This research focused on addressing high attrition rate of Latino students at U.S. post-secondary institutions. National data reports that Hispanics hold the lowest degree completion rate (16%) of post-secondary degrees (NCES, 2015). The study was guided by Clark and Estes (2008) analytic framework, which required the validation of knowledge, motivation, and organizational influences that could potentially be barriers to reach organizational goals. A qualitative case study approach with an emphasis on evaluation was done at a small private college that transitioned from being a predominantly White institution to become a certified Hispanic Serving Institution with more than 25% Latino enrollment in 2014 and almost 50% in 2017. The implications of the case study to the educational community are immense, first, institutions need to treat each individual with much value and respect, each student that is enrolled and paying tuition deserves the highest quality in educational practice. Thus, higher education institutions must assess performance and provide the highest level of training and professional development in areas that need improvement. Second, even with the many different responsibilities and distractions administrators and institutions have on a daily basis, in order to increase student retention (or to improve in any other area), institutions must cultivate a healthy sense of urgency and eagerness to participate in the change process. Moreover, a strategic model of Hispanic retention emerged from the research and it is presented in the discussion section of Chapter Five.
|Commitee:||Canny, Eric, Hasan, Angela|
|School:||University of Southern California|
|School Location:||United States -- California|
|Source:||DAI-A 80/03(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Hispanic American studies, Higher education|
|Keywords:||College persistence, College student success, Hispanic student retention, Retention models, Student attrition, Underrepresented students support services|
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