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College persistence, resiliency, and factors contributing to the Latina collegian experience

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TitleInfo
Title
College persistence, resiliency, and factors contributing to the Latina collegian experience
Name (type = personal)
NamePart (type = family)
Bucalo
NamePart (type = given)
Jennifer M.
NamePart (type = date)
1976-
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Jennifer Bucalo
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RoleTerm (authority = RULIB)
author
Name (type = personal)
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Sidney
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Mara
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Mara Sidney
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Advisory Committee
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chair
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Btoush
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Rula
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Rula Btoush
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Advisory Committee
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co-chair
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Perry
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Kinna
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Kinna Perry
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Advisory Committee
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internal member
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Collado
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Shirley
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Shirley Collado
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Advisory Committee
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outside member
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Rutgers University
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degree grantor
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Graduate School - Newark
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school
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Text
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theses
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2019
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2019-05
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2019
Language
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English
Abstract
Disparities persist among college attendance and conferred degrees for Latinas in the United States. College enrollment is on the rise for Latinas; however, completion rates remain disproportionately lower. If educational outcomes are to improve for the Latinx community, the number of support systems for this population must increase at the university levels from a strength-based approach.
The purpose of this study was to examine factors associated with college persistence and resilience at four-year institutions among Latinas. This is a cross-sectional study of factors associated with college persistence and the resilience of Latina undergraduate students at four-year institutions. The study sampled and compared levels of resilience among Latinas enrolled in their third and fourth year of college versus those who dropped out in their first or second year. This study analyzed the online survey responses of 308 Latina females that enrolled in college during the fall of 2014.
Results from the bivariate and multivariate analysis indicated that college persistence was higher among younger students (18-21 years old), bilingual students, single students, those who had awards/scholarships, and those who belonged to a student and/or community organizations. The study findings for resilience indicated that belonging to student organizations and father’s education were significant individual predictors for Latinas. The significant sociocultural variables included sense of belonging, acculturation—mainstream culture subscale, and acculturation-heritage culture subscale. Having high levels of resilience was statistically associated with the university environment. It is recommended that higher learning institutions develop culturally appropriate supportive interventions to increase Latina graduation rates. Further research is needed to examine how hiring more Latinx professors to mirror the student population can improve the campus environment.

Subject (authority = local)
Topic
Latina
Subject (authority = RUETD)
Topic
Urban Systems
Subject (authority = LCSH)
Topic
Hispanic American women college students
Subject (authority = LCSH)
Topic
College dropouts -- Prevention
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Title
Rutgers University Electronic Theses and Dissertations
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ETD
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Title
Graduate School - Newark Electronic Theses and Dissertations
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rucore10002600001
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ETD_9918
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doi:10.7282/t3-wjvx-bn45
PhysicalDescription
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application/pdf
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text/xml
Extent
1 online resource (xiv, 182 pages) : illustrations
Note (type = degree)
Ph.D.
Note (type = bibliography)
Includes bibliographical references
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NjNbRU
Genre (authority = ExL-Esploro)
ETD doctoral
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Rights

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The author owns the copyright to this work.
RightsHolder (type = personal)
Name
FamilyName
Bucalo
GivenName
Jennifer
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime (encoding = w3cdtf); (qualifier = exact); (point = start)
2019-04-29 00:14:34
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Name
Jennifer Bucalo
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Affiliation
Rutgers University. Graduate School - Newark
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Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
RightsEvent
Type
Embargo
DateTime (encoding = w3cdtf); (qualifier = exact); (point = start)
2019-05-31
DateTime (encoding = w3cdtf); (qualifier = exact); (point = end)
2021-05-30
Detail
Access to this PDF has been restricted at the author's request. It will be publicly available after May 30th, 2021.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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2019-04-29T04:07:34
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