Professional decision-making concerning the nature and quantity of schoolchildren's educational, counseling, and remedial experiences is critical to children's success. How are aspects of students' race and socioeconomic status associated with teachers' and counselors' recommendations regarding the supportive and remedial services provided to them? This study examined how racial/ethnic identity and social class may influence the early treatment decisions that teachers and counselors make about programs and services that could benefit their students. The study analyzed archival data collected from teachers and counselors via a classroom vignette study in which participants suggested appropriate programming and services for a hypothetical child. The scenario and the presenting issues were the same across all vignettes, while the hypothetical child's race/ethnicity and socioeconomic background varied. Overall, the results suggested that many teachers and counselors can make unbiased decisions about service recommendations for students. However, responses to the Asian American vignette frequently seemed to be affected by the model minority stereotype; in addition, trends that suggested biased views towards Latinx and low SES students were found, along with the possible existence of a positive feedback bias toward Black students. Suggested future research directions included the creation of a scale for the measurement of attitudinal dispositional ratings with an extension to clinical settings.

This study used qualitative research, particularly life history analysis, to determine the personal pathways of success for Latino students who chose to enter a health science center for graduate study and who graduated. By giving voice to individual success stories of Latino students, some of the influences on the life pathways of these graduates were determined. For the purposes of this study, success was defined as graduation from a health science center with either a doctor of philosophy, doctor of public health or doctor of osteopathic medicine degree. Four research subjects agreed to participate in this study from a possible 11 students from the graduating class of 2004-2005 at this health science center. Data were gathered through multiple in-depth interviews of the students themselves over a period of no more than one month for each participant. Data were analyzed using the mind mapping technique and Padilla's unfolding matrix. Findings indicate that each participant traveled a different pathway to achieve educational success although similarities did exist across participants. The influences of family background, cultural background, educational background and personal perceptions and goals did affect the pathways of these four Latino graduates. While three of four participants indicated that family was the most important influence on their academic success, all participants related the importance of family to their success, although their definitions of family seemed to vary and included the concepts of education, culture, and personal perceptions and goals. The concepts of family support of education and a culture of education within the family unit emerged as similar themes among study participants. Other similarities among participants were a high academic self-concept, a strong internal locus of control, the ability to create academic community, and a positive view of potentially negative situations. Individual themes emerged from the narratives within each category for each participant. The impact of previous studies on student success, using undergraduate models, was reviewed, and one influence was found among the study participants that had not been used in previous models - health. Implications of findings from this study for educational policy, programs, and practice are discussed.

The purpose of this study was to evaluate the effect of a school counselor led classroom intervention, Student Success Skills (SSS) program (Brigman & Webb, 2010), on Grade 5 Hispanic student’s self-regulation, school attendance, and test anxiety. The study used non identifying archival data from a random controlled trial (RCT) collected at 30 elementary schools in one school district during the school year 2012-2013. Attendance was collected at the end of the school year when students completed Grades 4, 5, and 6. Data were collected at three points: pretest, posttest1, and posttest 2. A series of multivariate analysis of covariance (MANCOVA) tests and univariate analyses were conducted to determine statistical significance between the treatment group and comparison group in self- regulation, school attendance, and test anxiety. Effect sizes using a partial eta square were calculated for each dependent variable. The results support the Student Success Skills (SSS) classroom program (Brigman & Webb, 2010) implemented by certified school counselors was documented. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2017. / FAU Electronic Theses and Dissertations Collection

As adolescents transition to middle school, math confidence and performance declines (Eccles et al., 1993; Lee, Statuto, & Kadar-Voivodas, 1983). These declines are typically attributed to social and maturational changes (Eccles, Lord, & Midgley, 1991; Simmons & Blyth, 1987). In this dissertation, I explore the hypothesis that low parent support for schoolwork is also responsible. Latino-American adolescents are especially at risk for math difficulties. Maintaining adolescents’ engagement and performance in math are important goals for mothers because high levels of both are requisites for many professional careers. This dissertation will focus on Latino-American families to determine if mothers’ homework involvement is associated with changes in children’s math-related outcomes across the transition to secondary school. Parental involvement in math homework is assumed to mitigate declines in math performance during this transition. Cognitive models suggest that involved parents utilize scaffolding (Rogoff & Gardner, 1984) and instruction to ensure math achievement (Pomerantz & Moorman, 2010). Motivational models suggest that involved parents foster math engagement by bolstering child confidence, modeling management strategies, and promoting values that encourage children to work hard (Grolnick & Slowiaczek, 1994; Simpkins, Fredricks, & Eccles, 2015). However, empirical evidence in support of the importance of parents in math achievement is limited. While positive forms of involvement co-occur with better math outcomes (Bhanot & Jovanovic, 2005; Rice et al., 2013), no studies have examined such associations longitudinally. Children who are uninterested in math may be more susceptible to the effects of parental homework involvement because they lack internal motivation for mastery that underlies performance in other children. The present study examines the extent to which Latina-American mothers’ involvement in math homework is effective in preventing declines in child math-related outcomes (i.e., perceptions of math ability, etc) during the transition to middle school. Child math interest was postulated to moderate this association. Results indicated that low maternal homework involvement predicts worsening child math-related outcomes, but only for children who were intrinsically uninterested in math. The findings hold important implications for parents, who must work to ensure that they remain engaged in their children’s activities, especially if children appear uninterested in math. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2017. / FAU Electronic Theses and Dissertations Collection

