Using Institutional Resources and Agency to Support Graduate Students’ Success at a Hispanic Serving Institution

Kimberly Sanders,Katherine Powers,Gaetane Jean-Marie,Natalie Tran,Sean Bell

doi:10.3390/educsci6030028

Kimberly Sanders, Katherine Powers + Show 3 more

Open Access

https://doi.org/10.3390/educsci6030028

Copy DOI

Abstract

There is a growing body of evidence that links increased social capital to minority student success in college. This paper seeks to expand specifically on the graduate experience of underrepresented minorities (URM) at a Hispanic Serving Institution (HSI) using the social capital framework. In a cross-sectional survey, 198 graduate students retrospectively considered the role of institutional resources and agents in their success towards graduation. Data revealed that motivational factors such as a sense of personal achievement, family support, peer support, career promotion, supportive faculty, program satisfaction, and faculty mentor played critical roles in the success of graduate students at HSI. Specifically, Latino students are more likely to report that faculty mentors played a significant role in their success compared to their non-Latino peers χ2(1, N = 195) = 5.33, p = 0.02. Latinos/as were also more likely to use writing support services than their non-Latino/a peers χ2(2, N = 190) = 7.59, p = 0.02. By identifying and increasing access to institutional resources and agents, underrepresented minorities in post-baccalaureate programs may encounter less barriers to graduate degree success.

Highlights

As society progresses in the 21st century, universities and colleges face profound challenges to refine the role of higher education in the U.S [1]
We assessed the relationship between Latinos and college retention (16 factors). Another Chi2 test was run to assess the difference between Latinos and non-Latino graduate students and their utilization of services provided by the Department of Graduate Studies (DGS)
We assessed the relationship between Latinos and non-Latinos across factors that contributed to graduation and institutional services that enhanced graduate student success

Summary

Introduction

As society progresses in the 21st century, universities and colleges face profound challenges to refine the role of higher education in the U.S [1]. Research indicates that the college-going population has increased in its racial and ethnic diversity over the last several years [6,7,8]. Over the past four decades, more students from historically underrepresented groups have enrolled in U.S colleges and universities [5,9]. Minority student enrollment increased by 146 while total enrollment increased by about 40 percent overall; in essence Hispanic undergraduate enrollment greatly outpaced other racial/ethnic groups [6,9].

Objectives

Results

Discussion

Conclusion