Hispanic Students’ Sense of Control in Relation to Post-Secondary Enrollment Outcomes

Stephen Aguilar,Ann Kim

doi:10.3390/socsci8020067

Abstract

U.S. Hispanics are the fastest growing minority population pursuing post-secondary education, yet their bachelor degree attainment lags behind other ethnic–racial groups. Previous work supports the theory that having a high locus of control (LOC) can enable persistence in challenging post-secondary settings. We examine LOC as a potential mitigate against low college enrollment, and hypothesize that Hispanic students’ capability to enroll in post-secondary institutions (e.g., community college, 4-year colleges), in the face of personal, academic, and financial challenges, is likely predicated on their belief that they control their academic futures. We modelled college enrollment using a path-model using a generalized structural equation modeling (GSEM) approach. Our findings indicate that LOC decreases the likelihood of Hispanic students’ post-secondary enrollment. This work advances the current state of knowledge on how we understand Hispanic students’ transition to college, and informs the development of potential interventions supporting the academic success of this growing and significant community.

Highlights

In the United States, Hispanic students are the largest and fastest growing minority population attending colleges and universities
The generalized structural equation modeling (GSEM) analysis indicated that locus of control was associated with a significantly decreased likelihood to enroll in college (OR = 0.89 (0.80, 0.99); p < 0.05), and general self-efficacy was significantly predictive of an increased likelihood to enroll in college (OR = 1.13 (1.01, 1.26); p < 0.05)
Support for post-secondary life significantly mediated the relationship between self-efficacy and college enrollment (OR = 1.08 (1.05, 1.11); p < 0.001); and between locus of control and college enrollment (OR = 1.36 (1.31, 1.42); p < 0.001)

Summary

Introduction

In the United States, Hispanic students are the largest and fastest growing minority population attending colleges and universities. The numbers have increased from 728,000 students in 1993, to 2.2 million students in 2013, which is a 201% increase over 20 years (Krogstad 2015). This increase in Hispanic students is mirrored in K-12 education (Chapa and De La Rosa 2006). Despite this increase, Hispanic students are still under-represented in post-secondary education institutions when compared to other ethnic–racial groups in the population (Becerra 2010). Research on Hispanic student college enrollment largely focuses on the logistical or environmental barriers to college enrollment, such as Hispanic students’ lack knowledge of admissions practices, the associated challenges posed by the college application process (e.g., Klasik 2012), and the high school’s college-going culture (e.g., Martinez and Deil-Amen 2015; McKillip et al 2012)

Methods

Results

Discussion

Conclusion