<p> The purpose of this study is to determine if Title V HSI grants and expenditures in instruction, academic support, and student services at 4-year Hispanic Serving Institutions (HSIs) account for observed differences in the graduation rates of Latinas/os and the percent of bachelor’s degree completions of Latina/o students, and whether HSIs are equitable in the proportion of bachelor’s degrees awarded to Latinas/os. HSIs are colleges and universities that enroll 25% or more full time equivalent (FTE) undergraduate Latina/o students. In general, the purpose of the federal Title V HSI grant is to fund programs to enhance the educational attainment of Latina/os. This study uses Tinto’s (2012) framework for institutional action advancing that colleges and universities that establish support programs designed to promote students’ success eventually see those programs translate into improved institutional graduation outcomes. A nationally representative sample of 75 four-year accredited, bachelor’s degree granting institutions of higher education with at least 25% undergraduate Latina/o students by 2012 fall was selected from the Integrated Postsecondary Data System (IPEDS) for this study. Consistent with prior research, statistical analyses revealed that expenditures in academic support and student services are significantly associated with graduation rates of Latina/os, however, the expenditures in instruction was not a significant predictor of graduation rates of Latina/os. The role of Title V HSI grants was significant when the variable that accounted for the percentage of undergraduate Latinas/os was removed from the analysis. Title V grantees experienced a greater number of bachelor’s degrees completions conferred on Latinas/os when compared to other HSIs in the sample. On average, HSIs were equitable in conferring bachelor’s degrees on Latina/os. Future research should investigate expenditures in instructional activities that are directly associated with student learning at HSIs, and the type of Title V grant-funded activities that are greater predictors of Latina/o student success.</p><p>
| Identifer | oai:union.ndltd.org:PROQUEST/oai:pqdtoai.proquest.com:10277985 |
| Date | 03 November 2017 |
| Creators | Perez, Ligia |
| Publisher | West Virginia University |
| Source Sets | ProQuest.com |
| Language | English |
| Detected Language | English |
| Type | thesis |
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