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[pt] O presente estudo objetivou explorar a qualidade motivacional e a percepção do clima universitário dos estudantes de licenciaturas do Câmpus do Pantanal da UFMS, suas correlações entre si e seus reflexos na evasão. Para tanto foi utilizada uma metodologia quali-quantitativa na qual explorou-se a existência de associações, correlações e regressões entre os dados levantados pelo Instrumento do estudante. Participaram desta pesquisa 370 estudantes dos cursos de licenciatura do Câmpus do Pantanal, 51 professores e 5 coordenadores. Como resultados encontrados foi possível perceber que os estudantes, em sua maioria, possuem motivação autodeterminada, sendo que as mães e os professores aparecem como fator de apoio e incentivo. Os estudantes possuem uma visão positiva do clima universitário, principalmente em relação ao bem-estar, mas houve concordância com casos de racismo e falta de integração que precisam de atenção. Adicionalmente, verificamos correlações positivas entre uma percepção negativa do clima universitário com baixa qualidade motivacional e correlações positivas entre uma percepção positiva do clima com alta qualidade motivacional, embora não tenham sido encontradas variáveis do clima universitário como preditoras da variação da motivação. Entre os fatores apontados como desmotivadores, e também possivelmente associados à uma possível evasão, aparecem o ensino médio insuficiente, a dificuldade nos estudos e na organização do tempo. Como resultado a pesquisa deixa um alerta às instituições universitárias sobre a necessidade de estudos sobre fatores promotores da motivação e formas de oferecer um clima universitário positivo, principalmente relacionado à integração dos estudantes ingressantes, apoio no desenvolvimento de técnicas de estudo como um caminho para diminuir as taxas de evasão na instituição. / [en] The present study aimed at exploring the motivational quality and perception of the campus climate of UFMS undergraduate licenciate students, their correlations with each other and their impact in students drop out. For this, a qualitative-quantitative methodology was used in which the associations, correlations and regressions between the data collected by the Student Instrument were explored. A total of 370 students participated in the undergraduate licenciates courses at Câmpus do Pantanal, 51 teachers and 5 coordinators. The results allow the students, for the most part, to have self-determined motivation, with mothers and teachers appearing as a support and incentive factor. Students have a positive view of the campus climate, especially in relation to well-being, but there was agreement with the cases of racism and lack of integration that need attention. Additionally, we verified that the positive correlations between the experiences are negative to the campus climate with low motivational quality and correlated between positive climates with high motivational quality, although the campus climate variables have not been altered as predictors of the motivation variation. Among the factors pointed out as demotivators, and associated with one possible evasion, appear in insufficient secondary education, an attempt in the studies and the organization of the time. As a result of a research is an indicator of studies on the factors that promote motivation and ways of supporting a positive university climate, mainly related to the integration of incoming students, support in the development of study techniques as a way to the future avoidance rates at the institution.

Doctor of Philosophy / Department of Special Education, Counseling and Student Affairs / Linda P. Thurston / This qualitative case study with multiple participants explored how the perception of campus climate and gender role expectations contributes to Latinas’ persistence at a two-year Hispanic Serving Institution (HSI) in the Midwest. Guided by the work of Hurtado and Carter (1997) and social support theory (Sarason & Sarason, 1985), various aspects of the college experience both inside and outside the classroom were examined. In-depth interviews were conducted in order to gain insight into those viewpoints that influenced the desire to enroll and persist in college and how these perspectives shaped commitment and sense of belonging to the institution. Prominent themes that emerged were: the significance of family support and the need to stay close, the impact of student identity and the importance of positive faculty-student interaction. The results indicated that immigration status, the desire to make family proud, and support from family and instructors that offered words of encouragement served to motivate students to persist and graduate. Additional prominent findings revealed that the perception regarding academic environment including the need for positive academic advising experiences, involvement in organizational memberships, particularly with the Hispanic American Leadership Organization (HALO) and activities that embrace the diverse student population and incorporate varying perspectives affect perceptions of campus climate and commitment to the institution. Participants identified those programs and services on campus that best serve the needs of Latinas and have the most impact on a positive college experience. The results contribute to the research addressing campus climate and sense of belonging for Latino/a students overall, and offers unique insights from the perspective of Latinas attending a two-year HSI that is lacking in the body of literature. Implications for practice and future research are identified.

This item contains the agenda, minutes, and attachments for the Faculty Senate meeting on this date. There may be additional materials from the meeting available at the Faculty Center.

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The purpose of this study was to determine how graduates of master's degree programs perceived the ethnic and cultural climate at Dallas Theological Seminary (DTS) during their enrollment there. The population (N=2,223) consisted of graduates of master's degree programs who attended Dallas Seminary from 1996-2005. The study utilized a non-experimental design methodology using a mailed survey questionnaire. A 37.2 % response rate was achieved. Most results were statistically significant at the .05 alpha level utilizing chi-square goodness-of-fit tests.

The number of Hispanic-Serving Institutions (HSIs) is on the rise. Research suggests that institutions designated as HSIs graduate over fifty percent of Latinos enrolled in college (Santiago, 2006). However, few studies have examined the campus climate of HSIs and how such climate may influence the degree attainment of first-generation, Mexican American students. Considering the instrumental role HSIs have had in advancing the number of Latinos in postsecondary education, this study investigates the campus climate of an HSI along the U.S.-Mexico Border. By utilizing the theoretical frameworks of funds of knowledge (Moll, Amanti, Neff & Gonzalez, 1992) and organizational habitus (McDonough, 1997) this qualitative study involved first-generation, Mexican American students, faculty, and administrators from the University of Texas-Pan American (UTPA). Data collection methods included: student focus groups, individual interviews, observations, reflective notes and a review of relevant documents. Instrumentation used for this study incorporated a student questionnaire as well as pre-established interview questions. Findings revealed students’ perceptions of a Border HSIs, the experiences they describe as helpful in allowing them to obtain a degree; and the institutional characteristics faculty and administrators found critical in allowing first-generation, Mexican American students to persist. This study builds upon a pilot conducted in 2009-2010, that assessed Latino students’ perceptions of HSIs. The goal of this study is 1) to contribute to the literature on first-generation, Mexican American student success and 2) to further enrich our knowledge about the campus climate of Border HSIs and their role in degree attainment of Latinos. / text