In recent years, Science, Technology, Engineering, and Technology (STEM) talent pool has re-emerged as a national priority. Certain racial and ethnic groups are dramatically underrepresented in STEM careers and STEM educational programs, an especially serious concern given demographic transitions underway in the United States. The College Board's Advanced Placement (AP) Calculus program provides one way in which students can gain exposure to college-level mathematics while still in high school. This study analyzed factors that contribute to the success of minority students in AP Calculus using a large, longitudinal (2007-2012), geographically distributed dataset which included important school-level variables and AP scores for 10 urban school districts. Descriptive statistics show that AP success in general and minority success in AP Calculus specifically are unevenly distributed across the dataset. A very small number of schools and school districts account for the majority of the production of passing scores on AP exams. Results from multi- variate regression and multi-level growth modeling demonstrate that school size and academic emphasis on a school level constitute important predictors of success for Black and Hispanic students in AP Calculus. The very narrow distribution of AP success across schools and school districts suggests that a specific set of school-level policies and practices are likely to be highly effective in leveraging these two predictors.

Since the 1980s, selective college admissions has become increasingly competitive. In 2021, for example, Harvard admitted a record-low 3.4 percent of applicants, compared to 18 percent in 1990. Trends at selective public institutions are similar. Concurrently, the role of race in admissions has evolved, as legal challenges, from Regents of the University of California v. Bakke onward, have limited the scope of affirmative action policies. The consideration of race in admissions, once intended to repair historical racial injustices, is now justified by the educational benefits of diversity. The same Supreme Court decisions also promoted the use of holistic review in admissions. These trends have collided in the latest legal challenges to affirmative action policies, which have mobilized Asian Americans as plaintiffs, accusing highly-selective schools of discrimination. Amidst this competitive and contested landscape, the private college consulting industry has grown exponentially. One trade association estimates that the number of independent educational consultants (IECs) in the United States quintupled between 2005 and 2015. Hired primarily by middle- and upper-class families, IECs occupy a unique position. They work intensively one-on-one with students to help manage a complicated process, while also maintaining ties to schools and colleges. They therefore serve as an analytical lens for understanding how broader trends in admissions affect students on the ground. Drawing on research on culture and educational inequality, the history of race in college admissions, and moral boundary-making, I ask how IECs help clients interpret elements of holistic review; how IECs respond to perceived discrimination and questions of racial diversity; and how participants in a system viewed as unequal draw moral boundaries around their work. Through interviews with 50 IECs in New York and California, I first show that IECs’ work makes the processes by which students successfully apply to colleges explicit. In doing so, they shine a light on what I call shadow criteria, or the unstated set of criteria that underlie the official criteria by which colleges judge applicants. Authenticity is one shadow criterion that requires students to translate their existing cultural capital into an application that is attractive to admissions officers – a process that, as I will show, is subject to class-based considerations. Second, IECs view White, Asian American, and underrepresented minority (i.e., Black, Latinx, and Indigenous) students as having different concerns about racial diversity and discrimination, and advise students accordingly. However, addressing these concerns at the individual level can reinforce colleges’ racialized admissions systems and reify stereotypes. Third, the majority of respondents view the overall admissions system either as flawed, or at best with ambivalence. Respondents draw moral boundaries between themselves and bad actors in the profession, legitimating their work and justifying it morally. Through the lens of the independent educational consultant, this dissertation contributes to our understanding of how actors within the college admissions ecosystem respond to competitive pressures. It also provides a greater qualitative understanding of how the growing field of private educational consulting operates.

