A longitudinal analysis of latina/o students' academic persistence

Veronica Bordes-Edgar, Patricia Arredondo, Sharon Kurpius, James Rund

Research output: Contribution to journalArticle

25 Citations (Scopus)

Abstract

This was a 4.5-year follow-up study of university persistence involving 71 Latina/o students, who were initially surveyed as 1st-semester freshmen. Academic (high school grade point average [GPA], entrance exam scores, and college GPA) and nonacademic (self-beliefs, social support, and academic persistence decisions) factors were examined to determine impact on persistence. Self-beliefs and mentoring predicted academic persistence and college GPA. Students who graduated had stronger high school GPAs, more mentoring, and more positive initial academic persistence decisions.

Original languageEnglish (US)
Pages (from-to)358-368
Number of pages11
JournalJournal of Hispanic Higher Education
Volume10
Issue number4
DOIs
StatePublished - Oct 2011

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persistence
mentoring
student
semester
social support
school grade
university
school

Keywords

  • academic persistence
  • grade point average
  • graduation
  • high school
  • higher education
  • Latina(o)
  • mentoring

ASJC Scopus subject areas

  • Education

Cite this

A longitudinal analysis of latina/o students' academic persistence. / Bordes-Edgar, Veronica; Arredondo, Patricia; Kurpius, Sharon; Rund, James.

In: Journal of Hispanic Higher Education, Vol. 10, No. 4, 10.2011, p. 358-368.

Research output: Contribution to journalArticle

Bordes-Edgar, Veronica ; Arredondo, Patricia ; Kurpius, Sharon ; Rund, James. / A longitudinal analysis of latina/o students' academic persistence. In: Journal of Hispanic Higher Education. 2011 ; Vol. 10, No. 4. pp. 358-368.
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