Laura SoerenssonEPPL 751

Latino Faculty Role Models:Their Effects on Latino Student Retention

The purpose of the study is to attempt to reveal the cultural and social capital gained by Latino students who have Hispanic faculty role models; and their effects on retention.

Outcomes of this study may help administrators to implement a retention strategy tailored specifically to Latino students.

Purpose of Study

Action Research Umbrella:

Perceptions, Views, and Design: Role Models as a Retention Strategy for Latinos Students

Theme 1: Social Capital

Increasing Social Capital as a Retention Strategy

Can role models increase the social capital of Latino Students?

Theme 2: Cultural Capital

Increasing Cultural Capital as a Retention Strategy

Can role models increase the cultural capital of Latino students?

Theme 3: Ethnicity

Recognizing that ethnicity may play a role for students

Is it important to have Latino faculty as role models for Latino students?

1. Does using Hispanic faculty as mentors aid Latino students in gaining social and cultural capitol?

2. Does increased social and cultural capital improve Latino student retention?

Gloria and Rodriguez (2002) warns that an understanding of cultural (norms, traditions, acculturation, ethnic identity) and social factors (social networks that include family and faculty) are crucial when advising Latino students.

A Latino faculty mentor may expand the student’s access to resources for coping with the stresses of academia. As students gain social and cultural confidence, their adaptation and therefore retention, may also increase.

Ethnicity sub-theme in relation to role models:Why is it important to use ethnic (Latino) faculty?

Capital Deficiency Theory explains the phenomenon of why underrepresented populations lack social and cultural resources needed for academic achievement

Social scientists have identified various related forms of capital (social / cultural) which provides advantages to individuals in society and in educational settings.

Both social and cultural capital may enhanced by engaging Latino faculty as role models for Latino students.

Sub-themes: Social / Cultural Capital in relation to role models

La Guardia Community College (LGCC), New York, NY

Latino Student Population: 35 % Formalized mandatory faculty advising

Program Hispanic Faculty: 24 %

Where will the study will be conducted ?

Overarching Question

Data Source 1 Data Source 2 Data Source 3

Can role models increase the social / cultural capital of Latino Students?

One-on-one Interviews with Latino students

Recorded interviews

Written field notes

Does increased social and cultural capital improve Latino student retention?

One-on-one Interviews withLatino students

Recordedinterviews

Written field notes

Is it important to have Latino faculty as role models?

One-on-one Interview with Latino Students

Recorded interviews

Written field notes

Hypothetical Triangulation MatrixFocus of the Action Research Study

Increasing Retention of Latino Students through Latino Faculty Role Models

One-on-one Interviews with Latino students Recorded interview Written field notes.

Methodologies

1. Ethnic

Faculty Role

Model (with

Social and

Culture Capital)

4. Ethnic Student with Increased Social and

Culture Capital

Transfer of Capital: The Effects of Same-Ethnic Role Models

2. Mentor and

Advising Process

3. Ethnic Students (lacking Social and

Culture Capital)

Transferof

Capital

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References

Laura SoerenssonAssist Director, MBA AdmissionsM.Ed. EPPL, Higher Ed. Administration, Candidate 2011Email: laura.soerensson@email.wm.edu

I am a second year Masters student with a projected graduation in December, 2011. I have 3 years experience in higher education. My interests include: Latino students, retention policies, and standardized testing in admissions policies.

Questions?