Thesis (Ph. D.)--Virginia Polytechnic Institute and State University, 2005. / "June 17, 2005." Title taken from PDF title screen (viewed September 10, 2007). Includes bibliographical references and appendix.

Thesis (Ph. D.)--Texas A & M University, 1989. / Includes bibliographical references (leaves 211-226).

Thesis (Ph. D.)--University of Texas at Austin, 2005. / Vita. Includes bibliographical references.

Thesis (Ph. D.)--University of Missouri-Columbia, 2007. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on October 12, 2007) Vita. Includes bibliographical references.

Treatise (Ed. D.)--University of Texas at Austin, 2007. / Vita. Includes bibliographical references.

The problem of this study concerns the values, beliefs, and characteristics of Hispanic students attending a large urban southwestern university. The study is qualitative and utilizes the constant comparative research method. Data is gathered from interviews with 21 Hispanic students, campus surveys, university records, a census report, and observation of campus activities. The literature review spans organizational culture, campus culture and subcultures, as well as studies regarding Hispanic students. The findings introduce the students and report their perspectives in both their own words and in summarized themes for each research question. In summary, Hispanic students and their college experiences are diverse. They major in a wide range of disciplines, come from varying socio-economic households, have parents with varying levels of education, are surprised by various aspects of college, and they do not all speak Spanish.

Exposure to hate, racism, discrimination, and microaggressions is prevalent on college campuses, and such exposure also occurs beyond the context of the college campus, whether involving police violence against Blacks, in particular, as well as Hispanics. Also, the COVID-19 pandemic year of 2020 saw a rise in hate and violence toward Asians. The present study aimed to identify the significant predictors of a high prevalence of experiences of microaggressions for Black, Latinx, and Asian students enrolled in college during the pandemic whether at the undergraduate or graduate level in the United States (U.S.). A total of 341 participants (mean age=26.62, female=40.6%, Black/Latinx=54.5%, Asian=45.5%, U.S. born=66.9%, ever attended Historically Black Colleges or Universities/Hispanic Serving Institutions (HBCU/HSI)=52.2%) participated online, having been recruited via a social media campaign and asked to complete the I EXPERIENCED HATE Survey. Independent t-tests indicated that U.S. born respondents experienced significantly more microaggressions (mean=1.91, SD=.843) than non-U.S. born (mean=1.62, SD=1.016; t=-2.595, df=190.5, p=0.01), and those who ever attended an HBCU/HSI experienced significantly more microaggressions (mean=1.97, SD=0.705) compared to those who never attended HBCU/HSI (mean=1.65, SD=1.073; t=-3.247, df=275.8, p=0.001). Pearson’s correlations showed that a higher level of experiencing microaggressions was significantly correlated with lower rating of college climate (r=-.185, p=.001), higher stage of change for coping and responding to racism and oppression (r=.182, p=.001), higher or more frequent experiences of hate (r=.397, p=.000), and higher stressful and traumatic impact of hate (r=.325, p=.000). Backwards stepwise regression analysis indicated that the significant predictors for a high prevalence of experiences of microaggressions were ever attending an HBCU/HSI (b=.447, SE=.109, p = .000), more experiences of hate (b=.360, SE=.059, p=.000), and more stressful and traumatic impact from hate (b=.131, SE=.052, p=.013). However, the final model explained 26.3% of the variance (adjusted R2=.263). This suggests that future studies should identify additional independent variables for inclusion. The present study findings supported the initial anticipated findings that Black, Latinx, and Asian students who had more frequent hate experiences and had more and higher negative stressful/traumatic impact from hate experiences would significantly predict the high prevalence of experiences of microaggressions. Implications of findings are discussed.

Using critical race theory and LatCrit as conceptual frameworks, I conducted a qualitative instrumental case study of a cadre of self-identified Mexican-American and Hispanic college students who bring college knowledge, goodwill, and aid to their border town communities. The purpose of this study was to explore how college knowledge and other forms of academic capital are transmitted and co-constructed in the contested terrain of the borderlands. Primary data sources included semi-structured interviews, participant and non-participant observation, and personal artifacts (e.g. newspaper articles, college admissions essays, social media, etc.) collected from 17 full-time undergraduate student participants, 11 males and 6 females, ranging from 19 to 22 years old, who were active members of the Gates Millennium Scholars Program. Supplemental data sources included semi-structured interviews with 23 family members and 9 educators identified by student participants, as well as a review of public records regarding student participant's border town communities (e.g. newspaper articles, census data, educational statistics, etc.). Findings detail how this group of college students manages the 'scholar' distinction in their hometown and utilizes distinct methods to promote academic capital formation. Specifically, this study delineates the following four types of scholars: (1) pioneers, (2) guardians, (3) ambassadors, and (4) advocates. Ultimately, this research highlights the importance of college students' ingenuity in response to enduring system inequality in higher education, particularly along the U.S.-Mexico border, with implications for research theory, policy, and practice.

The purpose of this study was to identify and understand Hispanic students' perceptions of the influences on their success at a community college. Using a qualitative design, six students were interviewed in depth in order to gain insight and perspective of their educational experience at the community college. The investigation explored each student's decision to enroll at the community college and sought to describe factors that the participants identified as having impacted their experiences at the community college, including their perceptions of themselves and their families. The study also explored the programs and practices that are in place in the community college that may influence these students' academic success. Finally, the relationship between the Hispanic students' perceptions about their academic successes and the community college's employees' perceptions were examined. Tinto's (1975) model of student integration theory provided the theoretical framework for data collection and analysis. The major analytical categories that were developed during data analysis were as follows : other academic experiences ; motivation to succeed, both internal and external ; issues of ethnicity ; issues of age ; and issues of family. The students' perceptions of their community college experiences were both positive and critical. / by Karin Lynn St. Pierre. / Thesis (Ph.D.)--Florida Atlantic University, 2011. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2011. Mode of access: World Wide Web.

Latinos are the largest and most rapidly growing ethnic minority in the United States, and they have the highest dropout rates of any major ethnic group in the country (U.S. Department of Labor, 2003). Latinos' educational attainment is consistently lower than that of other students (Gandara, 2008). The majority of Latino college students in the state of Oregon are of Mexican origin and have parents with low income and low levels of education, which ultimately influences the students' decisions in whether or not to pursue higher education. This study examines these and other factors which motivate Latino students to pursue higher education in selected colleges in the state of Oregon. Quantitative data was gathered and evaluated to determine their academic self-efficacy, an idea grounded in Social Cognitive Theory (Bandura 1997). Accordingly, this dissertation analyzed personal, environmental, and demographic factors as determinants of the academic self-efficacy of Latino college students. The results indicated that mothers (family being one of the environmental factors) were the most motivating persons for Latino college students pursuing higher education, followed by the influence of friends. The results also revealed that another influencing factor in academic self-efficacy of Latino college students was their own self-efficacy and their personal goal orientation. Female students reported the highest scores of self-efficacy for a four-year institution, followed by students of both genders aged between 18 and 22 years old. Latino college students' choice of agriculture as a program to pursue in higher education was also analyzed, despite the fact that the majority (92 %) of Latino college students did not choose an agriculture-related career. / Graduation date: 2012