Exploring Latino/a college students’ transition experiences: An ethnography of social preparedness and familial support

This ethnographic case study examined first-year, first-generation, low-income Latino/a college students’ social experiences and familial support during their transition from a charter high school to four-year universities. Through interviews and observations, we found that maintaining communication and building relationships among high school and college peers, high school faculty and staff, and college professors were essential to navigating the educational system; also, having a family that supported their academic work to allow students to only focus on their coursework was important.     

Por los ojos de madres: Latina mothers’ understandings of college readiness

In this study, data from six focus groups with 30 Latina mothers in South Texas were analyzed utilizing a “funds of knowledge” approach to uncover their understandings of college readiness and their role in ensuring their children are college ready. Findings indicate that Latina mothers perceived college readiness in a holistic fashion, similar to the concept of educación, in that being college ready encompasses academic preparation and other particular personal attributes that ensure success in college. Mothers also believed they had a shared responsibility in college readiness efforts by providing emotional, financial, and moral support while school personnel and students were responsible for other aspects. Such findings are crucial given that current college readiness research does not explicitly consider the role of parents in college readiness efforts or how parents perceive this notion.     

AN INVESTIGATION OF CRITICAL MASS: The Role of Latino Representation in the Success of Urban Community College Students

The community college has historically functioned as a primary access point to postsecondary education for Latino students. This study, an investigation conducted through an analysis of the Transfer and Retention of Urban Community College Students (TRUCCS) project, focuses on Latino students enrolled in urban “minority-majority” community colleges, where Latino students have a high representation. The specific interest of this research is the role and effect of the level of representation of Latino community college students on their academic outcomes. The relationship between the level of representation of Latinos, and the levels of academic success are analyzed in concert with other variables, such as, the level of representation of Latino faculty on campus, student age, attitude, academic integration, English ability and aspiration. Findings indicate a relationship between academic success of Latino community college students and the proportion of Latino students and faculty on campus. The findings thus suggest that a critical mass of Latinos may be a positive influence encouraging “minority” students to higher academic performance.     

Get Ready,Get In,Get Through: Factors that Influence Latino College Student Success

“Get ready, get in, and get through.” Latino adolescents and young adults are enrolling in the nation’s colleges and universities at record numbers. However, completion rates of Latinos range from 8% to 25%. We examined individual rather than organizational factors shown to influence Latino student post-secondary levels of success. Influences include academic experience; demographic, personal, and family characteristics; and cultural factors. Four colleges that have specifically addressed success were selected to show how programs link individual factors with success. Implications for the findings are discussed.     

大学生心理障碍原因探析

我国大学生产生心理障碍的原因主要有以下几个方面:一是社会转型时期带来的社会大变革从而导致人们各方面的不适应是产生大学生心理障碍的根本原因;二是大学生人格成长与人生的阶段性压力的矛盾是产生心理障碍的主要原因;三是贫富差距带来的心理反差是产生大学生心理障碍的间接原因;四是心理耐挫能力弱是产生大学生心理问题的直接原因。     

大学生职业生涯阻碍因素之比较研究

采用开放式问卷对118名大学生进行调查,结果显示:(1)大学生职业生涯阻碍存在着显著的性别差异。男生更注意来自个人内在主观方面的阻碍,女生所知觉到的阻碍则更多的来自于外在,尤其是社会人际因素对女生造成的心理负担比男生更大。(2)与国外大学生相比,我国大学生十分重视人际关系、家庭经济和自信心水平对自身职业生涯发展的影响。     

当代大学生就业心理障碍及其引导策略研究

随着社会的不断发展以及高等教育体制的深入改革,大学毕业生就业形势越来越严峻,导致很多大学生或多或少都存在一定的就业心理障碍问题,比如矛盾心理、攀比心理、自负自卑心理、从众心理等。这影响着大学生以后的良好发展,学校、家庭方面都应给予重视。文章就从当代大学生就业心理障碍的现状出发,分析其产生的原因,并针对问题结合实际提出相应的引导对策,以期培养出大学生健康良好的就业心理。     

