77/07(E), Dissertation Abstracts International|
|Subjects:||Educational evaluation, Educational psychology, Higher education|
|Keywords:||4-year college attendance, Asian american, College attendance, College enrollment, Hispanic/latino american, Postsecondary enrollment|
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