The current neoliberal education system often positions bilingual youth as deficient or lacking in skills. The discourse from some academic research paradigms tends to also take up this deficit orientation, focusing on the issues and needs of Latinx bilingual students, or the pedagogical strategies to “close achievement gaps.” The NYC Department of Education has attempted to address gaps in achievement by offering increased access to college and career readiness programs, positioning access as synonymous to equity. However, access alone does not lead to equity when the systems and norms that prioritize assimilation to the dominant white culture are not being challenged; moreover, increased access will not lead to equity if the voices and experiences of marginalized youth experiencing the transition to college are not amplified. This project will add to the growing body of scholarly work that aims to subvert deficit discourse around bilingual students by inviting them to author their own stories about their experiences in the transition to college. These narratives bring up various aspects of the transition to college: how first-generation Latinx bilingual youth navigate cultural and linguistic expectations in college, how they navigate the white, western, and patriarchal institutional norms of the college going process, sources of support in their educational journeys, what factors influenced their college choices, and how they have experienced college in the context of a global pandemic. This research recognizes bilingual students’ experiences and knowledges as truths, positioning them as knowledge creators. The purpose of this study is to document and explore how first-generation Latinx/ bilingual students experience the transition from high school to college, and how they navigate and question spaces in high school and college fraught with linguistic and cultural erasure. Employing Chicana Feminist epistemologies and post-positive realist perspectives of identity, this study will use pláticas to better understand the experiences of Latinx students as they transition to college, what educators can do to support their transition, and to think about how educators can work alongside Latinx students to fight erasure.

When students are academically qualified to attend a four-year college or university but instead enroll at a community college, they are considered academically undermatched. Research suggests that Latinx students are more likely to academically undermatch than their peers yet they remain the least likely to complete an upward transfer to a university and earn a baccalaureate degree. The purpose of this study was to explore the enrollment decisions of, and familial influences on, Latinx students who were admitted to a university but who initially enrolled at a community college. Using community cultural wealth and funds of knowledge as theoretical frameworks, I examined the narratives of 13 Latinx students and the parents of five of those students. Nine student participants were female and four were male, ranging from 19 to 31 years old. Parent participants were four females and two males, ranging from 43 to 52 years old. Findings from this study are divided into two parts. Student findings revealed navigating the pathway to college was fraught with limited information, even though students acknowledged they had access to resources and their high school counselors and teachers helped in the college search process. However, students still did not feel that crucial information they wanted or needed was available. Parent findings uncovered how parental aspirations and perceptions of opportunities in the United States served as a foundation for helping students aspire to attend college. Based on these findings, higher education practitioners would do well to use inclusive frameworks, such as community cultural wealth, to create programs that address Latinx students and their families, including providing materials in Spanish. Through use of inclusive frameworks, research on Latinx student college choice continues to elevate the complexities and realities these students encounter. Additionally, policymakers should continue to reevaluate the shifting burden of costs for higher education from taxpayers to students as this impacts college choice and academic undermatch.

No description available.

This investigation was a post-hoc, quantitative analysis of secondary academic performance and participation choices of Hispanic students. Three years of longitudinal student-level data was collected to examine the likelihood of college enrollment based on college and career readiness (CCR) factors. At the time of the study, CCR was defined as qualifying exam scores, credit for at least two advanced/dual enrollment courses, or enrollment in a career and technology education (CTE) coherent sequence of courses. Research participants (N = 803) consisted solely of Hispanic high school graduates from the 2014 cohort. Frequency statistics indicate 45.5% (n = 365) attended an institute of higher education (IHE) within 2 years of high school graduation. Findings reveal Hispanic females were more likely than Hispanic males to meet CCR indicators as well as postsecondary resiliency outcomes. Analysis of chi-square tests of independence suggests a moderately strong association exists between CCR indicators and postsecondary participation among high school graduates. Differences were found in terms of gender and postsecondary enrollment, x^2(6) = 24.538, p < .001. Differences were also found in terms of type of IHE and postsecondary resiliency, x^2(3) = 34.373, p < .001. More Hispanic CCR graduates enrolled at 2-year and 4-year IHE than expected by chance. While non-CCR graduates enrolled in IHE, they were less likely to meet postsecondary resiliency outcomes. CCR graduates who initially enrolled at 2-year IHE were also less likely to persist. Furthermore, the greatest contribution to differences in resiliency existed for Hispanic CCR graduates who enroll at 4-year IHE.