A growing number of Latino male students are attending community colleges each year, accessing higher education opportunities that contribute to personal, academic, professional, and community growth. However, institutionalized norms within education settings can minoritize these same students, and so degree attainment rates remain alarmingly low (National Center for Education Statistics [NCES], 2016b; NCES, 2016c; NCES, 2016d). Concurrent Enrollment (CE) programs at Hispanic Serving Institutions (HSI) are one option that support high school students in college engagement, simultaneously building aspirations of continuing through to degree completion and building the skills needed to navigate through college processes. This mixed methods study examined the impact of CE programs on Latino male students enrolled at two community college HSIs in Colorado, using the Model of Community Cultural Wealth (Yosso, 2005) as a theoretical framework. CE was found to provide a stepping-stone into college, positively impacting GPA, aspirations to go to college and complete a degree, and ability to navigate through college systems.
|Commitee:||Mondragon, Sandy, Protas, Brandon|
|School:||University of Colorado at Denver|
|Department:||Leadership for Educational Equity|
|School Location:||United States -- Colorado|
|Source:||DAI-A 82/4(E), Dissertation Abstracts International|
|Subjects:||Higher education, Secondary education, Gender studies, Hispanic American studies|
|Keywords:||Community cultural wealth, Concurrent enrollment, Cultural capital, Hispanic, Latino, Persistence|
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