探究高职写作动机障碍成因及改进策略

高职学生普遍存在不愿意写作、写作自我效能感低下、写作焦虑、拒绝写作等写作动机障碍。本文分析了造成障碍的诸多原因：写作经验、培养目标和教育层次、教师写作观念、写作任务难度等,并在此基础上,提出了解决问题的对策。     

影响大学生利用计算机网络资源的障碍因素分析

本研究的目的是为了了解当代中国大学生利用计算机网络资源过程中可能存在的障碍因素。研究发现,在所列举的十三项可能的障碍因素中,校园局域网和广域网分离造成的使用不方便和网络速度太慢是当前最影响大学生利用计算机网络资源的两大问题。此外,性别、年级、拥有计算机与否、拥有计算机的时间、每天使用计算机和网络的时间等个人特征对大学生认识计算机网络资源利用中可能的障碍因素有不同程度的影响。基于这些发现,本研究尝试着提出一些解决问题的建议。     

大学生自主创新的主要障碍

创新是一个民族进步的灵魂,是国家兴旺发达的不竭动力.当代大学生的自主创新意识以及自主创新能力的强弱,直接关系到建设创新型国家战略的成败,关系到民族的振兴和国家的盛衰.平庸性目标取向障碍、应试性学习障碍、虚假性学风障碍和浮躁性意志障碍是目前大学生自主创新所遭遇到的主要障碍.从根本上有针对性地克服目前大学生自主创新所遭遇到的主要障碍将成为我国高等教育继续深化改革的主要方向之一.     

The relationship between GEAR UP program involvement and Latina/o students’ performance on high-stakes tests

To assess the impact of a college preparation program, district-wide changes in high-stakes test pass rates are examined, followed by an examination of specific program elements that are associated with students’ score changes. Changes in pass rates for districts with and without services are compared for the Latina/o and overall student populations. This study also examines the relationship between hours of participation in various elements of the college preparation program and changes in test scores of low-income Latina/o students. Results indicate that key program elements related to improvements in test scores include participation in mentoring and summer programs.     

当代大学生心理障碍形成的原因与对策

大学生是一个心理问题高发的群体,据调查近年来高校中患有心理障碍的学生比例逐年提高。针对大学生心理障碍多发与日趋严重的趋势,本文在对大学生心理障碍的成因进行调查分析的基础上提出积极寻求大学生心理障碍的预防对策和解决途径,以提高大学生心理健康水平。     

大学生常见情绪障碍与调节

情绪障碍是大学生常见的心理问题,不良情绪长期存在,将会严重影响大学生的学习和生活。本文分析了大学生情绪障碍的主要表现,探究了引起大学生不良情绪的因素,提出了情绪控制与调适的主要方法。     

大学生创业教育现状调查与实现途径研究

本研究基于问卷调查和个人访谈相结合的研究方法,对当前大学生创业教育现状进行调查,并就实施大学生创业教育的可行性动力和阻力进行分析,在此基础上提出开展大学生创业教育的有效途径。     

试论高职生创业应具备的心理素质

为配合中国高等职业技术教育研究会"十二五"规划课题"高职院校学生创新创业能力培养模式与途径研究",本课题组进行了高职院校学生创业调查,在调查过程中,课题组成员发现其实在高职生创业的过程中,心理关是最难跨越的门槛,一旦克服了心理障碍,创业的成功率将大大提高。     

“Why in This Bilingual Classroom … Hablamos Más Español?” Language Choice by Bilingual Science Students

This qualitative sociolinguistic research study examines Latino/a students’ use of language in a science classroom and laboratory. This study was conducted in a school in the southwestern United States that serves an economically depressed, predominantly Latino population. The object of study was a 5th-grade bilingual (Spanish/English) class. The findings demonstrate the students’ awareness of their own bilingualism, their preference for speaking Spanish, and their conceptualization of English as the language of academic success. Most significantly, this study reveals how the institutional context impacts both the teacher’s and the students’ behaviors, resulting in an implicit institutionalized bias against Spanish.