Page 1 |
Save page Remove page | Previous | 1 of 225 | Next |
|
small (250x250 max)
medium (500x500 max)
Large
Extra Large
large ( > 500x500)
Full Resolution
All (PDF)
|
This page
All
|
THE IMPACT OF LEARNING COMMUNITIES ON THE RETENTION AND
ACADEMIC INTEGRATION OF LATINO STUDENTS AT A HIGHLY
SELECTIVE PRIVATE FOUR-YEAR INSTITUTION
by
Carlos C. Cervantes
A Dissertation Presented to the
FACULTY OF THE ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
May 2008
Copyright 2008 Carlos C. Cervantes
Object Description
| Title | The impact of learning communities on the retention and academic integration of Latino students at a highly selective private four-year institution |
| Author | Cervantes, Carlos C. |
| Author email | ccervant@usc.edu |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2008-02-20 |
| Date submitted | 2008 |
| Restricted until | Restricted until 4 Apr. 2010. |
| Date published | 2010-04-04 |
| Advisor (committee chair) | West, Kimberly |
| Advisor (committee member) |
Genzuk, Michael Hunt, Felicia |
| Abstract | This study' s objective was to determine the impact of learning communities on the retention and academic integration of first-year Latino students at a highly selective, private research university in an urban area. Learning communities are institutionally-based programs that combine academic and social integration features that have been associated with student retention. A total number of 68 students were surveyed using the Noel-Levitz Student Satisfaction Inventory (SSI). Of the total number surveyed, 52 students participated in focus group interviews. A total of 16 students participated in in-depth individual interviews. Results indicated that academic integration of residential and non-residential learning communities had an insignificant impact on students retention beyond their first year. The social integration features of the residential learning communities had a more moderate impact on their decisions to persist. The social integration features of the non-residential learning communities had no significant impact on their persistence. The majority of interviewees would have persisted to their sophomore year despite learning communities. However, most students indicated that their positive social experiences facilitated their decisions to return for their sophomore year. Most students indicated they would have persisted because of the friendships they formed with other Latino students, the social support they received, and the motivation to meet family expectations and to challenge societal stigmas. Survey results suggested the majority of students were slightly more satisfied with their college experiences in nine out of twelve SSI scales compared to a national population of Latino students. |
| Keyword | Latino; Hispanic; learning communities; retention; academic integration |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Type | texts |
| Legacy record ID | usctheses-m1087 |
| Contributing entity | University of Southern California |
| Rights | Cervantes, Carlos C. |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | http://www.usc.edu/isd/libraries/services/ask_a_librarian/email/ |
| Filename | etd-Cervantes-20080404 |
| Archival file | uscthesesreloadpub_Volume23/etd-Cervantes-20080404.pdf |
Description
| Title | Page 1 |
| Contributing entity | University of Southern California |
| Full text | THE IMPACT OF LEARNING COMMUNITIES ON THE RETENTION AND ACADEMIC INTEGRATION OF LATINO STUDENTS AT A HIGHLY SELECTIVE PRIVATE FOUR-YEAR INSTITUTION by Carlos C. Cervantes A Dissertation Presented to the FACULTY OF THE ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION May 2008 Copyright 2008 Carlos C. Cervantes |
