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(searched for: doi:10.1007/s11162-015-9381-z)
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Tekla Nicholas, Glenda Musoba , Indu Khurana
Community College Journal of Research and Practice pp 1-12; doi:10.1080/10668926.2020.1841044

The publisher has not yet granted permission to display this abstract.
Elizabeth Apple Meza, Grant Blume
Published: 13 August 2020
by Wiley
New Directions for Community Colleges, Volume 2020, pp 37-44; doi:10.1002/cc.20421

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Dustin Michael Grote , David B. Knight , Walter C. Lee, Bevlee A. Watford
Community College Journal of Research and Practice pp 1-30; doi:10.1080/10668926.2020.1798303

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Erica R. Winterer, Jeffrey E. Froyd, Maura Borrego, Julie P. Martin, Margaret Foster
International Journal of STEM Education, Volume 7, pp 1-23; doi:10.1186/s40594-020-00215-6

Abstract:
This systematic review identifies factors that prior studies have identified as supporting the academic success of Latinx transfer students, who matriculate at 2-year institutions with respect to earning a 4-year baccalaureate degree in a STEM field. Since the students matriculate at a 2-year institution, they must, at some point in their academic career, transfer to a 4-year institution to earn the baccalaureate degree. Search and screening procedures identified 59 qualifying studies describing factors supporting persistence, transfer, or graduation of Latinx students matriculating at 2-year institutions. To synthesize findings, we coded the 31 quantitative, 22 qualitative, and six mixed methods studies according to unified themes. Nearly half the quantitative studies explored student characteristics alone, while some qualitative studies explicitly sought to identify assets Latinx students bring to higher education. None of the quantitative students utilized assets-based frameworks such as Yosso (Race Ethn Educ 8:69–91, 2005) to guide their analysis. All types of studies contributed to the conclusion that quality interactions with peers and staff support success of Latinx STEM transfer students. Specific details and strategies for institutions and their staff to support these interactions are described.
Martha Cecilia Bottia , Elizabeth Stearns , Roslyn Arlin Mickelson, Stephanie Moller , Cayce Jamil
The Journal of Higher Education, Volume 91, pp 1116-1148; doi:10.1080/00221546.2020.1742032

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Kelly R. Wickersham
Published: 14 October 2019
Community College Review, Volume 48, pp 107-132; doi:10.1177/0091552119880941

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Justin C. Ortagus, Xiaodan Hu
Published: 24 July 2019
Community College Review, Volume 47, pp 434-461; doi:10.1177/0091552119867126

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Paul D. Umbach, Jeremy B. Tuchmayer, Ashley B. Clayton, Kathleen N. Smith
Community College Journal of Research and Practice, Volume 43, pp 599-617; doi:10.1080/10668926.2018.1520658

George Spencer
Published: 18 July 2018
Research in Higher Education, Volume 60, pp 458-484; doi:10.1007/s11162-018-9522-2

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Jason L. Taylor , Dimpal Jain
Published: 4 September 2017
Community College Review, Volume 45, pp 273-293; doi:10.1177/0091552117725177

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Rabi A. Musah , Michael Ford
Journal of Research on Educational Effectiveness, Volume 10, pp 596-618; doi:10.1080/19345747.2016.1213341

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