Impact of the Environment: How Does Attending a Hispanic-Serving Institution Influence the Engagement of Baccalaureate-Seeking Latina/o Students?

Autor/inn/en	Fosnacht, Kevin; Nailos, Jennifer N.
Titel	Impact of the Environment: How Does Attending a Hispanic-Serving Institution Influence the Engagement of Baccalaureate-Seeking Latina/o Students?
Quelle	In: Journal of Hispanic Higher Education, 15 (2016) 3, S.187-204 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-1927
DOI	10.1177/1538192715597739
Schlagwörter	Educational Environment; Hispanic American Students; Institutional Characteristics; Enrollment Trends; Educational Experience; Learner Engagement; Achievement Gains; Undergraduate Students; Correlation; Student School Relationship; National Surveys; Student Characteristics; Statistical Analysis; Student Attitudes; College Freshmen; College Seniors; Student Surveys; National Survey of Student Engagement + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Bildungserfahrung; Achievement gain; Leistungssteigerung; Korrelation; Schüler-Lehrer-Beziehung; Statistische Analyse; Schülerverhalten; Studienanfänger; College; Colleges; Senior; Hochschule; Fachhochschule; Schülerbefragung
Abstract	Hispanic-Serving Institutions (HSIs) enroll the majority of Latina/o students in higher education; however, it is unclear how HSIs influence Latina/os' postsecondary experiences. In this study, we examined how the Latina/o student experience differed between students who did and did not attend 4-year HSIs. The results suggest that HSIs generally have positive, but modest, effects on Latina/o's student engagement and self-perceived gains. The differences were more pronounced for first-year students than seniors. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01