The Role of Faculty, Counselors, and Support Programs on Latino/a Community College Students’ Success and Intent to Persist
The Role of Faculty, Counselors, and Support Programs on Latino/a Community College Students’ Success and Intent to Persist
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教师、辅导员和支持计划对拉丁裔/社区学院学生的成功和坚持意愿的作用
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发表时间：
2015
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通讯作者：
Esau Tovar
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作者：
Esau Tovar
本研究探讨了与机构代理人（教师和学术顾问）的互动以及选择的学生支持计划如何影响拉丁裔/社区学院学生的成功（即平均绩点）和坚持完成学位的意图。该研究利用社会资本理论和大学影响模型，控制了选定的大学预科学生特征、向大学过渡的经历以及学术和社会因素的影响。研究结果表明，与机构代理人的互动（数量和类型）对拉丁裔/学生的成功影响虽小，但意义重大。同样，参与学术严谨的项目和咨询密集型支持项目会影响学生的成功和坚持的意愿。讨论了对实践的影响。
This study examines how interactions with institutional agents (faculty and academic counselors) and select student support programs influence success (i.e., grade point average) and intentions to persist to degree completion for Latino/a community college students. Using social capital theory and college impact models, the study controls for the effects of select pre-college student characteristics, transition-to-college experiences, and academic and social factors. Findings indicate that interactions (quantity and type) with institutional agents exercise a small, but significant effect on Latino/a students’ success. Similarly, participation in an academically rigorous program and a counseling-intensive support program influences students’ success and intent to persist. Implications for practice are addressed.